Whitman College, United States.
Soc Sci Res. 2013 Nov;42(6):1650-8. doi: 10.1016/j.ssresearch.2013.07.009. Epub 2013 Jul 23.
Using nationally representative data from the Early Childhood Longitudinal Study-Kindergarten Cohort (N=21,409; 10,452 girls and 10,957 boys; mean age=7.24years), the association between first-grade classroom sex composition (CSC), measured as the percentage of female students, and end of the year academic (reading, mathematics) and socio-emotional (externalizing problems, internalizing problems, self-control, interpersonal skills) outcomes was examined. Using multilevel modeling techniques and controlling for prior achievement levels, CSC was positively associated with children's reading achievement at the end of first grade; students performed better in reading in classes with a higher percentage of female students. CSC was also associated with three of the socio-emotional outcomes; controlling for prior levels, students in classrooms with a higher percentage of girls had better self-control and interpersonal skills and fewer internalizing problems. Classroom behavior mediated the effects of CSC on reading achievement and the socio-emotional outcomes. Implications for the composition of first-grade classrooms are discussed.
利用全国代表性数据，对幼儿园纵向研究队列（N=21409；其中女孩 10452 名，男孩 10957 名；平均年龄为 7.24 岁），研究了一年级课堂性别构成（CSC）与学年末学术（阅读、数学）和社会情感（外化问题、内化问题、自我控制、人际交往技能）结果之间的关系。研究采用多层次建模技术，并控制先前的成绩水平，CSC 与一年级末儿童的阅读成绩呈正相关；在女生比例较高的班级中，学生的阅读表现更好。CSC 还与三个社会情感结果相关；在控制先前水平的情况下，女生比例较高的班级的学生自我控制和人际交往技能更好，内化问题更少。课堂行为调节了 CSC 对阅读成绩和社会情感结果的影响。讨论了对一年级课堂组成的影响。
