Behavioral Regulation and Early Academic Achievement in Taiwan

Autor/inn/en	Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Chen, Fu-Mei; Chen, Jo-Lin
Titel	Behavioral Regulation and Early Academic Achievement in Taiwan
Quelle	In: Early Education and Development, 22 (2011) 1, S.1-28 (28 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
Schlagwörter	School Readiness; Academic Achievement; Young Children; Short Term Memory; Foreign Countries; Vocabulary Skills; Self Control; Attention; Inhibition; Early Childhood Education; Test Validity; Child Behavior; Scores; Mathematics Skills; Language Skills; Teacher Attitudes; Student Behavior; Correlation; Age Differences; Mothers; Educational Attainment; Taiwan + Suchen Sie Ihr Suchwort? Readiness for school; School ability; Schulreife; Schulleistung; Frühe Kindheit; Kurzzeitgedächtnis; Ausland; Aktiver Wortschatz; Selbstbeherrschung; Aufmerksamkeit; Hemmung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Testvalidität; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Lehrerverhalten; Student behaviour; Schülerverhalten; Korrelation; Age; Difference; Age difference; Altersunterschied; Mother; Mutter; Bildungsabschluss; Bildungsgut
Abstract	Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study examined the validity of a direct measure of behavioral regulation, the Head-to-Toes Task (HTT), in Taiwanese 3.5- to 4.5-year-olds. The goals were to (a) investigate the nature and variability of HTT scores and (b) explore relations between HTT scores and early math and vocabulary skills and teacher-rated classroom behavioral regulation in the spring of the preschool year. Results indicated that the HTT captured substantial variability and was significantly related to early math and vocabulary skills after controlling for age, mother's education level, and teacher-rated classroom behavioral regulation but was not significantly related to teacher ratings of classroom behavioral regulation. Practice or Policy: These findings suggest that the HTT may be a useful measure of behavioral regulation for Taiwanese preschoolers and provide evidence for the importance of behavioral regulation for academic achievement in Taiwan. Practical implications focus on supporting the development of behavioral regulation in early childhood settings, which can promote early school success. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10