Gender differences in first-grade mathematics strategy use: Social and metacognitive influences.

1997 ◽  
Vol 89 (2) ◽  
pp. 318-328 ◽  
Author(s):  
Martha Carr ◽  
Donna L. Jessup
Keyword(s):  
Gender Differences ◽  
First Grade ◽  
Strategy Use

Gender Differences in Emotion Knowledge With First-Grade Children

2006 ◽  
Author(s):  
Beverly J. Wilson ◽  
Lindsey M. Kremmel ◽  
Stephanie Isgitt ◽  
Arianne D. Stevens ◽  
Kari Peterson
Keyword(s):  
Gender Differences ◽  
First Grade ◽  
Emotion Knowledge

Gender and Influence Strategies of First Choice and Last Resort

1989 ◽  
Vol 13 (2) ◽  
pp. 175-189 ◽  
Author(s):  
Jacquelyn W. White ◽  
Mary Roufail
Keyword(s):  
Gender Differences ◽  
High Pressure ◽  
Strategy Use ◽  
Influence Strategies ◽  
Apparent Contradiction ◽  
Frequency Of Use ◽  
First Choice ◽  
Two Samples ◽  
Influence Behavior

The present study attempted to resolve an apparent contradiction in the literature regarding gender differences in use of various influence behaviors by examining both between-gender differences, as reflected in differences in absolute rates of using various influence strategies, and between-strategy differences, as reflected in relative rates of strategy use within each gender. Two samples of subjects reported how frequently they used a number of influence strategies as strategies of first choice and last resort. A third sample of subjects rank-ordered the strategies from most used to least used. Results across all samples revealed significant correlations between women's and men's ordering of strategies from most used to least used, with verbal request and rational strategies reported as used most often, and high pressure strategies, including threats, as used least often. Within this invariant hierarchy, gender differences in frequency of use of various strategies were observed. The discussion suggests that none of the current theories of gender differences in influence behavior can predict explicitly both between-gender and between-strategy differences.

scholarly journals Developmental trajectories of school-beginner’s ability self-concept, intrinsic value, and performance in mathematics

2022 ◽  
Author(s):  
Markku Niemivirta ◽  
Anna Tapola ◽  
Heta Tuominen ◽  
Jaana Viljaranta
Keyword(s):  
Gender Differences ◽  
Developmental Trajectories ◽  
Intrinsic Value ◽  
First Grade ◽  
Math Performance ◽  
Self Concept ◽  
High Dependency ◽  
Steep Decrease ◽  
Math Motivation ◽  
And Performance

This study investigated the developmental interdependence of Finnish school-beginners’ (N = 285) ability self-concept, intrinsic value, and performance in mathematics. More specifically, we examined: (i) whether and how children’s ability self-concept and intrinsic value in mathematics change over their first three years in school, (ii) how those changes are related to each other, (iii) how they predict later math performance, and (iv) whether there are gender differences in these trajectories. The results showed significant decrease over time in children’s ability self-concept and intrinsic value, but also significant individual differences in the trajectories. The high dependency between the levels and changes in children’s self-concept and intrinsic value led us to specify a factor-of-curves latent growth model, thus merging the trajectories of ability self-concept and intrinsic value into one common model (i.e., math motivation). The subsequent results showed prior math performance to predict change in children’s math motivation, meaning that higher initial competence was connected with less steep decrease in motivation. After controlling for the effects of first-grade math performance, both the level and change in math motivation predicted third-grade math performance and teacher-rated grades. That is, higher initial motivation and less steep decrease in it independently predicted better later math competence. Boys reported less steep decrease in math motivation than girls, despite no gender differences in initial math performance.

scholarly journals Are There Any Differences between First Grade Boys and Girls in Physical Fitness, Physical Activity, BMI, and Sedentary Behavior? Results of HCSC Study

2020 ◽  
Vol 17 (3) ◽  
pp. 1109 ◽  
Author(s):  
Paweł Lisowski ◽  
Adam Kantanista ◽  
Michał Bronikowski
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Physical Fitness ◽  
Sedentary Behavior ◽  
Physical Activity Level ◽  
First Grade ◽  
Physical Activities ◽  
Activity Level ◽  
Fitness Level ◽  
The Past

The transition from kindergarten to school is associated with a variety of negative changes. After entry to elementary school physical activity level decreases. Moreover, physical fitness level of children over the past decades have rapidly declined. Children are spending an increasing amount of time in the environments that require constant sitting. We evaluated the differences between boys and girls in physical fitness, frequency of undertaking of different forms of physical activity, prevalence of underweight and overweight, and time spent on sedentary behavior. A total of 212 first grade pupils (mean age 6.95 ± 0.43) from two standard urban schools in Poznań participated in the study. Compared to girls, boys obtained better results in 20-meter run (4.9 s and 5.0 s, p < 0.01), sit-ups (16.8 and 15.3, p < 0.05), six-minute run (829.7 m and 766.4 m, p < 0.001), and standing broad jump (106.8 cm and 99.7 cm, p < 0.01). In the sit-and-reach test girls achieved higher results than boys (17.0 cm and 14.4 cm, p < 0.001). There were no gender differences in prevalence of underweight and overweight. In conclusions, difference between genders should be taken into consideration during designing physical activity programs in the aspects of intensity and forms of physical activities.

scholarly journals Children, Gender and School Curricula in Saudi Arabia

2017 ◽  
Vol 7 (1) ◽  
pp. 85
Author(s):  
Thikra Kaed Ghalib
Keyword(s):  
Gender Differences ◽  
Saudi Arabia ◽  
Content Analysis ◽  
Social Activity ◽  
First Grade ◽  
Value Systems ◽  
Outdoor Activities ◽  
Cultural Character ◽  
Single Sex ◽  
School Curricula

The present study investigates the effect of gender representation in Saudi Arabian school curricula on children’s value systems and social character. In particular, the study examines gender distribution in first-grade school textbooks in Saudi Arabia where schooling, and education at large, is single-sex throughout. The data for the study is constituted by six textbooks prescribed for the first school semester at boys’ and girls’ schools. The study attempts a content analysis of the texts and illustrations in these textbooks in order to examine the representation, indeed construction, for the children of society and the stereotypical social roles of its members. Analysis reveals a gendered representation. Women suffer low visual and verbal visibility, and are almost completely denied occupations. Moreover, social activity is segregated by gender, with women appearing mostly in indoor activities and men in outdoor activities. The paper concludes by revisiting these findings against the backcloth of the idiosyncratic religious and cultural character of the Saudi society in which gender differences are normalized. 

Gender differences that affect emerging literacy in first grade children: U.S., India, and Taiwan

1999 ◽  
Vol 31 (2) ◽  
pp. 9-16 ◽  
Author(s):  
Anne K. Soderman ◽  
Sudha Chhikara ◽  
Chen Hsiu-Ching ◽  
Elaine Kuo
Keyword(s):  
Gender Differences ◽  
First Grade ◽  
Emerging Literacy

scholarly journals ANALYSIS OF THE MOTOR STATUS OF YOUNGER SCHOOL AGE CHILDREN IN RELATION TO THEIR NUTRITIONAL STATUS

2019 ◽  
pp. 111 ◽  
Author(s):  
Vladan Pelemiš ◽  
Darijan Ujsasi ◽  
Velibor Srdić ◽  
Danica Džinović ◽  
Slobodan Pavlović
Keyword(s):  
Gender Differences ◽  
Motor Skills ◽  
Motor Development ◽  
First Grade ◽  
The Body ◽  
School Age Children ◽  
School Age ◽  
Obese Children ◽  
Normal Mass ◽  
And Gender

The aim of the research is to determine whether there are gender differences between younger school-age children, and whether those differences within the sub-sample are influenced by the state of mass and motor skills. The whole sample included 285 respondents age 7.27±0.43, of which 144 boys (50.52%), and 141 girls (49.48%) who attended the first grade on the territory of the Province of Vojvodina (Republic of Serbia). The Eurofit battery of tests was used. The research results show that the prevalence of children with severe thinness in the whole sample is low 3.87%; children with normal mass 65.26%; pre-obese children only 18.59% and obese children only 12.28%, so that gender differences in motor skills considering the whole sample, apart from the mass, are between average values for boys considering explosive strength of the lower extremities, repetitive strength of the body and agility. Statistically significant differences within the sub-sample considering motor abilities were seen neither in boys nor in girls of different mass. The research findings show that there is significant percentage of children with normal mass and that the flow of their mass is within their growth and development. Their motor development within the sub-sample also flows equally, and gender differences are present because of differentiation of motor skills, which appears in this period. The authors think that greater differences and variables in respect to mass and motor activities are to be seen in the period of pre-puberty.

scholarly journals Peers Influence Mathematics Strategy Use in Early Elementary School

2016 ◽  
Vol 5 (1) ◽  
pp. 27 ◽  
Author(s):  
Martha Carr ◽  
Nicole Barned ◽  
Beryl Otumfuor
Keyword(s):  
Elementary School ◽  
Repeated Measures ◽  
First Graders ◽  
Peer Group ◽  
Cognitive Strategies ◽  
First Grade ◽  
Strategy Use ◽  
Performance Goals ◽  
School Year ◽  
The Impact

<p>This study examined the impact of performance goals on arithmetic strategy use in first graders, and also how same-sex peer groups contributed to the selection of strategies used by elementary school children. It was hypothesized that early emerging gender differences in strategy use, with boys preferring retrieval and cognitive strategies and girls preferring to use manipulatives, are a function of performance goals and peer group valuing of strategies. Using a sample of 75 first grade students, data were collected at three different time-points throughout the school year. Hierarchical linear regression and repeated measures ANCOVAs indicated that performance goals predicted an increase in the use of retrieval and cognitive strategies, but only in boys. Accuracy in performance and an increased use of retrieval and cognitive strategies were found in all-boy groups, but this effect was not found in all-girl groups. The study identifies performance goals and peers as playing a persuasive role in the use of retrieval and cognitive strategies for boys.  Neither variable seems to explain girls’ preference for manipulative-based strategies. </p>

Sign in / Sign up

Export Citation Format

Share Document