Gender did not significantly moderate relationships between social functioning and academic development in preschoolers¶

Claim · All claims
Evidence · 1 study · associational r3 · q3
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of nine gender-by-social-functioning interactions significantly predicted academic outcomes, though seven of nine correlations were stronger for boys. → Arnold 2012

Evidence¶

Arnold 2012¶

Arnold, D. H., Kupersmidt, J. B., Voegler-Lee, M. E., & Marshall, N. (2012). The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills. Early Childhood Research Quarterly. https://doi.org/10.1016/j.ecresq.2011.12.009

q3 · i? · associational · r3

Nine HLM interaction analyses regressing each academic outcome onto one social predictor, gender, and their interaction in 467 preschoolers. The article reports "contrary to predictions, gender did not significantly moderate any of these relationships (all interaction ps > .05)."

"contrary to predictions, gender did not significantly moderate any of these relationships (all interaction ps > .05)"

Discussion¶

Learner Variables¶

• Gender — moderator: an instructional effect differs by group

Related Claims¶

• Bivariate correlations between social functioning and academic development are in the predicted direction but modest in strength — related
• Ethnicity moderates several social-functioning–academic relationships, which are stronger for African American than Caucasian children — related
• Fitness–attention relationships are stronger in boys than girls, with higher explained variance in boys' regression models — related
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• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys — related
• Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator — related
• Data collection year does not significantly predict the digital reading-comprehension association, though it becomes significant when an outlier is included — related
• Gender and academic level do not moderate the perfectionism–academic achievement relationships — related