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Cited by 83Education, Achievement, and GiftednessGrit, Self-Efficacy, and MotivationEarly Childhood Education and Development

Will not want: Self-control rather than motivation explains the female advantage in report card grades

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Duckworth, Angela L., Shulman, Elizabeth P., Mastronarde, Andrew J., Patrick, Sarah D., Zhang, Jinghui, Druckman, Jeremy·2015·Learning and Individual Differences
DOI 10.1016/j.lindif.2015.02.006PMC PMC4395866
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Abstract

Girls earn better grades than boys, but the mechanism explaining this gender difference is not well understood. We examined the relative importance of self-control and motivation in explaining the female advantage in grades. In Study 1, we surveyed middle school teachers and found they judged girls to be higher in both school motivation and self-control. In Studies 2 and 3-using self-reported motivation and teacher- and/or parent-reported self-control, and quarterly and final grades obtained from school records-we find that self-control, but not school motivation, helps to explain the gender gap in academic performance. In these studies, girls appeared to be more self-controlled than boys, but-contrary to teacher judgments in Study 1-did not appear to be more motivated to do well in school.

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  • Most research on the female advantage in school grades has examined gender differences in self-discipline, and none to date have considered gender differences in sleep as a mediating factor on school grades.

    “Most of the research conducted to understand this female advantage in school grades has examined gender differences in self-discipline,40–42 and none to date have considered gender differences in sleep as a mediating factor on school grades.”

    From Sleep quality, duration, and consistency are associated with better academic performance in college students (2019) · cites this paper as [40]

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Authors
Duckworth, A. L., Shulman, E. P., Mastronarde, A. J., Patrick, S. D., Zhang, J., & Druckman, J.
Affiliations
  • University of Pennsylvania (US)
  • Brock University (CA)
  • Smith College (US)
Corresponding author
Duckworth, Angela L.
ORCID
Venue
Learning and Individual Differences
Publisher
Elsevier BV
Published
2015-04
Volume
39
Pages
13-23
ISSN
1041-6080 (ISSN-L)
DOI
10.1016/j.lindif.2015.02.006
PMC
PMC4395866
OpenAlex
W2067608907
Cited by
83
References
74
Citations by year
2026: 6 · 2025: 8 · 2024: 11 · 2023: 8 · 2022: 4 · 2021: 7 · 2020: 10 · 2019: 12 · 2018: 4 · 2017: 6 · 2016: 6 · 2015: 1
FWCI
8.54
Type
journal article
Language
en
Open access
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
  • Learning and Individual Differences (publishedVersion)
  • PubMed (publishedVersion)
  • PubMed Central (acceptedVersion)
Funders
National Institute on Aging (R24AG048081, K01AG033182)
Topics
  • Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
  • Social Sciences › Psychology › Social Psychology › Grit, Self-Efficacy, and Motivation
  • Social Sciences › Education › Early Childhood Education and Development
Keywords
gender differences in achievement, self-control, academic motivation, report card grades, girls' academic performance, teacher judgment, junior high school students

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