Boys Might Catch Up, Family Influences Continue: Influences on Behavioral Self-Regulation in Children from an Affluent Region in Germany before School Entry

Autor/inn/en	Gunzenhauser, Catherine; von Suchodoletz, Antje
Titel	Boys Might Catch Up, Family Influences Continue: Influences on Behavioral Self-Regulation in Children from an Affluent Region in Germany before School Entry
Quelle	In: Early Education and Development, 26 (2015) 5-6, S.645-662 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.1012188
Schlagwörter	Self Control; Foreign Countries; Child Behavior; Family Influence; Family Characteristics; Educational Resources; Gender Differences; Affective Behavior; Longitudinal Studies; Observation; Young Children; Socioeconomic Influences; Questionnaires; Check Lists; Statistical Analysis; Monte Carlo Methods; Markov Processes; Bayesian Statistics; Germany + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Ausland; Bildungsmittel; Geschlechterkonflikt; Affective disturbance; Active behaviour; Affektive Störung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Beobachtung; Frühe Kindheit; Sozioökonomischer Faktor; Fragebogen; Checkliste; Statistische Analyse; Monte-Carlo-Methode; Markowscher Prozess; Deutschland
Abstract	Research Findings: Behavioral self-regulation is crucial for school success. Although behavioral self-regulation typically grows rapidly during the preschool period, children in this age group vary widely in their behavioral self-regulation capacities. The present study investigated 3 potential determinants of growth rates in behavioral self-regulation in children from an affluent region in Germany: family educational resources, child gender, and child negative affectivity. Using a longitudinal design, we observed children (N = 60) during the last 2 years before school entry. Children from families with relatively fewer educational resources started off with a lower level of behavioral self-regulation and did not catch up with their more advantaged peers. Boys showed poorer initial behavioral self-regulation than girls, but their gains in behavioral self-regulation were greater over time compared to girls'. Negative affectivity influenced neither the initial level of nor growth in behavioral self-regulation. Practice or Policy: The present findings suggest that even in a relatively affluent region differences in families' educational resources influence children's behavioral self-regulation trajectories. At least in the German context, early interventions to facilitate behavioral self-regulation in children from families with comparatively fewer educational resources should be a focus of policies attempting to reduce achievement gaps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01