Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts
Self-regulation develops rapidly during the years before formal schooling, and it helps lay the foundation for children’s later social, academic, and educational outcomes. However, children’s self-regulation may be influenced by cultural contexts, sociodemographic factors, and characteristics of the...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2020-09-01
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| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/article/10.3389/fpsyg.2020.566208/full |
| _version_ | 1818277379403939840 |
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| author | Ragnhild Lenes Christopher R. Gonzales Ingunn Størksen Megan M. McClelland |
| author_facet | Ragnhild Lenes Christopher R. Gonzales Ingunn Størksen Megan M. McClelland |
| author_sort | Ragnhild Lenes |
| collection | DOAJ |
| description | Self-regulation develops rapidly during the years before formal schooling, and it helps lay the foundation for children’s later social, academic, and educational outcomes. However, children’s self-regulation may be influenced by cultural contexts, sociodemographic factors, and characteristics of the child. The present study investigates whether children’s levels of self-regulation, as measured by the Head-Toes-Knees-Shoulders (HTKS) task, are the same in samples from Norway (Mage = 5.79; N = 243, 49.4% girls) and the United States (U.S.) (Mage = 5.65; N = 264, 50.8% girls) and whether the role of mother’s education level and child gender on children’s self-regulation differ across the two samples. Results showed that Norwegian and U.S. children had similar levels of self-regulation. Mother’s education level significantly predicted children’s self-regulation in the U.S. sample but not in the Norwegian sample, and this difference across samples was significant. Girls had a significantly higher level of self-regulation than boys in the Norwegian sample, but there were no gender differences in the U.S. sample. However, the effect of child gender on self-regulation did not differ significantly across the two samples. Results highlight the importance of cross-cultural studies of self-regulation. |
| first_indexed | 2024-12-12T23:00:36Z |
| format | Article |
| id | doaj.art-8a4171856dce4e938898ca39a12e3dcc |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-12-12T23:00:36Z |
| publishDate | 2020-09-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-8a4171856dce4e938898ca39a12e3dcc2022-12-22T00:08:50ZengFrontiers Media S.A.Frontiers in Psychology1664-10782020-09-011110.3389/fpsyg.2020.566208566208Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural ContextsRagnhild Lenes0Christopher R. Gonzales1Ingunn Størksen2Megan M. McClelland3Norwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, NorwayCenter for Mind and Brain, University of California, Davis, Davis, CA, United StatesNorwegian Centre for Learning Environment and Behavioural Research in Education, University of Stavanger, Stavanger, NorwayHuman Development and Family Sciences, Oregon State University, Corvallis, OR, United StatesSelf-regulation develops rapidly during the years before formal schooling, and it helps lay the foundation for children’s later social, academic, and educational outcomes. However, children’s self-regulation may be influenced by cultural contexts, sociodemographic factors, and characteristics of the child. The present study investigates whether children’s levels of self-regulation, as measured by the Head-Toes-Knees-Shoulders (HTKS) task, are the same in samples from Norway (Mage = 5.79; N = 243, 49.4% girls) and the United States (U.S.) (Mage = 5.65; N = 264, 50.8% girls) and whether the role of mother’s education level and child gender on children’s self-regulation differ across the two samples. Results showed that Norwegian and U.S. children had similar levels of self-regulation. Mother’s education level significantly predicted children’s self-regulation in the U.S. sample but not in the Norwegian sample, and this difference across samples was significant. Girls had a significantly higher level of self-regulation than boys in the Norwegian sample, but there were no gender differences in the U.S. sample. However, the effect of child gender on self-regulation did not differ significantly across the two samples. Results highlight the importance of cross-cultural studies of self-regulation.https://www.frontiersin.org/article/10.3389/fpsyg.2020.566208/fullcross-culturalself-regulationschool readinessmeasurementmaternal education levelgender |
| spellingShingle | Ragnhild Lenes Christopher R. Gonzales Ingunn Størksen Megan M. McClelland Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts Frontiers in Psychology cross-cultural self-regulation school readiness measurement maternal education level gender |
| title | Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts |
| title_full | Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts |
| title_fullStr | Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts |
| title_full_unstemmed | Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts |
| title_short | Children’s Self-Regulation in Norway and the United States: The Role of Mother’s Education and Child Gender Across Cultural Contexts |
| title_sort | children s self regulation in norway and the united states the role of mother s education and child gender across cultural contexts |
| topic | cross-cultural self-regulation school readiness measurement maternal education level gender |
| url | https://www.frontiersin.org/article/10.3389/fpsyg.2020.566208/full |
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