Gender Differences in Emotion Knowledge With First-Grade Children

We examined the relations of verbal ability and self-regulation in preschool to emotion knowledge in first grade, and concurrent relations between emotion knowledge and indexes of social functioning in 143 children from low-income families. After controlling for children's verbal ability in preschool, teacher reports of attentional control and caregiver reports of behavioral control in preschool predicted children's emotion expression knowledge and emotion situation knowledge 2 years later. After controlling for verbal ability and attentional and behavioral control, children's emotion knowledge predicted concurrent teacher-reported social problems and social withdrawal. Results suggest that low levels of emotion knowledge co-occur with many important aspects of children's early social adaptation.

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

10.31234/osf.io/mauhj ◽

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.

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

Journal of Educational Psychology ◽

10.1037/0022-0663.89.2.318 ◽

1997 ◽

Vol 89 (2) ◽

pp. 318-328 ◽

Cited By ~ 77

Author(s):

Martha Carr ◽

Donna L. Jessup

Keyword(s):

Gender Differences ◽

First Grade ◽

Strategy Use

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

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph17031109 ◽

2020 ◽

Vol 17 (3) ◽

pp. 1109 ◽

Cited By ~ 1

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.

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Children, Gender and School Curricula in Saudi Arabia

International Journal of English Linguistics ◽

10.5539/ijel.v7n1p85 ◽

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.

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

International Journal of Early Childhood ◽

10.1007/bf03166892 ◽

1999 ◽

Vol 31 (2) ◽

pp. 9-16 ◽

Cited By ~ 6

Author(s):

Anne K. Soderman ◽

Sudha Chhikara ◽

Chen Hsiu-Ching ◽

Elaine Kuo

Keyword(s):

Gender Differences ◽

First Grade ◽

Emerging Literacy

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

Facta Universitatis Series Physical Education and Sport ◽

10.22190/fupes180531013p ◽

2019 ◽

pp. 111 ◽

Cited By ~ 1

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.

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