This paper presents analyses of gender differences in classroom behaviours (e.g.
attentiveness and task persistence) and early academic outcomes. Data is drawn from Growing Up in Australia: The Longitudinal Study of Australian children (LSAC). In these analyses, data from Wave 1 data collection (2004) and Wave 2 data collection (2006) for
the Kindergarten Cohort are used. A sample of 2315 children who were in Year 1 of school
at Wave 2 data collection are the focus for the analyses reported. The analyses draw on
teacher ratings of children’s literacy and language competence and mathematical thinking
in Year 1 of school; as well as ratings of children’s self-regulatory behaviour in the
classroom and level of problem behaviours. Girls were rated by their teachers as having
better literacy and language outcomes that were predicted by more positive classroom
behaviours. Results are discussed with respect to the influence of children’s classroom behaviours on academic learning at the beginning of formal schooling.