Early Gender Differences in Self-Regulation and Academic Achievement
Early Gender Differences in Self-Regulation and Academic Achievement
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DOI：
10.1037/a0014240
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发表时间：
2009-08-01
影响因子：
4.9
通讯作者：
Morrison, Frederick J.
中科院分区：
文献类型：
--
作者：
Matthews, J. S.;Ponitz, Claire Cameron;Morrison, Frederick J.
本研究探讨了幼儿园秋季和春季自我调节的性别差异及其与早期成就的5个领域的性别差异的联系：应用问题（数学），一般知识，字母词识别，表达性词汇和声音意识。行为的自我调节，测量使用一个客观的直接措施（N = 268;头-趾-膝-肩任务），并为子样本的儿童，教师报告的课堂自我调节行为（n = 156;儿童行为评定量表）。结果表明，在这两项评估中，女孩的成绩都优于男孩。虽然自我调节的性别差异是明确的，没有显着的性别差异被发现在5个学业成绩的结果，如测量的伍德科克-约翰逊III成就测试。自我调节一贯预测数学和健全的意识，虽然联系更强的直接措施相比，教师的报告。了解性别和自我调节的作用，在早期和后期的学业成绩和自我调节的作用，在特定领域的成就的影响进行了讨论。
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 self-regulation 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.