Gender differences in school achievement : The role of self-regulation

Cite This

Files in this item

Checksum: MD5:867244c2e8f40d83d2739fc7dec98434

WEIS, Mirjam, Tobias HEIKAMP, Gisela TROMMSDORFF, 2013. Gender differences in school achievement : The role of self-regulation. In: Frontiers in Psychology. 4, 442. eISSN 1664-1078. Available under: doi: 10.3389/fpsyg.2013.00442

@article{Weis2013Gende-24117, title={Gender differences in school achievement : The role of self-regulation}, year={2013}, doi={10.3389/fpsyg.2013.00442}, volume={4}, journal={Frontiers in Psychology}, author={Weis, Mirjam and Heikamp, Tobias and Trommsdorff, Gisela}, note={Article Number: 442} }

<rdf:RDF xmlns:dcterms="" xmlns:dc="" xmlns:rdf="" xmlns:bibo="" xmlns:dspace="" xmlns:foaf="" xmlns:void="" xmlns:xsd="" > <rdf:Description rdf:about=""> <dc:contributor>Heikamp, Tobias</dc:contributor> <dcterms:available rdf:datatype="">2013-07-31T08:54:32Z</dcterms:available> <foaf:homepage rdf:resource="http://localhost:8080/jspui"/> <dspace:isPartOfCollection rdf:resource=""/> <dcterms:title>Gender differences in school achievement : The role of self-regulation</dcterms:title> <dc:creator>Weis, Mirjam</dc:creator> <dcterms:hasPart rdf:resource=""/> <dc:creator>Heikamp, Tobias</dc:creator> <dc:contributor>Trommsdorff, Gisela</dc:contributor> <dcterms:abstract xml:lang="eng">This study examined whether different aspects of self-regulation (i.e., emotion and behavior regulation) account for gender differences in German and mathematics achievement. Specifically, we investigated whether higher school achievement by girls in comparison to boys can be explained by self-regulation. German and mathematics achievement were assessed in a sample of 53 German fifth graders (19 boys, 34 girls) using formal academic performance tests (i.e., reading, writing, mathematics) and teachers' ratings (i.e., grades in German and mathematics). Moreover, teachers rated children's behavior regulation using the Self-Control Scale (SCS-K-D). Children's self-reported strategies of emotion regulation were assessed with the Questionnaire for the Measurement of Stress and Coping in Children and Adolescents (SSKJ 3-8). Age and intelligence (CFT 20-R) were included as control variables. Analyses of mean differences showed that girls outperformed boys in German achievement and behavior regulation. Regression analyses, using a bootstrapping method, revealed that relations between gender and German achievement were mediated by behavior regulation. Furthermore, we found a suppression effect of behavior regulation on the relation between gender and mathematics achievement: boys' mathematics achievement was underestimated when the analyses did not control for behavior regulation. We discuss these results from a developmental perspective and within the theoretical framework of self-regulation and achievement.</dcterms:abstract> <bibo:uri rdf:resource=""/> <dc:contributor>Weis, Mirjam</dc:contributor> <dc:date rdf:datatype="">2013-07-31T08:54:32Z</dc:date> <dcterms:isPartOf rdf:resource=""/> <void:sparqlEndpoint rdf:resource="http://localhost/fuseki/dspace/sparql"/> <dc:rights>terms-of-use</dc:rights> <dcterms:bibliographicCitation>Frontiers in Psychology ; 4 (2013). - 442</dcterms:bibliographicCitation> <dspace:hasBitstream rdf:resource=""/> <dc:language>eng</dc:language> <dcterms:rights rdf:resource=""/> <dc:creator>Trommsdorff, Gisela</dc:creator> <dcterms:issued>2013</dcterms:issued> </rdf:Description> </rdf:RDF>

Downloads since Oct 1, 2014 (Information about access statistics)

Weis_241178.pdf 463

This item appears in the following Collection(s)

Search KOPS


My Account