Article

 

Behavioral Self-Regulation and Relations to Emergent Academic Skills among Children in Germany and Iceland Public Deposited

Downloadable Content

Download PDF
https://ir.library.oregonstate.edu/concern/articles/2v23vv29v

Descriptions

Attribute NameValues
Creator
Abstract
  • The present study investigated a direct assessment of behavioral self-regulation (the Head-Toes-Knees- Shoulders; HTKS) and its contribution to early academic achievement among young children in Germany and Iceland. The authors examined the psychometric properties and construct validity of the HTKS, investigated gender differences in young children’s behavioral self-regulation, and explored relations between the HTKS and a teacher report of behavioral self-regulation (the Child Behavior Rating Scale; CBRS) and emerging academic skills. Findings supported the construct validity of the HTKS when used with young German and Icelandic children. Multilevel analyses revealed gender differences, particularly on the CBRS teacher-rated measure. Finally, higher levels of behavioral self-regulation were related to higher academic skills after important background variables were controlled, although some cross-cultural differences in the predictive utility of the HTKS and CBRS were observed. Overall, these results extend prior psychometric work on the HTKS to samples of young European children and support the importance of understanding of the role behavioral self-regulation in young children’s development.
Resource Type
DOI
Date Available
Date Issued
Citation
Journal Title
Journal Volume
  • 28
Journal Issue/Number
  • 1
Academic Affiliation
Keyword
Rights Statement
Funding Statement (additional comments about funding)
  • The German project was financed by a grant given to the Research Group “The Empirics of Education: Economic and Behavioral Perspectives” in the context of the German Excellence Initiative at the University of Freiburg. The Icelandic project was supported by grants from The Icelandic Research Fund and The University of Iceland Research Fund to the study “Development in Early Childhood: Self-Regulation, Language Development and Literacy”.
Publisher
Peer Reviewed
Language
Replaces
Additional Information
  • description.provenance : Submitted by Deanne Bruner (deanne.bruner@oregonstate.edu) on 2013-03-02T00:42:24Z No. of bitstreams: 1 McClellandMeganPublicHealthHumanSciencesBehavioralSelfRegulation.pdf: 480714 bytes, checksum: 6e0144c26d983e6e3c91f8a33a69cfd6 (MD5)
  • description.provenance : Made available in DSpace on 2013-03-02T00:43:37Z (GMT). No. of bitstreams: 1 McClellandMeganPublicHealthHumanSciencesBehavioralSelfRegulation.pdf: 480714 bytes, checksum: 6e0144c26d983e6e3c91f8a33a69cfd6 (MD5) Previous issue date: 2013-03
  • description.provenance : Approved for entry into archive by Deanne Bruner(deanne.bruner@oregonstate.edu) on 2013-03-02T00:43:37Z (GMT) No. of bitstreams: 1 McClellandMeganPublicHealthHumanSciencesBehavioralSelfRegulation.pdf: 480714 bytes, checksum: 6e0144c26d983e6e3c91f8a33a69cfd6 (MD5)

Relationships

Parents:

This work has no parents.

Items