Child gender at kindergarten entry predicts initial functioning: boys show more conflict and inattention/impulsivity, girls more closeness and school engagement¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Boys experienced more teacher conflict (β = −.17, p < .001) and more inattention/impulsivity (β = −.37, p < .001); girls experienced closer relationships (β = .17, p < .001) and more school engagement (β = .17, p < .01). → Portilla Ximena A. 2014

Evidence¶

Portilla Ximena A. 2014¶

Portilla Ximena A., Ballard Parissa J., Adler Nancy E., Boyce W. Thomas, Obradović Jelena. (2014). An Integrative View of School Functioning: Transactions between Self-Regulation, School Engagement, and Teacher-Child Relationship Quality. Child development. https://doi.org/10.1111/cdev.12259

q3 · i? · associational · r2

In the best-fitting path model (Model 3), gender predicted child behaviors and relationship quality at kindergarten entry: "Boys experienced more conflict with teachers (B = −.29, β = −.17, p < .001)" and girls more closeness and engagement. Gender was not correlated with first-grade academic competence in bivariate relations.

"Boys experienced more conflict with teachers (B = −.29, β = −.17, p < .001) and more inattention and impulsivity (B = −.24, β = −.37, p < .001). Girls experienced closer relationships with teachers (B = .29, β = .17, p < .001) and more school engagement (B = .13, β = .17, p < .01)."

Discussion¶

Related Claims¶

• Fathers' initial growth mindset predicted girls' later growth mindset but not boys', a gender-moderated path — related
• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than boys — related
• Low self-regulation (inattention and impulsivity) at kindergarten entry predicts greater teacher-child conflict by kindergarten spring, and this effect persists into first grade — related
• Bivariate correlations between social functioning and academic development are in the predicted direction but modest in strength — related
• Child gender predicts self-regulation trajectory membership, with girls more likely to be earlier developers — related