Gender Differences in Delay of Gratification: A Meta-Analysis

By I. Silverman. 2003

330 citations recorded by the source corpus.

Subfields: Applied Psychology, Experimental and Cognitive Psychology, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1a4c8ed331d9d842b580ff514d7e3cf5c21a0bba

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Applied Psychology

1. Angela L. Duckworth
2. Martin E. P. Seligman
3. Joan Meyers-Levy
4. Christine Eckert
5. B. Loken
6. R. Steinmayr
7. Birgit Spinath
8. Willibald F. Ruch

In Experimental and Cognitive Psychology

1. R. Steinmayr
2. Birgit Spinath
3. Angela L. Duckworth
4. Christine Eckert
5. Martin E. P. Seligman
6. Joan Meyers-Levy
7. J. Matthews
8. B. Loken

In Sociology and Political Science

1. Joan Meyers-Levy
2. Martin E. P. Seligman
3. Christine Eckert
4. J. Matthews
5. B. Loken
6. R. Steinmayr
7. Birgit Spinath
8. Angela L. Duckworth

Citations in the corpus

• The Effects of High Stakes High School Achievement Awards: Evidence from a Randomized Trial (2009, neutral): “It is worth noting, however, that there is a literature suggesting that adolescent girls have more self-discipline (e.g., Angela L. Duckworth and Martin P. Seligman 2006) and are more likely to delay gratification (e.g., Irwin W. Silverman 2003) than adolescent boys.”
• Taking Stock of Self-Control (2011, neutral): “Roberts, Walton, & Bogg, 2005), and women have been found to have higher levels of self-control than men (Gibson, Ward, Wright, Beaver, & Delisi, 2010; McCabe, Cunnington, & Brooks-Gunn, 2004; Silverman, 2003).”
• Self-discipline gives girls the edge : Gender in self-discipline, grades, and achievement test scores (2006, background): “We concur with Silverman (2003) that inadequate sample sizes and imprecise measures (particularly a problem when a single selfdiscipline measure is used) may explain the failure of some studies to detect gender differences.”
• Gender differences in school success: what are the roles of students’ intelligence, personality and motivation? (2014, background): “…of gender differences in self-discipline is small according to meta-analyses (d = −0.09; MA/LR: Costa, Terracciano, and McCrae 2001; d = −0.12; MA/LR: Silverman 2003), in single studies, moderate gender differences have appeared in selfdiscipline in favour of girls (d = −0.71/−0.41; Duckworth and…”
• Revisiting gender differences: What we know and what lies ahead☆ (2015, background): “This theory contributes to the others by deepening our understanding of gender variation in a particular domain and identifying important boundary conditions.”
• A Female Style in Corporate Leadership? Evidence from Quotas (2013, neutral): “…University, Harvard University, Indiana University, InterAmerican Development Bank, MIT, Northwestern University, Texas A&M University, the University of Zurich, the IZA-MIT Sloan Conference on the Economics of Leadership, the NBER Summer Institute, and the Western Finance Association Meetings.”
• Early gender differences in self-regulation and academic achievement. (2009, background): “Some distal explanations include a change in societal expectations for females as professionals, classroom structures that suit the talents of girls, a female advantage in self-discipline and interpersonal skills, inherent bias in teacher expectations and curricula, and childhood socialization facto”