Gender processes in school functioning and the mediating role of cognitive self-regulation

Jamaal Matthews, Loren M. Marulis, Amanda P. Williford

Research output: Contribution to journalArticle

13 Citations (Scopus)

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 languageEnglish
Pages (from-to)128-137
Number of pages10
JournalJournal of Applied Developmental Psychology
Volume35
Issue number3
DOIs
StatePublished - 1 Jan 2014

Fingerprint

Mother-Child Relations
National Institute of Child Health and Human Development (U.S.)
Executive Function
Learning
Self-Control

Keywords

  • Academic achievement
  • Attention
  • Gender
  • School functioning
  • Self-regulation
  • Social development

Cite this

@article{7753f6a834b0404cbc78b8c9327d7980,
title = "Gender processes in school functioning and the mediating role of cognitive self-regulation",
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.",
keywords = "Academic achievement, Attention, Gender, School functioning, Self-regulation, Social development",
author = "Jamaal Matthews and Marulis, {Loren M.} and Williford, {Amanda P.}",
year = "2014",
month = "1",
day = "1",
doi = "10.1016/j.appdev.2014.02.003",
language = "English",
volume = "35",
pages = "128--137",
journal = "Journal of Applied Developmental Psychology",
issn = "0193-3973",
publisher = "Elsevier BV",
number = "3",

}

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 journalArticle

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

AN - SCOPUS:84901636699

VL - 35

SP - 128

EP - 137

JO - Journal of Applied Developmental Psychology

JF - Journal of Applied Developmental Psychology

SN - 0193-3973

IS - 3

ER -