Behavioral Regulation and Early Academic Achievement in Taiwan

Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Chen, Fumei; Chen, Jo-Lin

doi:10.1080/10409280903493306

Cited by 58 publications

(41 citation statements)

References 59 publications

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“…To determine whether a classroom behavioral regulation factor was present in each of the four societies examined in the present study, we analyzed CBRS scores using principal axis factor analysis with a promax rotation. In each sample, the same 10-item classroom behavioral regulation factor emerged that was found in previous research in the United States (α = .94 -.95; Cameron Matthews et al, 2009) and Taiwan (α = .94; Wanless, McClelland, Acock, Chen, et al, 2011). This factor included items such as "Concentrates when working on a task; is not easily distracted by surrounding activities," and "Completes learning tasks involving two or more steps (e.g., cutting and pasting) in an organized way."…”

Section: Behavioral Regulation Measuresmentioning

confidence: 61%

“…Strong stability over time (Mähler et al, 2012;Wanless, McClelland, Tominey, et al, 2011) and inter-rater reliability has been demonstrated for the HTKS in multiple societies across the United States, Asia, and Europe Connor et al, 2010;McClelland, Cameron, Connor, et al, 2007;McClelland & Cameron Ponitz, 2012;von Suchodoletz et al, 2013;Wanless, McClelland, Acock, Cameron Ponitz, et al, 2011;Wanless, McClelland, Acock, Chen, et al, 2011). Specifically, results with multiple samples of children, across multiple societies have shown no significant differences among examiners when controlling for child age and school.…”

Section: Behavioral Regulation Measuresmentioning

confidence: 99%

“…Measures of school readiness were chosen to optimally represent early math, vocabulary, and literacy in each culture. These measures have been used in previous research in each society (Lan et al, 2011;Matthews et al, 2009;Wanless, McClelland, Acock, Chen, et al, 2011). The resulting differences among measures should be taken into account when interpreting findings.…”

Section: Research Question 2: Gender Differences In the Relation Betwmentioning

confidence: 99%

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Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Wanless

McClelland

Lan

et al. 2013

Early Childhood Research Quarterly

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140

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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 to 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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Section: Behavioral Regulation Measuresmentioning

confidence: 61%

Section: Behavioral Regulation Measuresmentioning

confidence: 99%

Section: Research Question 2: Gender Differences In the Relation Betwmentioning

confidence: 99%

See 1 more Smart Citation

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Wanless

McClelland

Lan

et al. 2013

Early Childhood Research Quarterly

Self Cite

140

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“…Evidence from recent studies also suggests that the HTKS is a valid measure of self-regulation in other countries (Wanless, McClelland, Acock, Chen, et al, 2011). For example, in a study of four societies (Taiwan, South Korea, China, and the United States), the HTKS captured substantial variability in each culture, and higher scores were signifi cantly related to stronger early mathematics, vocabulary, and literacy skills (Wanless, McClelland, Acock, Ponitz, et al, in press).…”

Section: Recent Advances In Measuring Self-regulationmentioning

confidence: 95%

“…A number of studies suggest that the HTKS is a valid and reliable measure of self-regulation for children in the United States and other countries (Connor et al, 2010;McClelland et al, 2007;Ponitz et al, 2008Ponitz et al, , 2009Wanless, McClelland, Acock, Chen, & Chen, 2011;Wanless, McClelland, Acock, Ponitz, et al, in press). For example, in the United States, the HTKS demonstrated validity and reliability with teacher and parent ratings in a diverse sample of four-to six-year-old children from two geographical sites (Oregon and Michigan;McClelland et al, 2007;Ponitz et al, 2008Ponitz et al, , 2009).…”

Section: Recent Advances In Measuring Self-regulationmentioning

confidence: 95%

Self-regulation and academic achievement in elementary school children

McClelland

Cameron

2011

New Directions for Child and Adolescent Development

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183

105

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Self-regulation is a key construct in children's healthy and adaptive development. In this chapter, the authors situate self-regulation in a theoretical context that describes its underlying components that are most important for early school success: flexible attention, working memory, and inhibitory control. The authors review evidence that supports substantive links between these aspects of self-regulation and academic achievement in young children. They also discuss methodological challenges in reliably and validly assessing these skills (involving measures that are biased, are not applicable across broad age ranges, or triangulated) and describe some recent advances in measures of self-regulation (involving the NIH Toolbox or the Head-Toes-Knees-Shoulders assessment) that are reliable, ecologically valid, and predictive of children's school achievement.

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Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

Zhang

Ren

et al. 2019

New Directions for Child and Adolescent Development

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This chapter addresses how child‐, family‐, and school‐level characteristics are associated with Chinese children's academic skill development during their preschool years. Academic skills are defined in terms of young children's emergent competencies in academic domains including literacy, mathematics, and science. First, we review the relations of young Chinese children's cognition (language, visuospatial, and executive functioning), behavior (social behavior and behavioral regulation), and affect (interest and attitude) to their performance in these academic domains. Second, we review the roles of familial variables, including family socioeconomic status and broad and specific aspects of parenting practices and parental involvement. Third, we review school‐ and classroom‐level factors, with a special emphasis on preschool and classroom quality that is particularly relevant to young Chinese children's academic skills. We discuss the educational implications of these study findings and identify methodological limitations that may threaten their internal and external validity. Our aim is to bring attention to the growing body of research on young Chinese children's academic skill development and to highlight several areas that need further research.

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Behavioral Regulation and Early Academic Achievement in Taiwan

Cited by 58 publications

References 59 publications

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China

Self-regulation and academic achievement in elementary school children

Young Chinese Children's Academic Skill Development: Identifying Child-, Family-, and School-Level Factors

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