Gender differences in early literacy and mathematics achievement and self-regulatory behaviours in the first year of school: An Australian study

Walker, Sue & Berthelsen, Donna C. (2016) Gender differences in early literacy and mathematics achievement and self-regulatory behaviours in the first year of school: An Australian study. Australasian Journal of Early Childhood. (In Press)

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Abstract

This paper presents analyses of gender differences in classroom behaviours (e.g., attentiveness and task persistence) and early academic outcomes. Data are drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for the Kindergarten Cohort are used. A sample of 2,315 children who were in Year 1 of school at Wave 2 data collection are the focus for the analyses reported. The analyses draw on teacher ratings of children’s literacy and language competence and mathematical thinking in Year 1 of school; as well as ratings of children’s self-regulatory behaviour in the classroom and level of problem behaviours. Girls were rated by their teachers as having better literacy and language outcomes that were predicted by more positive classroom behaviours. Results are discussed with respect to the influence of children’s classroom behaviours on academic learning at the beginning of formal schooling.

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ID Code: 96385
Item Type: Journal Article
Refereed: Yes
Additional URLs:
ISSN: 1836-9391
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Early Childhood Education (excl. Maori) (130102)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood & Inclusive Education
Copyright Owner: Copyright 2016 Early Childhood Australia Inc.
Deposited On: 29 Jun 2016 00:50
Last Modified: 12 Jul 2016 01:22

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