Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland

Autor/inn/en	Gestsdottir, Steinunn; von Suchodoletz, Antje; Wanless, Shannon B.; Hubert, Blandine; Guimard, Philippe; Birgisdottir, Freyja; Gunzenhauser, Catherine; McClelland, Megan
Titel	Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland
Quelle	In: Applied Developmental Science, 18 (2014) 2, S.90-109 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2014.894870
Schlagwörter	Longitudinal Studies; Self Control; Foreign Countries; Cross Cultural Studies; Academic Achievement; Task Analysis; Observation; Gender Differences; Teacher Attitudes; Mothers; Educational Attainment; Achievement Gains; Correlation; Cultural Context; Cultural Influences; Educational Practices; Elementary School Students; Phonological Awareness; Reading Skills; Mathematics Skills; Reading Fluency; Preschool Children; France; Germany; Iceland + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Selbstbeherrschung; Ausland; Cultural comparison; Kulturvergleich; Schulleistung; Aufgabenanalyse; Beobachtung; Geschlechterkonflikt; Lehrerverhalten; Mother; Mutter; Bildungsabschluss; Bildungsgut; Achievement gain; Leistungssteigerung; Korrelation; Cultural influence; Kultureinfluss; Bildungspraxis; Reading skill; Lesefertigkeit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Frankreich; Deutschland; Island
Abstract	Research suggests that behavioral self-regulation skills are critical for early school success, but few studies have explored such links among young children in Europe. This study examined the contribution of early self-regulation to academic achievement gains among children in France, Germany, and Iceland. Gender differences in behavioral self-regulation skills were also explored. A total of 260 children were followed longitudinally over one to two years (average age at Wave 1 was 74.5 months). Behavioral self-regulation was assessed using a structured direct observation (Head-Toes-Knees-Shoulders task) and assessment. Multilevel analyses revealed that higher levels on both ratings of self-regulation predicted higher academic skills after controlling for gender, age, maternal education, and previous achievement, but the relations depended on the cultural context. Teacher ratings were more consistently related to achievement gains than directly assessed behavioral self-regulation. Girls outperformed boys only in Iceland. We discuss universal and culture-specific findings and implications for educational practices. (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10