Sex Differences in the Performance of School Children

1972 ◽  
Vol 17 (4) ◽  
pp. 273-278
Author(s):  
Eva P. Lester ◽  
Stephanie Dudek ◽  
Roy C. Muir
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Longitudinal Study ◽  
School Age Children ◽  
School Age ◽  
Motor Ability ◽  
Sex Typing ◽  
Female Children ◽  
Conceptual Ability ◽  
Objective Tests

Marked and consistent differences in academic performance between boys and girls were found in a longitudinal study of young school-age children. Performance, measured by objective tests administered by a psychologist, was higher in girls in all grades (Grade I to Grade V). However, tests of intelligence, perceptual maturity and conceptual ability showed no sex-linked differences — the only tests favouring the girls were those of motor ability. To explain the better academic performance of female children, personality attributes were considered (C.P.I.). Statistically significant differences were found in three personality dimensions: girls were found to be obedient and dependent, sober-minded and quiet, practical and realistic. In contrast the boys were found to be assertive and independent, excitable and happy-go-lucky, sensitive and free thinking. The significance of these findings is discussed in terms of academic achievement and also in terms of culturally-determined sex-typing of young children.

Working memory and fluid intelligence predict reading comprehension in school‐age children: a one‐year longitudinal study

2021 ◽  
Author(s):  
Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Longitudinal Study ◽  
Fluid Intelligence ◽  
School Age Children ◽  
School Age ◽  
One Year

scholarly journals White matter microstructure correlates of age, sex, handedness and motor ability in a population-based sample of 3031 school-age children

NeuroImage ◽  
2021 ◽  
Vol 227 ◽  
pp. 117643
Author(s):  
Mónica López-Vicente ◽  
Sander Lamballais ◽  
Suzanne Louwen ◽  
Manon Hillegers ◽  
Henning Tiemeier ◽  
...  
Keyword(s):  
White Matter ◽  
Population Based ◽  
School Age Children ◽  
School Age ◽  
Motor Ability ◽  
White Matter Microstructure

scholarly journals Bisphenol A Exposure and Asthma Development in School-Age Children: A Longitudinal Study

PLoS ONE ◽  
2014 ◽  
Vol 9 (10) ◽  
pp. e111383 ◽  
Author(s):  
Kyoung-Nam Kim ◽  
Jin Hee Kim ◽  
Ho-Jang Kwon ◽  
Soo-Jong Hong ◽  
Byoung-Ju Kim ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Bisphenol A ◽  
School Age Children ◽  
School Age

Intrinsic motivation and academic performance in school-age children born extremely preterm: The contribution of working memory

2018 ◽  
Vol 64 ◽  
pp. 22-32 ◽  
Author(s):  
L. Pascoe ◽  
M. Spencer-Smith ◽  
R. Giallo ◽  
M.L. Seal ◽  
N. Georgiou-Karistianis ◽  
...  
Keyword(s):  
Working Memory ◽  
Academic Performance ◽  
Intrinsic Motivation ◽  
School Age Children ◽  
School Age ◽  
Extremely Preterm

scholarly journals Dynamics of Learning Motivation in Early School Age Children

2015 ◽  
Vol 11 (2) ◽  
pp. 38-47 ◽  
Author(s):  
T.V. Arkhireeva
Keyword(s):  
Longitudinal Study ◽  
Well Being ◽  
Learning Motivation ◽  
Self Determination ◽  
School Age Children ◽  
Learning Activity ◽  
School Age ◽  
Social Motives ◽  
Early School ◽  
Early School Age

The paper presents outcomes of a longitudinal study on learning motivation in children of early school age. The aim was to reveal the leading motives in first, second, third and fourth grades and to explore the dynamics of some learning motives in children over the whole period of elementary school. As it was found, the learning activity in the children was mostly motivated by social motives, among which the leading ones were the motives of self-determination and well-being. As for learning motives, over the course of all four years the children were for the most part motivated by the content of the learning activity, and not by its process. The dynamics of certain social motives of the learning activity varied across the sample, with some going through the periods of increase and decrease and others having a one-way dynamics. The study also revealed a decrease in the motivation rooted in the learning activity itself between the second and third year; at the same time, in the second, third and fourth years the children were more motivated by the content of the learning activity than by its process.

Scheduled Physical Activity is Associated With Better Academic Performance in Chilean School-Age Children

2014 ◽  
Vol 11 (8) ◽  
pp. 1600-1606 ◽  
Author(s):  
Raquel Burrows ◽  
Paulina Correa-Burrows ◽  
Yasna Orellana ◽  
Atilio Almagiá ◽  
Pablo Lizana ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Educational Quality ◽  
School Age Children ◽  
School Age ◽  
9Th Grade ◽  
Anthropometric Characteristics ◽  
Logistic Regressions ◽  
Allocation Of Time ◽  
The Relationship

Background:This study was carried out to examine the association between systematic physical activity and academic performance in school kids after controlling for potential sociodemographic and educational confounders.Methods:In a random sample of 1271 students from urban Santiago, attending 5th and 9th grade, who took the 2009 System for the Assessment of Educational Quality (SIMCE) tests, we measured physical activity habits, anthropometric characteristics, and socioeconomic status. Academic performance was measured by the standardized SIMCE tests. Logistic regressions assessed the relationship between the allocation of time to weekly scheduled exercise, potential confounding factors, and individual academic performance.Results:About 80% of students reported less than 2 hours of weekly scheduled exercise, while 10.6% and 10.2% reported 2 to 4 hours/week and more than 4 hours/week, respectively. Devoting more than 4 hours/week to scheduled exercise significantly increased (P < .01) the odds of having SIMCE composite z-scores ≥ 50th percentile (OR: 2.3, 95% CI: 1.4 to 3.6) and ≥ 75th percentile (OR: 2.1, 95% CI: 1.3–3.3).Conclusions:Better academic performance was associated with a higher allocation of time to scheduled exercise in school-age children.

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