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Early Gender Differences In Self-Regulation And Academic Achievement, Jamaal Matthews, Claire Cameron Ponitz, Frederick J. Morrison
Early Gender Differences In Self-Regulation And Academic Achievement, Jamaal Matthews, Claire Cameron Ponitz, Frederick J. Morrison
Department of Educational Foundations Scholarship and Creative Works
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letter-word identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for a subsample of children, a teacher report of classroom self-regulatory behavior (n = 156; Child Behavior Rating Scale). Results showed that girls outperformed boys in both assessments. Although gender differences in self-regulation were clear, no significant gender differences were found on the 5 academic achievement …
A Structured Observation Of Behavioral Self-Regulation And Its Contribution To Kindergarten Outcomes, Claire Cameron Ponitz, Megan M. Mcclelland, Jamaal Matthews, Frederick J. Morrison
A Structured Observation Of Behavioral Self-Regulation And Its Contribution To Kindergarten Outcomes, Claire Cameron Ponitz, Megan M. Mcclelland, Jamaal Matthews, Frederick J. Morrison
Department of Educational Foundations Scholarship and Creative Works
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of …