Gender Differences in Kindergarten Students’ Internalizing and Externalizing Behaviors and the Role of Inhibitory Control
Bibliographic record
Abstract
Disruptive classroom behaviors are on the rise in U.S. classrooms. Children with early behavior difficulties are at an increased risk of school dropout, incarceration, and mental illness. A review of the literature indicates gender is a significant variable that can influence students’ behaviors, social skills, and academics. The purpose of this quantitative study was to examine teachers’ perceptions of gender differences in externalizing behaviors and internalizing behaviors and the role of inhibitory control in a sample of neurotypical and neurodiverse kindergarten students. Bem’s gender schema theory was the structural framework used in this non-experimental study. The research question explored the extent to which female and male neurotypical and neurodiverse kindergarten students differed in externalizing and internalizing behaviors after controlling for inhibitory control as measured by teacher-reported Social Skills Rating System and Child Behavior Questionnaire Short-Form. Secondary data were gathered from the Early Childhood Longitudinal Study, Kindergarten Class of 2011. Results from the one-way multivariate analysis of covariance found a statistically significant adjusted mean difference in the combined dependent variables of externalizing problem behaviors and internalizing problem behaviors between female and male neurotypical and neurodiverse kindergarten students after controlling for inhibitory control according to teachers’ perceptions. This study has the potential to contribute to positive social change in early education through the dissemination of information to stakeholders and the advocacy of gender-specific interventions that match kindergarten students’ externalizing and internalizing behaviors while attending to the role of inhibitory control.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".