No abstract

We review theory and research on the assessment, development, and consequences of individual differences in gender identity, as studied among ordinary school children. Gender identity encompasses children’s appraisals of compatibility with, and motivation to fit in with, gender collectives; it is a multidimensional construct. Five dimensions of gender identity are considered in depth: felt same-gender typicality, felt other-gender typicality, gender contentedness, felt pressure for gender conformity, and intergroup bias. A host of cognitive, affective, social, and defensive processes contribute to these forms of gender identity, all of which in turn affect children’s psychosocial adjustment. Felt same-gender typicality promotes self-esteem and protects children from harmful effects of stressors, but it is associated with negative attitudes toward other-gender peers and activities unless children feel at least somewhat similar to the other gender as well. Felt other-gender typicality distresses children who do not also feel same-gender–typical. The other three gender identity variables encourage self-serving behavior (e.g., dominance) if children view it as appropriate for their gender. Children who feel gender-atypical or discontent with their gender suffer considerable distress if they feel pressure for gender conformity. Gender contentedness may be a particularly powerful contributor to children’s adoption of gender-typed behavior.

We investigated whether gender identity influences preadolescents' tendency to single out gender-atypical peers for abuse. Data were gathered from 195 boys and girls (M age = 10.1 years) in the fall and spring of a school year. Children self-reported multiple dimensions of gender identity (intergroup bias, felt pressure for gender differentiation, felt gender typicality, gender contentedness); peers assessed each other's social behavior (gender nonconformity, aggression toward each classmate). Using multilevel modeling, we examined how children's attacks on gender-nonconforming peers (relative to their attacks on other peers) changed over the school year depending on their gender identity. There was modest support for the hypothesis that overconfident, arrogant gender identity promotes abuse of gender-atypical peers but considerable support for the hypothesis that insecure, self-questioning gender identity fosters this tendency. Implications for issues central to contemporary personality theory (e.g., Person × Situation interaction) are discussed. New and somewhat surprising information about the cognitive and behavioral characteristics of gender-nonconforming preadolescents is provided.

Omega-3 fatty acids are essential for brain function. We recruited 409 children aged 3-13 years (M=8.27, SD=2.17) for a randomised controlled trial supplementing with placebo or fish oil capsules (providing 750mg docosahexaenoic plus eicosapentaenoic acids, and 60mg gamma linolenic acid/school day) for 20 school weeks (Phase 1) followed by one-way crossover to fish oil (Phase 2). Children undertook assessments of reading, spelling and non-verbal cognitive development (Draw-A-Person) at baseline, 20 and 40 weeks. Teachers completed Conners Behaviour Rating Scales (CBRS). The treatment group showed improvements in Draw-A-Person compared with the placebo during Phase 1 (p=0.029), with strongest effects in Indigenous 7-12 year olds (p=0.008). The placebo group showed significant within-group improvements after switching to treatment (p<0.001). There was no treatment effect for reading or spelling, and CBRS data were unable to be analysed. These findings may be understood in the context that sustained school attendance and nutrition interact to produce school-related achievement.

Aim:  Disruptions to sleep in childhood are associated with poor behaviour and deficits in academic performance and executive function. Although academic performance of indigenous children from remote communities in Australia is documented as well below that of non‐indigenous children, the extent of sleep disruption and its contribution to academic performance among this population has not been assessed. This pilot study aimed to objectively assess the sleep of remote indigenous children and the association between sleep disruption and both academic performance and executive function. Method:  Twenty‐one children from a remote Australian indigenous community aged 6–13 years wore actigraphy for two consecutive nights, reported subjective sleepiness, and were objectively assessed for academic performance (Wechsler Individual Achievement Test, 2nd Edition) and executive function (NEuroloPSYcological Assessment‐II). Results:  Results show marked reduction in sleep time, sleep fragmentation, academic performance and auditory attention compared with non‐indigenous norms. Sleep duration was not associated with performance, possibly because of reduced sleep and performance observed across the entire group. Sleep fragmentation was associated with reduced reading and numerical skills (P < 0.05). Conclusions:  The sleep of indigenous children in remote communities is an important area of future inquiry, and our initial findings of poor sleep and an association between sleep disruption and academic performance may have important implications for intervention strategies aimed at ‘closing the gap’. Further studies should assess a broader range of demographic, social and economic factors to better understand the associations reported here and guide future intervention.