The present study
The current study employs a multi-group SEM to assess potential variations in the effects of genders and ages on the modeling of these above relationships. Additionally, it aims to identify which factors would exert the most significant predictive influence. To fill up the research gaps, we formulated a hypothesized model to evaluate heterogeneity across genders and ages (see Figure 1) with the following key questions:
  1. What are the gender and age differences in TCR, SR, SE, and children’s development in mathematics and vocabulary?
  2. How does the hypothesized model apply to children of different genders?
  3. How does the hypothesized model apply to children of different ages?
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