Gender gaps in cognitive and social‐emotional skills in early primary grades: Evidence from rural Indonesia

Nakajima, Nozomi; Jung, Haeil; Pradhan, Menno; Hasan, Amer; Kinnell, Angela; Brinkman, Sally

doi:10.1111/desc.12931

Cited by 7 publications

(5 citation statements)

References 40 publications

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“…This shows many aspects of the relationship between gender and social skills in schools, as shown by the fact that boys and girls do differently in school and in how they act around others. This aligns with the submission of Nakajima et al (2020), who concluded that there were gender differences in cognitive and social-emotional skills, emphasising the importance of understanding and addressing these differences.…”

Section: The Significant Main Effect Of Gender On the Social Skills O...supporting

confidence: 80%

Moral values and social skills of pupils with mild intellectual disability: Does indigenous language storytelling and gender play any role

Jacob,

Busari,

Pillay

et al. 2024

JPSP

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Indigenous languages hold significance as they reflect the heritage and historical background of native communities across the globe. This research explores how storytelling in languages impacts the values and social abilities of students with mild intellectual disabilities. The study followed an experimental design employing pretest, post-test, and control group structures. To examine the influence of language storytelling and gender, a 2x2 factorial matrix was incorporated into the research. Convenient sampling techniques were used to select forty students from two schools in Ibadan, Oyo State. The study used tools such as the Moral Foundations Questionnaire to measure values and the Social Skills Rating System to assess social skills. The analysis involved conducting an Analysis of Covariance at a significance level of .05. The findings revealed that storytelling in languages enhanced moral values and social skills among students with mild intellectual disabilities. These results highlight the nature of reasoning, social skill development and various factors beyond gender considerations. Indigenous language storytelling fostered sensitivity, vocabulary growth and improved moral reasoning among pupils while contributing to language development and a better understanding of social dynamics. The findings indicate that it is crucial to include the growth of values and social skills in this population's development. The research emphasizes the advantages of reviving languages through storytelling to cultivate values and social abilities in pupils with mild intellectual disabilities. This contributes to their growth, cultural identity, and self-determination.

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Section: The Significant Main Effect Of Gender On the Social Skills O...supporting

confidence: 80%

Moral values and social skills of pupils with mild intellectual disability: Does indigenous language storytelling and gender play any role

Jacob,

Busari,

Pillay

et al. 2024

JPSP

View full text Add to dashboard Cite

show abstract

“…This study referred to previous studies and included gender, age, being an only child, preschool education experience, and physical health as control variables in the analysis [ 60 , 61 , 62 , 63 , 64 ]. In terms of gender, a male student had a value of 1 and a female student 0.…”

Section: Methodsmentioning

confidence: 99%

How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data

Wang

Xiao

et al. 2022

Children

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Background: Promoting the development of the social and emotional skills of underprivileged-background students is an integral part of educational and social equity. To date, there has been a lack of relevant research in this field. Aims: This study investigated the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students. Sample: This study used the data of Chinese underprivileged-background students (N = 1739) from the Study on Social and Emotional Skills conducted by the Organisation for Economic Cooperation and Development (OECD-SSES2019). Methods: This study selected the ordinary least squares (OLS) analysis method and the quantile regression (QR) analysis method. Results: The ordinary least squares (OLS) analysis results showed that cooperative school climates promoted the development of various dimensions of the social and emotional skills of underprivileged-background students, while competitive school climates had significant negative impacts on the collaboration and emotional regulation of underprivileged-background students and had no significant impact on the other three major domains, namely engagement with others, open-mindedness, and task performance. A quantile regression analysis further explored the heterogeneity in the impacts of cooperative school climate and competitive school climate on the development of the social and emotional skills of underprivileged-background students through quantile regression and found that the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were homogeneous, while the impacts of a competitive school climate on underprivileged-background students with different levels of social and emotional skills were heterogeneous. Conclusions: These findings provide a greater insight into the roles of school cooperative climate and school competitive climate in the development process of the social and emotional skills of underprivileged-background students.

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“…Una hipótesis alternativa señala que no hay un efecto mediador sino un efecto moderador de las habilidades socioemocionales en la capacidad cognitiva (Agnoli et al, 2012). También se ha afirmado que las variables socioemocionales impactan de forma diferencial el rendimiento de los individuos condicional al género, la edad y el nivel educativo (Nakajima et al, 2020).…”

Section: Variables No-cognitivas Que Impactan El Aprendizaje De Las M...unclassified

¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?

Ovalle Ramirez

2024

REA

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El presente artículo hace una propuesta de modelo estructural teórico de los efectos de la salud mental tras la pandemia sobre el aprendizaje matemático en adolescentes. Método: En 3 instituciones educativas (municipal/subvencionada/privada) se aplicará una prueba de tamizaje de depresión y ansiedad post pandemia para adolescentes entre 14 a 17 años con consentimiento informado. Entre estos estudiantes, se invitará aquellos que presentan niveles medio, medio alto y altos de síntomas ansiosos o depresivos a una sesión en la que se recogerán en laboratorio medidas psicofisiológicas (potencial evocado y seguimiento ocular), medidas psicológicas (apego) y neuropsicológicas (función ejecutiva), mientras el adolescente lleva a cabo una prueba en computador (razonamiento cuantitativo). Muestra: por conveniencia de tamaño aproximado n=90 (45 adolescentes entre los 12 y 14 años y 45 adolescentes entre los 15-17 años) Análisis de datos Se propone hacer SEM con R (paquete lavaan) considerando como variable de resultado el razonamiento cuantitativo (aritmética y balanzas de la prueba WISC-V) y como moderadores el género, edad y el decil de ingreso. Resultados esperados: El modelo propuesto tiene bondad de ajuste y explica la variabilidad del razonamiento cuantitativo. Palabras clave: Covid-19, variables no cognitivas, Razonamiento matemático, Adolescencia.

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Gender gaps in cognitive and social‐emotional skills in early primary grades: Evidence from rural Indonesia

Cited by 7 publications

References 40 publications

Moral values and social skills of pupils with mild intellectual disability: Does indigenous language storytelling and gender play any role

Moral values and social skills of pupils with mild intellectual disability: Does indigenous language storytelling and gender play any role

How School Climate Affects the Development of the Social and Emotional Skills of Underprivileged-Background Students—An Empirical Study Based on the SSES2019 Data

¿Cómo impactan las variables no-cognitivas el aprendizaje de los adolescentes en matemáticas en postpandemia ?

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