Abstract
The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' CSR; however, for boys, CSR is more predictive of school functioning. Both school functioning and standardized achievement were utilized in this study and highlight that gender differences in development and learning are nuanced and not readily discernible across all measures of scholastic performance. Implications for future research, intervention, and practice are discussed.
| Original language | English |
|---|---|
| Pages (from-to) | 128-137 |
| Number of pages | 10 |
| Journal | Journal of Applied Developmental Psychology |
| Volume | 35 |
| Issue number | 3 |
| DOIs | |
| State | Published - 1 Jan 2014 |
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Keywords
- Academic achievement
- Attention
- Gender
- School functioning
- Self-regulation
- Social development
Cite this
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Gender processes in school functioning and the mediating role of cognitive self-regulation. / Matthews, Jamaal; Marulis, Loren M.; Williford, Amanda P.
In: Journal of Applied Developmental Psychology, Vol. 35, No. 3, 01.01.2014, p. 128-137.Research output: Contribution to journal › Article › Research › peer-review
TY - JOUR
T1 - Gender processes in school functioning and the mediating role of cognitive self-regulation
AU - Matthews, Jamaal
AU - Marulis, Loren M.
AU - Williford, Amanda P.
PY - 2014/1/1
Y1 - 2014/1/1
N2 - The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' CSR; however, for boys, CSR is more predictive of school functioning. Both school functioning and standardized achievement were utilized in this study and highlight that gender differences in development and learning are nuanced and not readily discernible across all measures of scholastic performance. Implications for future research, intervention, and practice are discussed.
AB - The catalysts for gender discrepancies across developmental outcomes are widely debated. This study examines cognitive self-regulation (CSR) as a mechanism for understanding gender differences in scholastic performance-both subjective school functioning and objective standardized achievement. Utilizing a national sample from the NICHD SECCYD (n= 1364), not only does CSR (i.e., attention and executive function) in 3rd grade mediate the relation between early mother-child interactions (at 54. months) and scholastic outcomes (in 5th grade), but it also predicts gender discrepancies favoring girls in grades, work persistence and socio-emotional development. Additional exploratory evidence suggests quality mother-child interactions may be more meaningful for girls' CSR; however, for boys, CSR is more predictive of school functioning. Both school functioning and standardized achievement were utilized in this study and highlight that gender differences in development and learning are nuanced and not readily discernible across all measures of scholastic performance. Implications for future research, intervention, and practice are discussed.
KW - Academic achievement
KW - Attention
KW - Gender
KW - School functioning
KW - Self-regulation
KW - Social development
UR - http://www.scopus.com/inward/record.url?scp=84901636699&partnerID=8YFLogxK
U2 - 10.1016/j.appdev.2014.02.003
DO - 10.1016/j.appdev.2014.02.003
M3 - Article
VL - 35
SP - 128
EP - 137
JO - Journal of Applied Developmental Psychology
JF - Journal of Applied Developmental Psychology
SN - 0193-3973
IS - 3
ER -