Early mathematics achievement of boys and girls: Do differences in early self-regulation pathways explain later achievement?

Abstract

The degree to which a true gender gap exists in mathematics achievement is still debated, and empirically-supported explanations for any gap rarely address very early childhood self-regulatory pathways. This study examines whether mathematics achievement at 8–9 years differs by gender, how achievement is associated with self-regulatory pathways beginning at 2–3 years of age, and whether these pathways differ by gender. Participants were 5107 children involved in the nationally-representative Longitudinal Study of Australian Children (LSAC). Boys outperformed girls in mathematics achievement and girls generally had better early attentional and emotional regulation. Path analysis revealed that attentional regulation was directly associated with mathematics achievement from 4 to 5 years, and emotional regulation was indirectly associated. These self-regulatory pathways to mathematics achievement were not moderated by gender. We discuss the implications for further research and new approaches to early years mathematics education that embed self-regulatory support and development for all children.