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

Wanless, SB and McClelland, MM and Lan, X and Son, SH and Cameron, CE and Morrison, FJ and Chen, FM and Chen, JL and Li, S and Lee, K and Sung, M (2013) Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28 (3). 621 - 633. ISSN 0885-2006

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Abstract

© 2013 Elsevier Inc. 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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Details

Item Type: Article
Status: Published
Creators/Authors:
CreatorsEmailPitt UsernameORCID
Wanless, SBswanless@pitt.eduSWANLESS
McClelland, MM
Lan, X
Son, SH
Cameron, CE
Morrison, FJ
Chen, FM
Chen, JL
Li, S
Lee, K
Sung, M
Date: 1 January 2013
Date Type: Publication
Access Restriction: No restriction; Release the ETD for access worldwide immediately.
Journal or Publication Title: Early Childhood Research Quarterly
Volume: 28
Number: 3
Page Range: 621 - 633
DOI or Unique Handle: 10.1016/j.ecresq.2013.04.002
Institution: University of Pittsburgh
Schools and Programs: School of Education > Psychology in Education
Refereed: Yes
ISSN: 0885-2006
Date Deposited: 14 May 2013 14:22
Last Modified: 13 Oct 2017 23:55
URI: http://d-scholarship.pitt.edu/id/eprint/18677

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