Gender differences in mathematical achievement development: a family psychobiosocial model

This study proposes a family psychobiosocial model on gender differences in cognitive development. Specifically, the aim is to investigate how biological, socioeconomic, and psychological factors predict child mathematics achievement (MAch) The data were obtained from Millennium Cohort Study. Children’s pattern construction scores collected at ages 5 7 years worked as MAch (n = 18,497). predictors when children 9 months. results of path analyses for all students indicate that three play some roles children’s Analyses female male separately reveal girls’ positive development was significantly predicted by four (fewer mother in-pregnancy alcohol intakes, more income, higher education levels, stimulation); boys’ only one factor (higher levels). support whole. Family factors, especially social impact females than males.