Why Girls Tend To Get Better Grades Than Boys Do

The findings are unquestionably robust: Girls earn higher grades in every subject, including the science-related fields where boys are thought to surpass them. Not uncommonly, there is a checkered history of radically different grades: A, A, A, B, B, F, F, A. Teachers realized that a sizable chunk of kids who aced tests trundled along each year getting C's, D's, and F's. Doodling during a lecture for example crossword club de football. Girls' grade point averages across all subjects were higher than those of boys, even in basic and advanced math—which, again, are seen as traditional strongholds of boys.

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Conscientiousness is uniformly considered by social scientists to be an inborn personality trait that is not evenly distributed across all humans. One such study by Lindsay Reddington out of Columbia University even found that female college students are far more likely than males to jot down detailed notes in class, transcribe what professors say more accurately, and remember lecture content better. In other words, college enrollment rates for young women are climbing while those of young men remain flat. Doodling during a lecture for example crossword clue 3 letters. They are more performance-oriented. Tests could be retaken at any point in the semester, provided a student was up to date on homework. They found that girls are more adept at "reading test instructions before proceeding to the questions, " "paying attention to a teacher rather than daydreaming, " "choosing homework over TV, " and "persisting on long-term assignments despite boredom and frustration. " This finding is reflected in a recent study by psychology professors Daniel and Susan Voyer at the University of New Brunswick.

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Disaffected boys may also benefit from a boot camp on test-taking, time-management, and study habits. Or, a predisposition to plan ahead, set goals, and persist in the face of frustrations and setbacks. But the educational tide may be turning in small ways that give boys more of a fighting chance. As it turns out, kindergarten-age girls have far better self-regulation than boys. In 1994 the figures were 63 and 61 percent, respectively. In a 2006 landmark study, Martin Seligman and Angela Lee Duckworth found that middle-school girls edge out boys in overall self-discipline. The outcome was remarkable. In one survey by Conni Campbell, associate dean of the School of Education at Point Loma Nazarene University, 84 percent of teachers did just that. Incomplete or tardy assignments were noted but didn't lower a kid's knowledge grade. Doodling during a lecture for example crossword clue dan word. This self-discipline edge for girls carries into middle-school and beyond.

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For many boys, tests are quests that get their hearts pounding. Curiously enough, remembering such rules as "touch your head really means touch your toes" and inhibiting the urge to touch one's head instead amounts to a nifty example of good overall self-regulation. At the same time, about 10 percent of the students who consistently obtained A's and B's did poorly on important tests. As the new school year ramps up, teachers and parents need to be reminded of a well-kept secret: Across all grade levels and academic subjects, girls earn higher grades than boys. They discovered that boys were a whole year behind girls in all areas of self-regulation. Sadly though, it appears that the overwhelming trend among teachers is to assign zero points for late work. It is easy to for boys to feel alienated in an environment where homework and organization skills account for so much of their grades. Claire Cameron from the Center for the Advanced Study of Teaching and Learning at the University of Virginia has dedicated her career to studying kindergarten readiness in kids. The researchers combined the results of boys' and girls' scores on the Head-Toes-Knees-Shoulders Task with parents' and teachers' ratings of these same kids' capacity to pay attention, follow directions, finish schoolwork, and stay organized.

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These core skills are not always picked up by osmosis in the classroom, or from diligent parents at home. Seligman and Duckworth label "self-discipline, " other researchers name "conscientiousness. " One grade was given for good work habits and citizenship, which they called a "life skills grade. " Since boys tend to be less conscientious than girls—more apt to space out and leave a completed assignment at home, more likely to fail to turn the page and complete the questions on the back—a distinct fairness issue comes into play when a boy's occasional lapse results in a low grade. These days, the whole school experience seems to play right into most girls' strengths—and most boys' weaknesses. This is a term that is bandied about a great deal these days by teachers and psychologists. By the end of kindergarten, boys were just beginning to acquire the self-regulatory skills with which girls had started the year. Trained research assistants rated the kids' ability to follow the correct instruction and not be thrown off by a confounding one—in some cases, for instance, they were instructed to touch their toes every time they were asked to touch their heads.

Not just in the United States, but across the globe, in countries as far afield as Norway and Hong Kong. These top cognitive scientists from the University of Pennsylvania also found that girls are apt to start their homework earlier in the day than boys and spend almost double the amount of time completing it. Let's start with kindergarten. Studying for and taking tests taps into their competitive instincts.