The aim of this quantitative meta-analysis was to investigate sex differences in self-regulation and emotion regulation. The reason for investigating these variables is due to the fact that there...Show moreThe aim of this quantitative meta-analysis was to investigate sex differences in self-regulation and emotion regulation. The reason for investigating these variables is due to the fact that there is a gender gap in academic achievements (Driessen & Van Langen, 2013). Self-regulation is related to academic achievements because it is the ability to regulate one’s behavior according to the demands of one’s environment (Perry et al., 2017). Emotion regulation is also examined in this meta-analysis because previous research has suggested that the way one approaches their academics in terms of emotions can determine how one self-regulates, thus possibly affecting academic achievements (Boekaerts, 2011). The meta-analysis was conducted by collecting all relevant studies from the past 10 years through two separate literature searches for both self and emotion-regulation in the database Web of Science. Participants were ages four to 25. Results showed a significant difference between boys and girls in self-regulation and emotion-regulation. Boys were found to be at a disadvantage for both self and emotion-regulation. Considering that there are significant sex differences in self and emotion-regulation, these factors could be contributing to the current gender gap in education. However, no causal relationships could be established in this meta-analysis.Show less
Self-regulation and risk taking are among the most thoroughly researched cognitive variables that show sex differences in school settings. For the past decades, girls have been academically...Show moreSelf-regulation and risk taking are among the most thoroughly researched cognitive variables that show sex differences in school settings. For the past decades, girls have been academically outperforming their male counterparts on a global scale. Differences in self-regulation and risk taking could explain the gap in school performance between boys and girls. Thorough research into sex differences in these variables may provide insight that could minimize this gap in school performance. This meta-analysis explores the link between sex differences in school performance and sex differences in self-regulation and risk taking. Additionally, the development of self-regulation and risk taking was examined for each sex. This meta-analysis compares the results of 22 articles for self-regulation and 19 articles for risk taking. Results showed that there is a significant difference in self-regulation with SMD= -.11, 95%-CI [-0.19, -0.03] p = 0.006, and in risk taking with SMD= .19, 95%-CI [0.09, 0.30] p < 0.000. A significant maturation effect was found for risk taking, with SMD= .19, 95%-CI= [0.09, 0.30], p < .000, but not for self-regulation.Show less
The academic gender gap resulting from the underperformance of males in educational settings negatively impacts individuals and society at large (Wobbekind, 2012). Since research has shown an...Show moreThe academic gender gap resulting from the underperformance of males in educational settings negatively impacts individuals and society at large (Wobbekind, 2012). Since research has shown an association between self-regulation and school achievement (Robson et al., 2020; Skibbe et al., 2019; van Tetering et al., 2020), investigating this cognitive measure in the academic context is highly relevant. For this reason, a quantitative meta-analysis was conducted to examine whether school-age males possess inferior self-regulation skills compared to females. A literature search identified 22 relevant studies based on the inclusion criteria. The statistical analysis with a random-effect model showed that there are significant differences in self-regulation between males and females (SMD = -0.15; 95% CI [-0.25, -0.04], p = 0.006, 95% PI [-0.95, 0.66]). Additionally, the present study examined self-regulation before and after puberty, as research suggests that gender differences in this cognitive measure are the most prominent in childhood and decrease in youth (Coyne et al., 2015; Lenroot & Giedd, 2010). The analysis with age as a grouping variable included 19 publications. Results of a random-effect model analysis showed significant differences in self-regulation between the groups, with χ2 (1) = 5.56, p = 0.02. Overall, findings from the present study imply that interventions aimed at improving self-regulation in males before they finish puberty are a promising way of tackling the academic gender gap, which could lead to numerous benefits associated with better educational outcomes (Bell et al., 2022; Breton, 2013; Brunello et al., 2017; Ross & Wu, 1995).Show less
