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

被引：73

作者：

Wanless, Shannon B. ^{[1
]}

McClelland, Megan M. ^{[2
]}

Lan, Xuezhao ^{[3
]}

Son, Seung-Hee ^{[4
]}

Cameron, Claire E. ^{[5
]}

Morrison, Frederick J. ^{[6
]}

Chen, Fu-Mei ^{[7
]}

Chen, Jo-Lin ^{[7
]}

Li, Su ^{[8
]}

Lee, Kangyi ^{[9
]}

Sung, Miyoung ^{[10
]}

机构：

[1] Univ Pittsburgh, Dept Educ Psychol, Pittsburgh, PA 15260 USA

[2] Oregon State Univ, Hallie E Ford Ctr Hlth Children & Families, Corvallis, OR 97331 USA

[3] McKinsey & Co Inc, New York, NY USA

[4] Univ Utah, Dept Educ Psychol, Salt Lake City, UT 84112 USA

[5] Univ Virginia, CASTL, Charlottesville, VA 22903 USA

[6] Univ Michigan, Dept Psychol, Ann Arbor, MI 48109 USA

[7] Fu Jen Catholic Univ, Dept Child Dev & Family Studies, Taipei, Taiwan

[8] Chinese Acad Sci, Inst Psychol, Key Lab Behav Sci, Beijing 100864, Peoples R China

[9] Seoul Natl Univ, Dept Child Dev & Family Studies, Seoul 151, South Korea

[10] Seokyeong Univ, Dept Child Studies, Seoul, South Korea

来源：

EARLY CHILDHOOD RESEARCH QUARTERLY | 2013年 / 28卷 / 03期

基金：

美国国家科学基金会;

关键词：

Behavioral regulation; Gender; Asia; Measurement; School readiness; SELF-REGULATION; ACADEMIC TRAJECTORIES; CLASSROOM BEHAVIORS; EFFORTFUL CONTROL; CHILDREN; TEACHER; SKILLS; CHILDHOOD; ACHIEVEMENT; LITERACY;

D O I：

10.1016/j.ecresq.2013.04.002

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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. (C) 2013 Elsevier Inc. All rights reserved.

引用

页码：621 / 633

页数：13

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