Girls outperform boys on effortful control, teacher-rated social competence, and achievement in this sample¶

Claim · All claims
Evidence · 1 study · associational r2 · q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? At T1 girls were higher on parent- and teacher-rated EC and observed EC than boys; at T3 children and teachers reported higher achievement for girls. → Valiente Carlos 2011

Evidence¶

Valiente Carlos 2011¶

Valiente Carlos, Eisenberg Nancy, Haugen Rg, Spinrad Tracy L., Hofer Claire, Liew Jeffrey, Kupfer Anne. (2011). Children's Effortful Control and Academic Achievement: Mediation Through Social Functioning. Early Education and Development, 22(3), 411-433. https://doi.org/10.1080/10409289.2010.505259

q3 · i? · associational · r2

T tests in the longitudinal sample (N=214 at T1) showed girls higher on all three EC measures; at T2 teachers rated girls higher on social competence and lower on externalizing problems, Fs(1, 178)=7.57 and 9.28, ps<.01; at T3 girls' achievement was higher, ts(121 and 134)=2.43 and 4.15.

"At T1, girls were higher on parent- and teacher-rated EC and observed EC than boys, ts(207, 193, 210)=3.26, 3.35, and 3.20, respectively, ps<.002."

Discussion¶

Learner Variables¶

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

Related Claims¶

• The mediated EC-achievement model is not moderated by children's sex, age, or SES — related
• Boys received more process praise and scored higher in 4th grade math than girls in this sample — reports the opposite
• Children's adult-reported and observed effortful control in early elementary school prospectively predicts academic achievement 6 years later — related
• Social functioning fully mediates the relation between early effortful control and later academic achievement — related
• Gender moderates the link between educational processes and children's social–emotional competence, with stronger associations for girls than 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
• Teacher-rated grades show girls rated slightly higher than boys, but gender is unrelated to test performance — related
• Boys show greater fitness and physical activity than girls, but academic achievement does not differ by sex in this sample — reports the opposite
• Effortful control predicts social functioning, which predicts achievement, controlling for SES, age, and sex — related
• Boys received significantly more process praise than girls, despite equal overall praise — reports the opposite
• Boys scored significantly higher than girls on IQ in the sample (p=.001) — related
• Gender was not significantly correlated with social–emotional competence in this sample, though it functioned as a moderator — related
• Studies reporting age and gender differences in student engagement unanimously show higher engagement for girls and younger students — related
• Boys outperform girls on the final two-digit number test in this sample — related