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• 1. [Article] URAP- Gender differences by SES-draft 2.pptx

  Citation × Citation Citation Abstract Copy Title: URAP- Gender differences by SES-draft 2.pptx Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Title: URAP- Gender differences by SES-draft 2.pptx Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Close

• 2. [Article] URAP- Gender differences by SES-draft 2.pdf

  Citation × Citation Citation Abstract Copy Title: URAP- Gender differences by SES-draft 2.pdf Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Title: URAP- Gender differences by SES-draft 2.pdf Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Close

• 3. [Article] Exploring gender differences in self regulation among Head Start and non-Head Start kids

  Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status ...

  Citation × Citation Citation Abstract Copy Title: Exploring gender differences in self regulation among Head Start and non-Head Start kids Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status (SES), gender differences, and performance on the Heads-Toes-Knees-Shoulders (HTKS) self-regulation assessment. Using a diverse sample of 408 preschool children, results indicated: Low-income children in Head Start displayed significantly lower self-regulation than children not enrolled in Head Start. The gender gap in self-regulation was significantly larger in Non-Head Start children when compared to Head Start children. Title: Exploring gender differences in self regulation among Head Start and non-Head Start kids Author: Gilmore, Brittany D., Duncan, Rob, McClelland, Megan M. Children’s self-regulation and socio-economic status are important factors in predicting later academic outcomes and kindergarten readiness. This study examined relationships between socio-economic status (SES), gender differences, and performance on the Heads-Toes-Knees-Shoulders (HTKS) self-regulation assessment. Using a diverse sample of 408 preschool children, results indicated: Low-income children in Head Start displayed significantly lower self-regulation than children not enrolled in Head Start. The gender gap in self-regulation was significantly larger in Non-Head Start children when compared to Head Start children. Close