Articlegreen2011

Measuring behavioral regulation in four societies.

Shannon B. Wanless · Megan M. McClelland · Alan C. Acock · Claire Cameron Ponitz · Seung-Hee Son · Xuezhao Lan +6 more

174 citations0/0 files storedPsychological Assessment

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Early Childhood Education and Development Child and Adolescent Psychosocial and Emotional Development Developmental and Educational Neuropsychology

Abstract

The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to teacher-rated classroom behavioral regulation; and (b) relations between the HTKS and early mathematics, vocabulary, and literacy skills. Higher HTKS scores were significantly related to higher teacher ratings of classroom behavioral regulation in the United States and South Korea but not in Taiwan and China. Also, higher HTKS scores were significantly related to higher early mathematics, vocabulary, and literacy skills beyond the influence of demographic variables and teacher-rated classroom behavioral regulation. These initial findings suggest that HTKS scores may be interpreted as reflecting early behavioral regulation in these 4 societies and that behavioral regulation is important for early academic success in the United States and in Asian countries.

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References

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Cited by

2010Self‐Regulation 2011The Influence of Demographic Risk Factors on Children's Behavioral Regulation in Prekindergarten and Kindergarten 2012Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland 2013Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China 2015Classroom Interactions, Dyadic Teacher–Child Relationships, and Self–Regulation in Socially Disadvantaged Young Children 2014Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland

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