Children's Beliefs About Gender Differences in the Academic and Social Domains

Heyman, Gail D.; Legare, Cristine H.

doi:10.1023/b:sers.0000015554.12336.30

Cited by 63 publications

(44 citation statements)

References 42 publications

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“…At the same time, they learn about gender attributes and roles and start applying them to themselves (Bussey & Bandura, 1999). In fact, and in line with this interpretation, children describe girls as more prosocial and boys as more physically aggressive starting at 5 years of age (Heyman & Legare, 2004).…”

Section: Discussionmentioning

confidence: 62%

The impact of choice on young children’s prosocial motivation

Rapp

Engelmann

Herrmann

et al. 2017

Journal of Experimental Child Psychology

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a b s t r a c tThe current study explored how freedom of choice affects preschoolers' prosocial motivation. Children (3-and 5-year-olds) participated in either a choice condition (where they could decide for themselves whether to help or not) or a no-choice condition (where they were instructed to help). Prosocial motivation was subsequently assessed by measuring the amount children helped an absent peer in the face of an attractive alternative game. The 5-year-olds provided with choice helped more than the children not provided with choice, and this effect was stronger for girls than for boys. There was no difference between conditions for the 3-year-olds. These results highlight the importance of choice in young children's prosocial development.

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Section: Discussionmentioning

confidence: 62%

The impact of choice on young children’s prosocial motivation

Rapp

Engelmann

Herrmann

et al. 2017

Journal of Experimental Child Psychology

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“…As gender differences (e.g., Heyman and Legare 2004) in general academic self-concept have been reported, we examined for these differences in the present study. Means and standard deviations for each subject area according to gender are reported in Table 1.…”

Section: Resultsmentioning

confidence: 98%

Gender Differences in the Relationship Between Academic Self-Concept and Self-Reported Depressed Mood in School Children

Berg

Klinger

2009

Sex Roles

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In light of literature highlighting gender differences related to academic self-concept and depressed mood, this study explored the contributions of academic selfconcept in individual subject areas to self-reported depressed mood in 86 elementary-age boys and girls from a province in central Canada. Results indicated that academic self-concept explained 68% and 62% of the variance in self-reported depressed mood for boys and girls, respectively. Separate analyses conducted for boys and girls indicated disparate predictive models that cohered with gender stereotypic self-perceptions: math for boys and reading for girls. Interestingly, physical education emerged as a significant contributor for boys and girls. Results are discussed in terms of the importance of addressing the relationship between children's social-emotional selfperceptions and academic self-concept within domainspecific lenses.

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“…In the verbal domain, girls generate a comparable or even higher self-concept than boys (Herbert & Stipek, 2005;Heyman & Legare, 2004). In the mathematical domain, however, girls are more prone to develop a lower self-concept (Eccles, Wigfield, Harold, & Blumenfeld, 1993;Fredericks & Eccles, 2002).…”

Section: Introductionmentioning

confidence: 95%

Gender Differences in Children’s Math Self-Concept in the First Years of Elementary School

Lindberg¹,

Linkersdörfer²,

Ehm³

et al. 2013

JEL

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In the course of elementary school children start to develop an academic self-concept reflecting their motivation, thoughts, and feelings about a specific domain. For the domain of mathematics, gender differences can emerge which are characterized by a less pronounced math self-concept for girls. However, studies are rather sparse regarding the early years of elementary school education, hence, the point in time when such gender differences emerge yet remains a matter of debate. In our study, we found that the math self-concept of elementary school children (n = 81) declined from first to second grade. While no differences in math achievement were observed between girls and boys, it became apparent that girls' math self-concept was already less pronounced than the math self-concept of boys in the first years of elementary school. Our findings emphasize the importance of considering such gender differences even at the beginning of school education.

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Children's Beliefs About Gender Differences in the Academic and Social Domains

Cited by 63 publications

References 42 publications

The impact of choice on young children’s prosocial motivation

The impact of choice on young children’s prosocial motivation

Gender Differences in the Relationship Between Academic Self-Concept and Self-Reported Depressed Mood in School Children

Gender Differences in Children’s Math Self-Concept in the First Years of Elementary School

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