Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland

Suchodoletz, Antje von; Gestsdóttir, Steinunn; Wanless, Shannon B.; McClelland, Megan M.; Birgisdóttir, Freyja; Gunzenhauser, Catherine; Ragnarsdóttir, Hrafnhildur

doi:10.1016/j.ecresq.2012.05.003

Cited by 134 publications

(94 citation statements)

References 52 publications

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“…Self-regulation skills such as maintaining focus on a task in face of distractions, remembering instructions, inhibiting a dominant response or regulating strong emotions help children to respond to complex classroom settings in a deliberate, adaptive manner that help predict positive outcomes (Blair, 2002;Cameron Ponitz, McClelland, Matthews, & Morrison, 2009;Morrison et al, 2010;. The potential role of these skills for early school success is supported by international research showing that self-regulation uniquely predicts academic competence in early childhood (Blair & Razza, 2007;McClelland et al, 2007;Suchodoletz et al, 2013;. Given this research, it seems critical to understand early contextual influences on self-regulation and academic achievement, particularly in cultural contexts where research is still scarce.…”

Section: Associations Between Early Family Sociodemographic Risk Chimentioning

confidence: 77%

“…In addition, these studies supported the validity of the HTKS in several countries (Suchodoletz et al, 2013;. The HTKS was designed to assess the integrative nature of behavioral regulation in an ecologically valid manner (Cameron Ponitz et al, 2009).…”

Section: Self-regulation and Its Importance For School Successmentioning

confidence: 96%

“…The task is available in English and Spanish and has been found to be reliable and significantly predict academic outcomes in diverse samples McClelland & Cameron Ponitz, 2012;McClelland et al, 2007). The task has also been found to be reliable and predict academic outcomes in samples in Asia (Taiwan, S. Korea, and China, and Europe (Germany, Iceland and France; von Suchodoletz et al, 2013;Gestsdottir et al, 2014). In the current study, Cronbach's alpha was .94.…”

Section: Methodsmentioning

confidence: 99%

“…Based on previous research findings in other countries (Mezzacappa, 2004;Wanless, McClelland, Tominey, et al, 2011), we expect that family sociodemographic risk will be negatively associated with children's behavioral regulation and academic achievement. We also expect that behavioral regulation will be significantly related to literacy and mathematics skills (Suchodoletz et al, 2013;. In addition, we anticipate a negative indirect effect of family sociodemographic risk on child achievement through children's behavioral regulation (Sektnan et al, 2010).…”

Section: The Present Studymentioning

confidence: 99%

“…The usefulness of a direct measure such as the HTKS can be even greater when assessing behavioral regulation in different sociocultural contexts. For instance, although teacher-and parent-reports can provide valid information on behavioral regulation, they can also be biased because they rely on their expectations for children's behavior (Suchodoletz et al, 2013;. Teacher and parent expectations can be particularly susceptible to cultural values and thus reflect culture-specific definitions for child behavior.…”

Section: Self-regulation and Its Importance For School Successmentioning

confidence: 99%

See 4 more Smart Citations

Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

Cadima

Gamelas

McClelland

et al. 2015

Early Education and Development

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This study examined concurrent associations between family sociodemographic risk, self-regulation and early literacy and mathematics in young children from Azores, Portugal (N = 186). Family sociodemographic risk was indexed by low maternal education, low family income, and low occupational status. Behavioral aspects of self-regulation were assessed using a direct measure called the Head-Toes-Knees-

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Section: Associations Between Early Family Sociodemographic Risk Chimentioning

confidence: 77%

Section: Self-regulation and Its Importance For School Successmentioning

confidence: 96%

Section: Methodsmentioning

confidence: 99%

Section: The Present Studymentioning

confidence: 99%

Section: Self-regulation and Its Importance For School Successmentioning

confidence: 99%

See 3 more Smart Citations

Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

Cadima

Gamelas

McClelland

et al. 2015

Early Education and Development

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Development and Self‐Regulation

McClelland

Geldhof

Cameron

et al. 2015

Handbook of Child Psychology and Developmental Science

135

106

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The concept of self‐regulation has received heightened attention as a key mechanism that predicts a variety of developmental outcomes throughout the life span. Although researchers have focused on self‐regulation from a diverse set of perspectives, it is clear that self‐regulation has important implications for individual health and well‐being starting early in life. In the fields of child psychology and developmental science, an emphasis on Relational‐Developmental‐Systems ( RDS ) illuminates how self‐regulation contributes to individual development. This chapter reflects the RDS theoretical orientation and focuses on major issues in the study of self‐regulation in childhood and adolescence. We start by situating the study of self‐regulation within the RDS context and discussing key conceptual issues that guide researchers’ understanding of the development of self‐regulation. We then define self‐regulation and reviews research on important correlates of self‐regulation including academic achievement, motor processes, intelligence, and risk factors. Next, we discuss cross‐cultural variation in these skills and person‐context relations. We conclude by discussing self‐regulation from the perspective of RDS and next steps for studying self‐regulation in context, improving intervention efforts, and advancing analytical and measurement methods.

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How consumers' economic and psychological vulnerabilities impact their consumption regulation during crisis

Karaosmanoglu,

Okan,

Işıksal

et al. 2024

J of Consumer Behaviour

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This paper focuses on the economic and psychological vulnerabilities that are intensified due to the effects of the COVID‐19 pandemic on individuals' health, education and living standards. The deteriorating mental and financial conditions of individuals, called psychological and economic vulnerability, have made an impact on consumers' consumption patterns and habits. This study has proposed that when consumer vulnerabilities increase, consumers will be more likely to express prosocial behaviours and assume higher social capital change that may influence their consumption regulations. The findings are based on a panel survey of 786 individuals via CATI in two waves of data collection in Türkiye (Wave I: 20 July–10 August 2020; Wave II: 20 November–10 December 2020). In Wave I, it is found that when individuals face economic and psychological vulnerability, their tendency to show prosocial behaviour is negatively affected. In Wave II, when the COVID‐19 cases peaked, while economic vulnerability still leads to lower prosocial behaviour, psychological vulnerability gets reversed and results in higher prosocial behaviour. Interestingly, in both waves, when consumers perceive positive social capital change due to increased prosocial behaviour, they are less likely to show consumption regulation.

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Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland

Cited by 134 publications

References 52 publications

Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

Development and Self‐Regulation

How consumers' economic and psychological vulnerabilities impact their consumption regulation during crisis

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