The relationship between role modeling perceptions and self-regulation with gender, grade, and parents’ education levels as moderating variables

The role of child gender and age in teacher-child relationship, self-regulation, social emotions and academic achievement in preschool: A multi-group structural equation modeling approach

“…Meanwhile, these inconsistent findings extend to the moderating role of gender in SR, SE, and academic performance. Some studies point to girls outperforming boys in SR (Reilly et al, 2019), SE (Karaca & Bektas, 2022), and vocabulary (Bornstein et al, 2004). Conversely, boys tend to excel in mathematics (Lin & Powell, 2023).…”

“…Additionally, their increased time spent together led to a gradual increase in closeness, contributing to social emotional benefits (Loomis, 2021). Children in K3 may have matured in SR and SE (Karaca & Bektas, 2022), the impact of TCR on these aspects may no longer be significant. However, compared to K1 and K2, where the closeness TCR had no predictive effect on SR, in K3, the closeness TCR had a higher predictive effect on SR.…”

“…SR and SE represent pivotal priorities in preschool due to their profound influence on children's academic success and social adaptation (Esenturk & Asi, 2022). Girls have demonstrated significant advantages in SR (Reilly et al, 2019) and SE development (Karaca & Bektas, 2022), with these advantages becoming more pronounced as they grow older (Berti & Cigala, 2022).…”