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

International audience 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 i...

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Bibliographic Details
Published in:Applied Developmental Science
Main Authors: Guimard, Philippe, Hubert, Blandine, Gestsdottir, Steinunn, von Suchodoletz, Antje, Wanless, Shannon B., Birgisdottir, Freyja, Gunzenhauser, Catherine, McClelland, Megan
Other Authors: Centre de recherche en éducation de Nantes (CREN), Le Mans Université (UM)-Université de Nantes - UFR Lettres et Langages (UFRLL), Université de Nantes (UN)-Université de Nantes (UN), Economic and Behavioral Sciences, University of Freiburg Freiburg, Sidney Kimmel Cancer Center, Jefferson (Philadelphia University + Thomas Jefferson University)
Format: Article in Journal/Newspaper
Language:English
Published: HAL CCSD 2014
Subjects:
early self-regulation
psy
hisphilso
Iceland
Online Access:https://doi.org/10.1080/10888691.2014.894870
https://hal.archives-ouvertes.fr/hal-01217504
Description
Summary:International audience 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.

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