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

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

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 8-9 years differs by gender, how achievement is associated with self-regulatory pathways beginning at 2-3 years of age, and whether these pathways differ by gender.
Original languageEnglish
Pages (from-to)199-209
Number of pages11
JournalLearning and Individual Differences
Volume51
Issue numberOctober
DOIs
Publication statusPublished - 2016

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