Boys have not caught up, family influences still continue: Influences on executive functioning and behavioral self‐regulation in elementary students in Germany
Boys have not caught up, family influences still continue: Influences on executive functioning and behavioral self‐regulation in elementary students in Germany
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男孩尚未赶上，家庭影响仍在继续：德国小学生执行功能和行为自我调节的影响
DOI：
10.1002/pchj.180
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发表时间：
2017
期刊：
影响因子：
1.6
通讯作者：
Antje von
中科院分区：
文献类型：
--
作者：
Gunzenhauser;Catherine;Saalbach;Henrik;Suchodoletz;Antje von
自我调节的发展受到各种儿童和家庭特征的影响。以前关于学龄前阶段的研究报告称，女性在自我调节方面具有优势，而家庭环境的各种不利特征对自我调节有负面影响。本研究旨在考察小学一年级学生自我调节(即执行功能和行为自我调节)的发展状况，并探讨儿童性别、家庭混乱程度和家庭教育资源对自我调节的影响。参与者是263名德国儿童(51%是女孩；平均年龄8.59岁，SD=0.56岁)。数据是在该学年的秋季和春季收集的。以计算机为基础的标准化测试组合被用来评估执行功能。照顾者评级评估了儿童的行为自我调节和关于家庭家庭环境(混乱的家庭环境和教育资源)的信息。研究结果表明，在整个学年中，小学生的执行功能都有所提高。但三年级前后儿童的行为自我调节能力无显著差异。在抑制控制/认知灵活性和行为自我调节方面存在性别差异，说明女生在这方面具有优势。在两个时间点上，家庭中的教育资源而不是混乱的家庭环境与自我调节显著相关。与来自不太有利家庭的孩子相比，来自教育资源较多家庭的孩子在自我调节措施上得分更高。我们没有发现儿童水平或家庭水平的特征预测自我调节能力随着时间的推移而增长的证据。研究结果进一步证明了自我调节能力方面的性别差异，但表明这种差异可能不会在接近小学年龄时进一步扩大。女孩和男孩都应该培养足够的自我调节能力。研究结果也增加了支持处于不利家庭背景的儿童在生命早期自我调节发展的重要性。
The development of self‐regulation is influenced by various child‐level and family‐level characteristics. Previous research focusing on the preschool period reported a female advantage in self‐regulation and negative effects of various adverse features of the family environment on self‐regulation. The present study aimed to investigate growth in self‐regulation (i.e., executive functioning and behavioral self‐regulation) over 1 school year during early elementary school and to explore the influences of child sex, the level of home chaos, and family educational resources on self‐regulation. Participants were 263 German children (51% girls; mean age 8.59 years,SD= 0.56 years). Data were collected during the fall and spring of the school year. A computer‐based standardized test battery was used to assess executive functioning. Caregiver ratings assessed children's behavioral self‐regulation and information on the family's home environment (chaotic home environment and educational resources). Results suggest growth in elementary school children's executive functioning over the course of the school year. However, there were no significant changes in children's behavioral self‐regulation between the beginning and the end of Grade 3. Sex differences in inhibitory control/cognitive flexibility and behavioral self‐regulation were found, suggesting an advantage for girls. Educational resources in the family but not chaotic family environment were significantly related to self‐regulation at both time‐points. Children from families with more educational resources scored higher on self‐regulation measures compared to their counterparts from less advantaged families. We did not find evidence for child‐level or family‐level characteristics predicting self‐regulation growth over time. Findings add to the evidence of a gender gap in self‐regulation skills, but suggest that it might not further widen towards the end of elementary school age. Adequate self‐regulation skills should be fostered in both girls and boys. Results also add to the importance of supporting self‐regulation development in children from disadvantaged family backgrounds early in life.
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