Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys¶

Claim · All claims
Evidence · 2 studies · 2 associational r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Gender showed a positive and significant moderation effect on the path from educational processes to social–emotional competence in both moderated mediation models. → Li S 2023 q3 i? Simple slope tests showed the educational processes–competence relationship was stronger for girls (βsimple = 0.54) than for boys (βsimple = 0.18). → Li S 2023 (2)

Evidence¶

Li S 2023¶

Li S, Tang Y and Zheng Y (2023) How the home learning environment contributes to children's social–emotional competence: A moderated mediation model. Front. Psychol. 14:1065978. https://doi.org/10.3389/fpsyg.2023.1065978

q3 · i? · associational · r2

PROCESS Model 59 moderated mediation analysis on the same 443-child sample, controlling age and number of children. The article reports "a positive and significant moderation effect of gender between the educational process and children's social–emotional"; Model B showed a similar interaction (β = 0.51, p < 0.001).

"there was a positive and significant moderation effect of gender between the educational process and children's social–emotional ( β = 0.44, p < 0.001)"

Li S 2023 (2)¶

Li S, Tang Y and Zheng Y (2023) How the home learning environment contributes to children's social–emotional competence: A moderated mediation model. Front. Psychol. 14:1065978. https://doi.org/10.3389/fpsyg.2023.1065978

q3 · i? · associational · r2

Simple slope tests probing the gender interaction. The association between educational processes and competence was "significant for girls" and "considerably weaker" for boys; the article prints the boys' CI as [0.14, 0.12], an apparent typographical inconsistency reported as printed.

"the relationship between the educational processes and social–emotional competence was significant for girls ( βsimple = 0.54, 95%CI = [0.35, 0.74], p < 0.001). However, for boys, this relationship was considerably weaker (βsimple = 0.18, 95%CI = [0.14, 0.12], p < 0.001)."

Discussion¶

Related Claims¶

• Conditional indirect effects of the home learning environment through educational processes are larger for girls than for boys — related
• Gender moderates the direct effect of parental beliefs and interests on children's social–emotional competence but not the direct effect of structural family characteristics — related
• Fathers' initial growth mindset predicted girls' later growth mindset but not boys', a gender-moderated path — related
• Child gender at kindergarten entry predicts initial functioning: boys show more conflict and inattention/impulsivity, girls more closeness and school engagement — related
• Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator — related
• Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample — related
• The homework management–homework behavior link is stronger for girls than for boys — a narrower finding that bears on this claim
• ACE-outcome associations did not differ between girls and boys — reports the opposite
• Oral communicative competence relates to peer acceptance only for boys and not to peer rejection, indicating gender as a moderator — related
• Gender did not significantly moderate relationships between social functioning and academic development in preschoolers — related
• Educational processes fully mediate the effects of structural family characteristics and parental beliefs and interests on children's social–emotional competence — related
• Gains in emotion knowledge during preschool mediate the association between preschool relationships and kindergarten achievement — related
• The association between school discipline and social-emotional self-control is stronger for older students — related
• Adolescent girls report higher self-reported social competences than boys in vocational high school — related