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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Online Access: | https://doi.org/10.1080/10888691.2014.894870 https://hal.archives-ouvertes.fr/hal-01217504 |
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fttriple:oai:gotriple.eu:10670/1.tkxgcr 2023-05-15T16:46:17+02:00 Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland Guimard, Philippe Hubert, Blandine Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan 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) 2014-01-01 https://doi.org/10.1080/10888691.2014.894870 https://hal.archives-ouvertes.fr/hal-01217504 en eng HAL CCSD Taylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles hal-01217504 doi:10.1080/10888691.2014.894870 10670/1.tkxgcr https://hal.archives-ouvertes.fr/hal-01217504 undefined Hyper Article en Ligne - Sciences de l'Homme et de la Société ISSN: 1088-8691 EISSN: 1532-480X Applied Developmental Science Applied Developmental Science, Taylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles, 2014, 18 (2), pp.90-109. ⟨10.1080/10888691.2014.894870⟩ early self-regulation psy hisphilso Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2014 fttriple https://doi.org/10.1080/10888691.2014.894870 2023-01-22T16:40:29Z 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. Article in Journal/Newspaper Iceland Unknown Applied Developmental Science 18 2 90 109 |
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early self-regulation psy hisphilso |
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early self-regulation psy hisphilso Guimard, Philippe Hubert, Blandine Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland |
topic_facet |
early self-regulation psy hisphilso |
description |
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. |
author2 |
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 |
author |
Guimard, Philippe Hubert, Blandine Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan |
author_facet |
Guimard, Philippe Hubert, Blandine Gestsdottir, Steinunn von Suchodoletz, Antje Wanless, Shannon B. Birgisdottir, Freyja Gunzenhauser, Catherine McClelland, Megan |
author_sort |
Guimard, Philippe |
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 |
HAL CCSD |
publishDate |
2014 |
url |
https://doi.org/10.1080/10888691.2014.894870 https://hal.archives-ouvertes.fr/hal-01217504 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Hyper Article en Ligne - Sciences de l'Homme et de la Société ISSN: 1088-8691 EISSN: 1532-480X Applied Developmental Science Applied Developmental Science, Taylor & Francis (Routledge): STM, Behavioural Science and Public Health Titles, 2014, 18 (2), pp.90-109. ⟨10.1080/10888691.2014.894870⟩ |
op_relation |
hal-01217504 doi:10.1080/10888691.2014.894870 10670/1.tkxgcr https://hal.archives-ouvertes.fr/hal-01217504 |
op_rights |
undefined |
op_doi |
https://doi.org/10.1080/10888691.2014.894870 |
container_title |
Applied Developmental Science |
container_volume |
18 |
container_issue |
2 |
container_start_page |
90 |
op_container_end_page |
109 |
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1766036392340619264 |