Early mathematics achievement of boys and girls: Do differences in early self-regulation pathways explain later achievement?

Kate E. Williams; Sonia L.J. White; Amy MacDonald

doi:10.1016/j.lindif.2016.09.006

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Early mathematics achievement of boys and girls: Do differences in early self-regulation pathways explain later achievement?

Journal article

Peer reviewed

Early mathematics achievement of boys and girls: Do differences in early self-regulation pathways explain later achievement?

Kate E. Williams, Sonia L.J. White and Amy MacDonald

Learning and Individual Differences, Vol.51, pp.199-209

2016

DOI: https://doi.org/10.1016/j.lindif.2016.09.006

Abstract

Early childhood

Gender

Mathematics

Self-regulation

The degree to which a true gender gap exists in mathematics achievement is still debated, and empirically-supported explanations for any gap rarely address very early childhood self-regulatory pathways. This study examines whether mathematics achievement at 8–9years differs by gender, how achievement is associated with self-regulatory pathways beginning at 2–3years of age, and whether these pathways differ by gender. Participants were 5107 children involved in the nationally-representative Longitudinal Study of Australian Children (LSAC). Boys outperformed girls in mathematics achievement and girls generally had better early attentional and emotional regulation. Path analysis revealed that attentional regulation was directly associated with mathematics achievement from 4 to 5years, and emotional regulation was indirectly associated. These self-regulatory pathways to mathematics achievement were not moderated by gender. We discuss the implications for further research and new approaches to early years mathematics education that embed self-regulatory support and development for all children.

Details

Title: Early mathematics achievement of boys and girls: Do differences in early self-regulation pathways explain later achievement?
Authors: Kate E. Williams (Corresponding Author) - Queensland University of Technology
Sonia L.J. White (Author) - Queensland University of Technology
Amy MacDonald (Author) - Charles Sturt University
Publication details: Learning and Individual Differences, Vol.51, pp.199-209
Publisher: Elsevier Ltd
DOI: 10.1016/j.lindif.2016.09.006
ISSN: 1873-3425
Organisation Unit: School of Education and Tertiary Access
Language: English
Record Identifier: 99990896502621
Output Type: Journal article