Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes

S. B. Wanless, K. H. Kim, C. Zhang, Jessica Lauren Degol, J. L. Chen, F. M. Chen

Research output: Contribution to journalArticle

7 Citations (Scopus)

Abstract

Strong behavioral regulation skills in early childhood have been found to be related to high academic outcomes for Taiwanese children but little is known about the developmental trajectories for behavioral regulation and their relations to academic outcomes. Behavioral regulation was assessed for 192 Taiwanese children across an 18 month period at three time points using a direct assessment (Head-Toes-Knees-Shoulders task). Mean age of the children at the initial time-point was 4.10 years. Results of person-centered analyses indicated two distinct trajectories. One group described as 'Increasing regulators' developed self-regulation at a regular rate throughout the assessment period whereas the second group described as steady-then-increasing regulators developed more slowly initially and then their growth rate increased towards the end of the assessment period. Trajectory membership was significantly related to children's age (with relatively older children in the steady-then-increasing regulator group), but not to child gender, or mother's education. Being an increasing regulator was significantly related to greater growth in vocabulary skills, but not math skills at the third time point. These findings highlight the use of person-centered analyses to understand unique developmental trajectories for behavioral regulation and relations to academic outcomes.

Original languageEnglish (US)
Pages (from-to)104-114
Number of pages11
JournalEarly Childhood Research Quarterly
Volume34
DOIs
StatePublished - Jan 1 2016

Fingerprint

Vocabulary
vocabulary
regulation
human being
Group
Toes
Growth
self-regulation
Knee
childhood
Head
Mothers
Education
gender
education

All Science Journal Classification (ASJC) codes

  • Education
  • Developmental and Educational Psychology
  • Sociology and Political Science

Cite this

@article{c99ee09cf6fa426aa441ffa9b72c902d,
title = "Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes",
abstract = "Strong behavioral regulation skills in early childhood have been found to be related to high academic outcomes for Taiwanese children but little is known about the developmental trajectories for behavioral regulation and their relations to academic outcomes. Behavioral regulation was assessed for 192 Taiwanese children across an 18 month period at three time points using a direct assessment (Head-Toes-Knees-Shoulders task). Mean age of the children at the initial time-point was 4.10 years. Results of person-centered analyses indicated two distinct trajectories. One group described as 'Increasing regulators' developed self-regulation at a regular rate throughout the assessment period whereas the second group described as steady-then-increasing regulators developed more slowly initially and then their growth rate increased towards the end of the assessment period. Trajectory membership was significantly related to children's age (with relatively older children in the steady-then-increasing regulator group), but not to child gender, or mother's education. Being an increasing regulator was significantly related to greater growth in vocabulary skills, but not math skills at the third time point. These findings highlight the use of person-centered analyses to understand unique developmental trajectories for behavioral regulation and relations to academic outcomes.",
author = "Wanless, {S. B.} and Kim, {K. H.} and C. Zhang and Degol, {Jessica Lauren} and Chen, {J. L.} and Chen, {F. M.}",
year = "2016",
month = "1",
day = "1",
doi = "10.1016/j.ecresq.2015.10.001",
language = "English (US)",
volume = "34",
pages = "104--114",
journal = "Early Childhood Research Quarterly",
issn = "0885-2006",
publisher = "Elsevier Limited",

}

Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes. / Wanless, S. B.; Kim, K. H.; Zhang, C.; Degol, Jessica Lauren; Chen, J. L.; Chen, F. M.

In: Early Childhood Research Quarterly, Vol. 34, 01.01.2016, p. 104-114.

Research output: Contribution to journalArticle

TY - JOUR

T1 - Trajectories of behavioral regulation for Taiwanese children from 3.5 to 6 years and relations to math and vocabulary outcomes

AU - Wanless, S. B.

AU - Kim, K. H.

AU - Zhang, C.

AU - Degol, Jessica Lauren

AU - Chen, J. L.

AU - Chen, F. M.

PY - 2016/1/1

Y1 - 2016/1/1

N2 - Strong behavioral regulation skills in early childhood have been found to be related to high academic outcomes for Taiwanese children but little is known about the developmental trajectories for behavioral regulation and their relations to academic outcomes. Behavioral regulation was assessed for 192 Taiwanese children across an 18 month period at three time points using a direct assessment (Head-Toes-Knees-Shoulders task). Mean age of the children at the initial time-point was 4.10 years. Results of person-centered analyses indicated two distinct trajectories. One group described as 'Increasing regulators' developed self-regulation at a regular rate throughout the assessment period whereas the second group described as steady-then-increasing regulators developed more slowly initially and then their growth rate increased towards the end of the assessment period. Trajectory membership was significantly related to children's age (with relatively older children in the steady-then-increasing regulator group), but not to child gender, or mother's education. Being an increasing regulator was significantly related to greater growth in vocabulary skills, but not math skills at the third time point. These findings highlight the use of person-centered analyses to understand unique developmental trajectories for behavioral regulation and relations to academic outcomes.

AB - Strong behavioral regulation skills in early childhood have been found to be related to high academic outcomes for Taiwanese children but little is known about the developmental trajectories for behavioral regulation and their relations to academic outcomes. Behavioral regulation was assessed for 192 Taiwanese children across an 18 month period at three time points using a direct assessment (Head-Toes-Knees-Shoulders task). Mean age of the children at the initial time-point was 4.10 years. Results of person-centered analyses indicated two distinct trajectories. One group described as 'Increasing regulators' developed self-regulation at a regular rate throughout the assessment period whereas the second group described as steady-then-increasing regulators developed more slowly initially and then their growth rate increased towards the end of the assessment period. Trajectory membership was significantly related to children's age (with relatively older children in the steady-then-increasing regulator group), but not to child gender, or mother's education. Being an increasing regulator was significantly related to greater growth in vocabulary skills, but not math skills at the third time point. These findings highlight the use of person-centered analyses to understand unique developmental trajectories for behavioral regulation and relations to academic outcomes.

UR - http://www.scopus.com/inward/record.url?scp=84945114876&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84945114876&partnerID=8YFLogxK

U2 - 10.1016/j.ecresq.2015.10.001

DO - 10.1016/j.ecresq.2015.10.001

M3 - Article

AN - SCOPUS:84945114876

VL - 34

SP - 104

EP - 114

JO - Early Childhood Research Quarterly

JF - Early Childhood Research Quarterly

SN - 0885-2006

ER -