Children's Self-Regulation in Norway and the United States: The Role of Mother's Education and Child Gender across Cultural Contexts

Autor/inn/en	Lenes, Ragnhild; Gonzales, Christopher R.; Størksen, Ingunn; McClelland, Megan M.
Titel	Children's Self-Regulation in Norway and the United States: The Role of Mother's Education and Child Gender across Cultural Contexts
Quelle	11 (2020), Artikel 566208 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Self Management; Cultural Influences; Individual Characteristics; Cultural Differences; Parent Background; Educational Attainment; Mothers; Gender Differences; Foreign Countries; Socioeconomic Influences; Preschool Children; Minority Groups; United States; Norway + Suchen Sie Ihr Suchwort? Selbstmanagement; Cultural influence; Kultureinfluss; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Kultureller Unterschied; Elternhaus; Bildungsabschluss; Bildungsgut; Mother; Mutter; Geschlechterkonflikt; Ausland; Sozioökonomischer Faktor; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ethnische Minderheit; USA; Norwegen
Abstract	Self-regulation develops rapidly during the years before formal schooling, and it helps lay the foundation for children's later social, academic, and educational outcomes. However, children's self-regulation may be influenced by cultural contexts, sociodemographic factors, and characteristics of the child. The present study investigates whether children's levels of self-regulation, as measured by the Head-Toes-Knees-Shoulders (HTKS) task, are the same in samples from Norway (M[subscript age] = 5.79; N = 243, 49.4% girls) and the United States (U.S.) (M[subscript age] = 5.65; N = 264, 50.8% girls) and whether the role of mother's education level and child gender on children's self-regulation differ across the two samples. Results showed that Norwegian and U.S. children had similar levels of self-regulation. Mother's education level significantly predicted children's self-regulation in the U.S. sample but not in the Norwegian sample, and this difference across samples was significant. Girls had a significantly higher level of self-regulation than boys in the Norwegian sample, but there were no gender differences in the U.S. sample. However, the effect of child gender on self-regulation did not differ significantly across the two samples. Results highlight the importance of cross-cultural studies of self-regulation. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01