Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland
A growing body of research suggests that behavioral self-regulation skills are critical for early school success. However, few studies have explored the links between self-regulation and academic achievement among young children in Europe. This study examined the contribution of behavioral self-regu...
| Main Authors: | , , , , , , , |
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| Format: | Article in Journal/Newspaper |
| Language: | English unknown |
| Published: |
Taylor & Francis
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| Subjects: | |
| Online Access: | https://ir.library.oregonstate.edu/concern/articles/g732df54m |
| Summary: | A growing body of research suggests that behavioral self-regulation skills are critical for early school success. However, few studies have explored the links between self-regulation and academic achievement among young children in Europe. This study examined the contribution of behavioral self-regulation to academic achievement gains among young 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 teachers assessed how well children could apply behavioral self-regulation in the classroom. Multilevel analyses revealed that higher levels of directly assessed and teacher ratings of behavioral self-regulation predicted higher academic skills after controlling for gender, age, maternal education, and previous achievement, but the relations depended on the cultural context. Also, teacher ratings of behavioral self-regulation were more consistently related to achievement gains than directly assessed behavioral self-regulation. Girls outperformed boys only in the Icelandic sample, which may explain the noticeably large gender differences in later academic achievement in this country. We discuss universal and culture-specific findings as well as implications for educational practices. Keywords: Behavioral self-regulation, Academic achievement, Europe, School readiness, Head-Toes-Knees-Shoulders task (HTKS) |
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