Self-discipline gives girls the edge : Gender in self-discipline, grades, and achievement test scores

By Angela L. Duckworth, Martin E. P. Seligman. 2006

1,110 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/0a8fbb85ffd05879eb82f287c95795935fedb1ac

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In Education

In Experimental and Cognitive Psychology

In Safety Research

Citations in the corpus

Behavioral Economics of Education (2015, background): “There is also some evidence that boys are more impatient and exert less self-discipline than girls Duckworth and Seligman, 2006).”
Early gender differences in self-regulation and academic achievement. (2009, background): “Also, Duckworth and Seligman (2006) demonstrated that the gender gap is often not prevalent in standardized test scores, which were used in this study, but in grades and daily classroom work.”
PROSPER: A New Framework for Positive Education (2015, methodology): “Dweck’s research is linked to the work by Baumeister and Tierney (2011) on self control or willpower and Duckworth’s research on ‘grit’ (Duckworth and Seligman, 2006).”
Linking Maternal Warmth and Responsiveness to Children's Self‐regulation (2011, neutral): “Several studies revealed gender differences in children's and adolescents' selfregulation: overall, girls have, compared with boys, stronger self-regulation skills (Duckworth & Seligman, 2006; Matthews, Ponitz, & Morrison, 2009; Raffaelli, Crockett , & Shen, 2005).”
Motivational Pathways to STEM Career Choices: Using Expectancy-Value Perspective to Understand Individual and Gender Differences in STEM Fields. (2013, background): “In primary and secondary school, girls and boys take math and science courses in approximately equal numbers (U.S. Department of Education, 2012) and girls outperform boys in math and science courses (Duckworth & Seligman, 2006).”
A Century of Grading Research (2016, positive): “Similarly, using GPA and 2003 TerraNova Second Edition/ California Achievement Tests, Duckworth and Seligman (2006) found a correlation of .66.”
Relations among math self-efficacy, interest, intentions, and achievement: a social cognitive perspective (2018, background): “Males have been shown to outperform females on standard achievement tests whereas the opposite is true for class grades (Duckworth & Seligman, 2006).”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, background): “However, based on some research favoring girls on behavioral self-regulation and academic skills (e.g., Duckworth & Seligman, 2006; Halldorsson & Olafsson, 2009; Matthews et al., 2009), it was plausible that girls would outperform boys on both measures of behavioral selfregulation (i.e., HTKS and…”
Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “Among the facets of Conscientiousness, self-discipline is considered especially important when investigating gender differences in school (e.g. Duckworth and Seligman 2005, 2006; MA/LR: Silverman 2003).”