Girls showed more SRL strategic behaviours than boys but did not outperform boys on task performance; child age correlated with metacognitive, motivational behaviours and performance¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1–r2 · q3 · i2 medium
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Girls showed more cognitive (U=1540.50, p<.01), metacognitive (U=1637.50, p<.05), and motivational (U=1501.50, p<.01) strategic behaviours, with no performance difference. → Heyi Zhang 2014 q3 i2 Children's age was significantly related to metacognitive (ρ=.19), motivational (ρ=.22) strategic behaviours and task performance (ρ=.24). → Heyi Zhang 2014 (2)

Evidence¶

Heyi Zhang 2014¶

Heyi Zhang, David Whitebread. (2014). Linking parental scaffolding with self-regulated learning in Chinese kindergarten children. Faculty of Education, University of Cambridge. https://www.repository.cam.ac.uk

q3 · i? · associational · r1

Mann-Whitney U tests in preliminary analyses of the 130-child sample (59 girls, 71 boys). Girls scored higher on all three strategic behaviour measures but "did not outperform boys in terms of task performance (U=1710.50, p>.05)".

"girls showed more 20 cognitive strategic behaviours ( U=1540.50, p<.01), metacognitive strategic 21 behaviours ( U=1637.50, p<.05), and motivational strategic behaviours ( U=1501.50, 22 p<.01), but did not outperform boys in terms of task performance (U=1710.50, p>.05)."

Heyi Zhang 2014 (2)¶

Heyi Zhang, David Whitebread. (2014). Linking parental scaffolding with self-regulated learning in Chinese kindergarten children. Faculty of Education, University of Cambridge. https://www.repository.cam.ac.uk

q3 · i2 · associational · r2

Spearman's correlations in preliminary analyses. The printed correlations were ρ=.19 (metacognitive), ρ=.22 (motivational), and "task performance (ρ=.24, p < .01)"; significant effects were controlled in later analyses.

"The results of Spearman ’s correlations showed that c hildren’s age was significantly 24 related to metacognitive strategic behaviours ( ρ=.19, p < .05 ), motivational strategic 25 behaviours (ρ=.22, p < .05), and task performance (ρ=.24, p < .01)."

Discussion¶

Learner Variables¶

• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Children's metacognitive strategic behaviours, but not cognitive or motivational strategic behaviours, independently predict task performance in child-alone problem-solving tasks — related
• Girls show early EF and ToM advantages, but the EF advantage diminishes with age while the ToM advantage persists — related
• Metacognitive strategies correlate strongly with problem-solving skills, and behavioural metrics correlate with task performance — related
• Girls report higher initial mathematics enjoyment and boys higher initial boredom, with no gender differences in arithmetic skill development or mathematics performance — related