Girls show significantly higher task orientation than boys in preschool¶

Claim · All claims
Evidence · 1 study · associational r? · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person · recheck by 2027: baselines and conditions change

Subclaims¶

q3 i? Girls had significantly higher task orientation than boys in this preschool sample. → Tara Hofkens 2022

Evidence¶

Tara Hofkens 2022¶

Tara Hofkens, Jessica Whittaker, Robert Pianta, Virginia Vitiello, Erik Ruzek, Arya Ansari. (2022). Pathways of mathematics achievement in preschool: Examining executive function and task orientation. Journal of Applied Developmental Psychology. https://doi.org/10.1016/j.appdev.2022.101432

q3 · i? · associational · r?

In the longitudinal sample of 467 preschoolers, girls had significantly higher task orientation; the same sentence reports no statistically significant sex difference in the direct or mediated pathways.

"Although girls had significantly higher task orientation, we did not find a statistically significant difference in the direct associations between EF, task orientation, and mathematics or in the mediating effect of task orientation for boys and girls."

Discussion¶

Learner Variables¶

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

Related Claims¶

• No statistically significant sex differences in the direct associations among EF, task orientation, and mathematics or in the mediating effect of task orientation — related
• Gender effects on self-regulated learning are mediated by culture, discipline, and age, with mixed direction across samples — related
• Growth in task orientation partially mediates the association between executive function and mathematics achievement in preschoolers — related
• Child gender predicts self-regulation trajectory membership, with girls more likely to be earlier developers — related
• Fitness–attention relationships are stronger in boys than girls, with higher explained variance in boys' regression models — related
• The spatial pathway to mathematical competence is relatively more important for boys and the in-class attention pathway for girls, confirming the differential contributions hypothesis — related