Early gender differences in self-regulation and academic achievement.

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Gender differences in academic achievement: The mediating role of personality (2016, background): “This pattern persists after controlling for students' backgrounds, namely, their socioeconomic circumstances (Matthews et al., 2009).”
Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement (2014, methodology): “Teacher Reports of Behavioral Self-Regulation Teachers completed the CBRS for individual children in their classes, an assessment that measures behavioral self-regulation in the classroom (Cameron Ponitz, McClelland, et al., 2009; Matthews et al., 2009: McClelland et al., 2007).”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, background): “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 self-”