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Gender Differences in Behavioral Regulation in Four Societies: The U.S., Taiwan, South Korea, and China Public Deposited

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This is the author's peer-reviewed final manuscript. The version of record is copyrighted by Elsevier and can be found here:  http://www.journals.elsevier.com/early-childhood-research-quarterly/

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  • The current study investigates gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Directly assessed individual behavioral regulation(Head–Toes–Knees–Shoulders, HTKS), teacher-rated classroom behavioral regulation (Child Behavior Rating Scale, CBRS) and a battery of school readiness assessments (mathematics, vocabulary, and early literacy) were used with 814 young children (ages 3–6 years). Results showed that girls in the United States had significantly higher individual behavioral regulation than boys, but there were no significant gender differences in any Asian societies. In contrast, teachers in Taiwan, South Korea, as well as the United States rated girls as significantly higher than boys on classroom behavioral regulation. In addition, for both genders, individual and classroom behavioral regulation were related to many aspects of school readiness in all societies for girls and boys. Universal and culturally specific findings and their implications are discussed.
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  • Wanless, S. B., McClelland, M. M., Lan, X., Son, S., Cameron, C. E., Morrison, F. J., & Chen, F. (2013). Gender differences in behavioral regulation in four societies: the United States, Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28, 621-633. doi:10.1016/j.ecresq.2013.04.002
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  • The Taiwan Social Skill Development Study was supported by the U.S. Department of State Fulbright Student Scholarship; the Ryoichi Sasakawa Young Leaders Fellowship Fund; the Oregon Sports Lottery; the Kappa Omicron Nu Honor Society; the Department of Human Development and Family Sciences, Oregon State University; and the Department of Child and Family Studies, Fu Jen Catholic University. The University of Michigan Pathways to Literacy Project was funded by the National Institute of Child and Human Development and the National Science Foundation under Grants R01 HD27176 and0111754, respectively.
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  • description.provenance : Approved for entry into archive by Sue Kunda(sue.kunda@oregonstate.edu) on 2013-05-18T00:16:10Z (GMT) No. of bitstreams: 1 McClellandMeganPublicHealthGenderDifferences.pdf: 119744 bytes, checksum: 567f124b65b010223bfab8bf6946c88e (MD5)
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