The DOI matches its Crossref record; 89 of the 89 references it cites were found in a registry or an index.
Early gender differences in self-regulation and academic achievement.
Abstract
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral selfregulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed boys in both assessments. Although gender differences in self-regulation were clear, no significant gender differences were found on the 5 academic achievement outcomes, as measured by the Woodcock-Johnson III Tests of Achievement. Self-regulation consistently predicted math and sound awareness, although links were stronger with the direct measure as compared with teacher reports. Implications for understanding the role of gender and self-regulation in early and later academic achievement and the role of self-regulation in particular areas of achievement are discussed.
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Cites
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Cited by
Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009) · Developmental Psychology · doi:10.1037/a0015365 · Cited by 934
Self-citationThe structure of executive function in 3-year-olds.
Wiebe, S. A., Sheffield, T., Nelson, J. M., Clark, C. A. C., Chevalier, N., & Espy, K. A. (2011) · Journal of Experimental Child Psychology · doi:10.1016/j.jecp.2010.08.008 · Cited by 776
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.
Robson, D. A., Allen, M. S., & Howard, S. J. (2020) · Psychological Bulletin · doi:10.1037/bul0000227 · Cited by 759
Biosocial construction of sex differences and similarities in behavior
Wood, W., & Eagly, A. H. (2012) · Advances in experimental social psychology · doi:10.1016/b978-0-12-394281-4.00002-7 · Cited by 770
The development of self-regulation across early childhood.
Montroy, J. J., Bowles, R. P., Skibbe, L. E., McClelland, M. M., & Morrison, F. J. (2016) · Developmental Psychology · doi:10.1037/dev0000159 · Cited by 629
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Metadata
- Authors
- Matthews, J. S., Ponitz, C. C., & Morrison, F. J.
- Venue
- Journal of Educational Psychology
- Published
- 2009
- Volume
- 101
- Issue
- 3
- Pages
- 689-704
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2055363574
- Cited by
- 687
- References
- 89
- FWCI
- 92.95
- Type
- journal article
- Language
- en
- Open access
- closed
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Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
