How do numerical and literacy stimulations in mother–child interactions relate to early gender differences in mathematical competencies? Empirical results from the NEPS Newborn Cohort study

Large-scale Assessments in Education

An IERI – International Educational Research Institute Journal

Table 2 Mathematical competencies, child’s gender, and domains of stimulation (linear regressions)

	Model 1	Model 2	Model 3	Model 4	Model 5	Model 6
Girl	0.124^***	0.121^***	0.121^***	0.125^***	0.125^***	0.122^***
	(0.0347)	(0.0347)	(0.0347)	(0.0347)	(0.0347)	(0.0346)
Literacy stimulation (w3)		0.0780^*	0.0653			0.0797^*
		(0.0329)	(0.0377)			(0.0328)
Girl × Literacy stimulation (w3)			0.0272
			(0.0388)
Numerical stimulation (w3)				0.0261	0.0278	0.0280
				(0.0200)	(0.0265)	(0.0200)
Girl × Numerical stimulation (w3)					− 0.00342
					(0.0374)
Constant	− 6.875^***	− 6.654^***	− 6.676^***	− 6.911^***	− 6.911^***	− 6.689^***
	(0.612)	(0.618)	(0.620)	(0.614)	(0.615)	(0.621)
R²	0.2100	0.2138	0.2137	0.2108	0.2104	0.2147
N	1488	1488	1488	1488	1488	1488

Source: NEPS, SC1; own calculations; all models control for mother’s birth cohort, mother’s employment status, child’s age, child’s temperament, mother’s marital status, number of children in the household, mother’s educational aspirations, mother’s SES, mother’s sensitivity, mother’s global stimulation, mother’s emotionality, and child’s vocabulary; m = 50 imputations; variance inflation factor 1/VIF >0.1 for all independent variables; standard errors in parentheses
*p < 0.05
**p < 0.01
***p < 0.001