Boys have not caught up, family influences still continue: Influences on executive functioning and behavioral self-regulation in elementary students in Germany: Changes in self-regulation

Published on Sep 1, 2017in Psychnology Journal
· DOI :10.1002/PCHJ.180
Catherine Gunzenhauser10
Estimated H-index: 10
(Leipzig University),
Henrik Saalbach11
Estimated H-index: 11
(Leipzig University),
Antje von Suchodoletz14
Estimated H-index: 14
(NYUAD: New York University Abu Dhabi)
Source
Abstract
References50
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Background Educational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes. Aims The study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) the relative contribution of specific predictors ...
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Research Findings: Behavioral self-regulation is crucial for school success. Although behavioral self-regulation typically grows rapidly during the preschool period, children in this age group vary widely in their behavioral self-regulation capacities. The present study investigated 3 potential determinants of growth rates in behavioral self-regulation in children from an affluent region in Germany: family educational resources, child gender, and child negative affectivity. Using a longitudinal ...
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Research on the development of self-regulation in young children provides a unifying framework for the study of school readiness. Self-regulation abilities allow for engagement in learning activities and provide the foundation for adjustment to school. A focus on readiness as self-regulation does not supplant interest in the development of acquired ability, such as early knowledge of letters and numbers; it sets the stage for it. In this article, we review research and theory indicating that sel...
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Background Recent evidence suggests that specific language impairment (SLI) might be secondary to general cognitive processing limitations in the domain of executive functioning. Previous research has focused almost exclusively on monolingual children with SLI and offers little evidence-based guidance on executive functioning in bilingual children with SLI. Studying bilinguals with SLI is important, especially in the light of increasing evidence that bilingualism can bring advantages in certain ...
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Abstract The study examined the applicability and generalizability of the Classroom Assessment Scoring System Pre-K (CLASS Pre-K; Pianta, La Paro, & Hamre, 2008) and the associated conceptual Teaching through Interaction framework to understand classroom processes in the German early education system. Three broad domains describe effective teacher–child interactions: Emotional Support , Classroom Organization , and Instructional Support . In the present study, we observed teacher–child interacti...
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Research suggests that behavioral self-regulation skills are critical for early school success, but few studies have explored such links among young children in Europe. This study examined the contribution of early self-regulation to academic achievement gains among children in France, Germany, and Iceland. Gender differences in behavioral self-regulation skills were also explored. A total of 260 children were followed longitudinally over one to two years (average age at Wave 1 was 74.5 months)....
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As a procedure for handling missing data, Multiple imputation consists of estimating the missing data multiple times to create several complete versions of an incomplete data set. All these data sets are analyzed by the same statistical procedure, and the results are pooled for interpretation. So far, no explicit rules for pooling F tests of (repeated-measures) analysis of variance have been defined. In this article we outline the appropriate procedure for the results of analysis of variance (AN...
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The aim of this review is to illustrate the role of working memory and executive functions for scholastic achievement as an introduction to the question of whether and how working memory and executive control training may improve academic abilities. The review of current research showed limited but converging evidence for positive effects of process-based complex working-memory training on academic abilities, particularly in the domain of reading. These benefits occurred in children suffering fr...
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Although early studies of executive functioning in children supported Miyake et al.'s (2000) three-factor model, more recent findings supported a variety of undifferentiated or two-factor structures. Using a cohort-sequential design, this study examined whether there were age-related differences in the structure of executive functioning among 6- to 15-year-olds (N = 688). Children were tested annually on tasks designed to measure updating and working memory, inhibition, and switch efficiency. Th...
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BACKGROUND: Household chaos, represented by the level of disorganisation or environmental confusion in the home, has been associated with a range of adverse child and family outcomes. This review aims to (1) identify how household chaos is measured, (2) chart study details of household chaos literature, and (3) map the existing literature with respect to the relationship between household chaos and child, parent, and family outcomes. We expect that this review will highlight the need to consider...
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#1Catherine Gunzenhauser (University of Freiburg)H-Index: 10
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Abstract Self-regulation is crucial for acquiring mathematical competencies in elementary school. The present longitudinal study aimed at investigating determinants and consequences of domain-specific self-regulation with regard to the mathematics domain. Participants were N = 257 third graders (MAge = 8.59 years, SD = 0.57 years; 51% girls) from East Germany as well as children's mathematics teachers. The project included two time points (6-month interval). Children's self-regulation in the mat...
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