Gender differences in behavioral regulation in four societies: The United States,Taiwan, South Korea,and China |
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| Authors: | Shannon B Wanless Megan M McClelland Xuezhao Lan Seung-Hee Son Claire E Cameron Frederick J Morrison Fu-Mei Chen Jo-Lin Chen Su Li Kangyi Lee Miyoung Sung |
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| Institution: | 1. University of Pittsburgh, Department of Psychology in Education, United States;2. Oregon State University, Hallie E. Ford Center for Healthy Children and Families, United States;3. McKinsey and Company, New York, United States;4. The University of Utah, Department of Educational Psychology, United States;5. University of Virginia, Center for Advanced Study of Teaching & Learning (CASTL), United States;6. University of Michigan, Department of Psychology, United States;g Fu Jen Catholic University, Department of Child Development and Family Studies, Taiwan;h Key Laboratory of Behavioral Science, Institute of Psychology, Chinese Academy of Sciences, China;i Seoul National University, Department of Child Development and Family Studies, South Korea;j Seokyeong University, Department of Child Studies, South Korea |
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| Abstract: | 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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| Keywords: | Behavioral regulation Gender Asia Measurement School readiness |
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