Suche

Wo soll gesucht werden?
Erweiterte Literatursuche

Ariadne Pfad:

Inhalt

Literaturnachweis - Detailanzeige

 
Autor/inn/enFung, Wing-kai; Chung, Kevin Kien-hoa; Cheng, Rebecca Wing-yi
TitelGender Differences in Social Mastery Motivation and Its Relationships to Vocabulary Knowledge, Behavioral Self-Regulation, and Socioemotional Skills
QuelleIn: Early Education and Development, 30 (2019) 2, S.280-293 (14 Seiten)
PDF als Volltext Verfügbarkeit 
ZusatzinformationORCID (Fung, Wing-kai)
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN1040-9289
DOI10.1080/10409289.2018.1544004
SchlagwörterForeign Countries; Gender Differences; Interpersonal Competence; Social Behavior; Mastery Learning; Vocabulary Development; Self Control; Social Development; Emotional Development; Kindergarten; Preschool Children; Social Cognition; Receptive Language; Expressive Language; Executive Function; Short Term Memory; Cognitive Tests; Intelligence Tests; Hong Kong; Wechsler Memory Scale; Raven Progressive Matrices
AbstractThe present study investigated gender differences in social mastery motivation, vocabulary knowledge, behavioral self-regulation, and socioemotional skills and examined the relationships among this knowledge and these skills by gender. Participants were 134 Chinese children (68 boys, M age = 3.80; 66 girls, M age = 3.89) and their parents recruited through local kindergartens' parent groups. The children were administered measures of social mastery motivation, vocabulary knowledge, behavioral self-regulation, and nonverbal intelligence. Parents reported their education level and children's socioemotional skills. Research Findings: Results revealed that boys exhibited more social mastery interactions than girls, and girls showed better behavioral self-regulation and socioemotional skills than boys. Girls with higher social mastery interaction frequency demonstrated better vocabulary knowledge and socioemotional skills, whereas boys with higher social mastery interaction frequency showed lower behavioral self-regulation. Boys, who showed more positive affect during social mastery interactions, tended to have better expressive vocabulary, which facilitated their behavioral self-regulation. Practice or Policy: Findings highlight social mastery motivation as a potential factor that facilitates children's early development, but it may contribute to boys and girls in different ways. (As Provided).
AnmerkungenRoutledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
 

Standortunabhängige Dienste
Bibliotheken, die die Zeitschrift "Early Education and Development" besitzen:
Link zur Zeitschriftendatenbank (ZDB)

Artikellieferdienst der deutschen Bibliotheken (subito):
Übernahme der Daten in das subito-Bestellformular

Tipps zum Auffinden elektronischer Volltexte im Video-Tutorial

Trefferlisten Einstellungen

Permalink als QR-Code

Permalink als QR-Code

Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)

Teile diese Seite: