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...
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ftoregonstate:ir.library.oregonstate.edu:g732df54m 2024-09-15T18:13:33+00:00 Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Hubert, Blandine Guimard, Philippe Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan https://ir.library.oregonstate.edu/concern/articles/g732df54m English [eng] eng unknown Taylor & Francis https://ir.library.oregonstate.edu/concern/articles/g732df54m Copyright Not Evaluated Article ftoregonstate 2024-07-22T18:06:03Z 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) Article in Journal/Newspaper Iceland ScholarsArchive@OSU (Oregon State University) |
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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) |
format |
Article in Journal/Newspaper |
author |
Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Hubert, Blandine Guimard, Philippe Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan |
spellingShingle |
Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Hubert, Blandine Guimard, Philippe Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland |
author_facet |
Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Hubert, Blandine Guimard, Philippe Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan |
author_sort |
Gestsdottir, Steinunn |
title |
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland |
title_short |
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland |
title_full |
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland |
title_fullStr |
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland |
title_full_unstemmed |
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland |
title_sort |
early behavioral self-regulation, academic achievement, and gender: longitudinal findings from france, germany, and iceland |
publisher |
Taylor & Francis |
url |
https://ir.library.oregonstate.edu/concern/articles/g732df54m |
genre |
Iceland |
genre_facet |
Iceland |
op_relation |
https://ir.library.oregonstate.edu/concern/articles/g732df54m |
op_rights |
Copyright Not Evaluated |
_version_ |
1810451312168402944 |