Abstract This study examined relations among early family risk, children’s behavioral regulation at 54 months and kindergarten, and academic achievement in first grade using data on 1298 children from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development. Family risk was indexed by ethnic minority status,… Continue reading Relations between early family risk, children’s behavioral regulation, and academic achievement
Keyword: Self-regulation
Measuring behavioral regulation in four societies
The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the HeadñToesñKneesñShoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to teacher-rated classroom behavioral regulation; and (b) relations… Continue reading Measuring behavioral regulation in four societies
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response… Continue reading A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
The development of self-regulation across early childhood
The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible… Continue reading The development of self-regulation across early childhood
Early gender differences in self-regulation and academic achievement
This study examined gender differences in self-regulation in the fall and spring of kindergarten and their connection to gender differences in 5 areas of early achievement: applied problems (math), general knowledge, letterñword identification, expressive vocabulary, and sound awareness. Behavioral self-regulation was measured using both an objective direct measure (N = 268; Head-Toes-Knees-Shoulders task) and, for… Continue reading Early gender differences in self-regulation and academic achievement