Early gender differences in self-regulation and academic achievement.

TLDR

The study examined gender differences in self‑regulation during kindergarten and their relation to gender differences in five early achievement domains: applied problems, general knowledge, letter‑word identification, expressive vocabulary, and sound awareness. Self‑regulation was measured with an objective Head‑Toes‑Knees‑Shoulders task (N = 268) and, for a subsample, teacher reports via the Child Behavior Rating Scale (n = 156). Girls performed better on both self‑regulation measures, but no gender differences appeared in the five achievement outcomes; nevertheless, self‑regulation consistently predicted math and sound awareness, with stronger effects for the direct measure than for teacher reports.

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.