The Influence of Parental Socioeconomic Background and Gender on Self-Regulation Among 5-Year-Old Children in Norway

REFERENCES

• Acock, A. C. (2012). What to do about missing values. In H. Cooper P. M. Camic D. L. Long A. T. Panter D. Rindskopf & K. J. Sher (Eds.), Data analysis and research publication: APA handbook of research methods in psychology (Vol. 3, pp. 27–50). Washington, DC: American Psychological Association.
   Google Scholar
• Barth, E. (2005). Den samfunnsmessige avkastning av utdanning [The communal profit of education]. In Statistics Norway (Ed.), Utdanning 2005 (pp. 168–190). Oslo: Statistics Norway.
   Google Scholar
• Berger, A. (2011). Self-regulation: Brain, cognition, and development. Washington, DC: American Psychological Association.
   Google Scholar
• Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111–127.
   PubMed Web of Science ®Google Scholar
• Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899–911. doi:10.1017/S0954579408000436
   PubMed Web of Science ®Google Scholar
• Bradley, R. H., & Corwyn, R. F. (2002). Socioeconomic status and child development. Annual Review of Psychology, 53, 371–399. doi:10.1146/annurev.psych.53.100901.135233
   PubMed Web of Science ®Google Scholar
• Bru, E., Stornes, T., Munthe, E., & Thuen, E. (2010). Students' perceptions of teacher support across the transition from primary to secondary school. Scandinavian Journal of Educational Research, 54, 519–533. doi:10.1080/00313831.2010.522842
   Web of Science ®Google Scholar
• Burman, D. D., Bitan, T., & Booth, J. R. (2008). Sex differences in neural processing of language among children. Neuropsychologia, 46, 1349–1362. doi:10.1016/j.neuropsychologia.2007.12.021
   PubMed Web of Science ®Google Scholar
• Calkins, S. D., & Williford, A. P. (2009). Taming the terrible twos: Self-regulation and school readiness. In O. A. Barbarin & B. H. Wasik (Eds.), Handbook of child development and early education: Research to practice (pp. 172–197). New York, NY: Guilford Press.
   Google Scholar
• Cameron Ponitz, C. E., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23(2), 141–158. doi:http://dx.doi.org/10.1016/j.ecresq.2007.01.004
   Web of Science ®Google Scholar
• Clark, C. A., Sheffield, T. D., Wiebe, S. A., & Espy, K. A. (2012). Longitudinal associations between executive control and developing mathematical competence in preschool boys and girls. Child Development, 84, 662–677. doi:10.1111/j.1467-8624.2012.01854.x
   PubMed Web of Science ®Google Scholar
• Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007, November 30). Preschool program improves cognitive control. Science, 318, 1387–1388. doi:10.1126/science.1151148
   PubMed Web of Science ®Google Scholar
• Diamond, A., & Lee, K. (2011, August 11). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964. doi:10.1126/science.1204529
   PubMed Web of Science ®Google Scholar
• Diaz, R. M., Neal, C. J., & Amaya-Williams, M. (1990). The social origin of selfregulation. In L. C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 127–154). New York, NY: Cambridge University Press.
   Google Scholar
• Elias, C. L., & Berk, L. E. (2002). Self-regulation in young children: Is there a role for sociodramatic play? Early Childhood Research Quarterly, 17(2), 216–238. doi:http://dx.doi.org/10.1016/S0885-2006(02)00146-1
   Web of Science ®Google Scholar
• Ellingsæter, A. L., & Leira, A. (2007). Politicising parenthood in Scandinavia: Gender relations in welfare states. Bristol, England: Policy Press.
   Google Scholar
• Evans, G. W., & Rosenbaum, J. (2008). Self-regulation and the income-achievement gap. Early Childhood Research Quarterly, 23, 504–514. doi:http://dx.doi.org/10.1016/j.ecresq.2008.07.002
   Web of Science ®Google Scholar
• Eydal, G. B., & Kröger, T. (2010). Nordic family policies: Constructing contexts for social work with families. In H. Forsberg & T. Kröger (Eds.), Social work and child welfare politics (pp. 11–28). Bristol, England: Policy Press.
   Google Scholar
• Fabes, R. A., Martin, C. L., & Hanish, L. D. (2003). Young children's play qualities in same-, other-, and mixed-sex peer groups. Child Development, 74, 921–932. doi:10.1111/1467-8624.00576
   PubMed Web of Science ®Google Scholar
• Fjell, A. M., Walhovd, K. B., Brown, T. T., Kuperman, J. M., Chung, Y., Hagler, D. J., … for the Pediatric Imaging, Neurocognition, and Genetics Study. (2012). Multimodal imaging of the self-regulating developing brain. Proceedings of the National Academy of Sciences, USA, 109, 19620–19625. doi:10.1073/pnas.1208243109
   PubMed Web of Science ®Google Scholar
• Forsberg, H., & Kröger, T. (2010). Social work and child welfare politics: Through Nordic lenses. Bristol, England: Policy Press.
   Google Scholar
• Gurian, M., & Stevens, K. (2010). Boys and girls learn differently! A guide for teachers and parents. San Francisco, CA: Jossey-Bass.
   Google Scholar
• Hackman, D. A., & Farah, M. J. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73. doi:http://dx.doi.org/10.1016/j.tics.2008.11.003
   PubMed Web of Science ®Google Scholar
• Hackman, D. A., Farah, M. J., & Meaney, M. J. (2010). Socioeconomic status and the brain: Mechanistic insights from human and animal research. Nature Reviews Neuroscience, 11, 651–659.
   PubMed Web of Science ®Google Scholar
• Huttenlocher, J., Haight, W., Bryk, A., Seltzer, M., & Lyons, T. (1991). Early vocabulary growth: Relation to language input and gender. Developmental Psychology, 27(2), 236–248. doi:10.1037/0012-1649.27.2.236
   Web of Science ®Google Scholar
• Lan, X., Legare, C. H., Ponitz, C. C., Li, S., & Morrison, F. J. (2011). Investigating the links between the subcomponents of executive function and academic achievement: A cross-cultural analysis of Chinese and American preschoolers. Journal of Experimental Child Psychology, 108, 677–692. doi:10.1016/j.jecp.2010.11.001
   PubMed Web of Science ®Google Scholar
• Martin, C. L., & Fabes, R. A. (2001). The stability and consequences of young children's same-sex peer interactions. Developmental Psychology, 37, 431–446. doi:10.1037/0012-1649.37.3.431
   PubMed Web of Science ®Google Scholar
• Matthews, J. S., Ponitz, C. C., & Morrison, F. J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101, 689–704. doi:10.1037/a0014240
   Web of Science ®Google Scholar
• McCabe, L. A., Cunnington, M., & Brooks-Gunn, J. (2004). The development of self-regulation in young children: Individual characteristics and environmental contexts. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 340–356). New York, NY: Guilford Press.
   Google Scholar
• McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21, 471–490. doi:http://dx.doi.org/10.1016/j.ecresq.2006.09.003
   Web of Science ®Google Scholar
• McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314–324. doi:http://dx.doi.org/10.1016/j.ecresq.2012.07.008
   PubMed Web of Science ®Google Scholar
• McClelland, M. M., & Cameron, C. E. (2011). Self-regulation and academic achievement in elementary school children. New Directions for Child and Adolescent Development, 133, 29–44.
   Google Scholar
• McClelland, M. M., & Cameron, C. E. (2012). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136–142.
   Web of Science ®Google Scholar
• McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders task. Frontiers in Psychology, 5, 599. doi:10.3389/fpsyg.2014.00599
   Google Scholar
• McClelland, M. M., Cameron, C. E., McDonald Connor, C., Farris, C. L., Jewkes, A. M., & Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43, 947–959.
   PubMed Web of Science ®Google Scholar
• McClelland, M. M., Cameron Ponitz, C. E., Messersmith, E., & Tominey, S. L. (2010). Self-regulation: The integration of cognition and emotion. In W. Overton (Ed.), Handbook of life-span development: Vol. 1. Cognition, biology and methods (pp. 509–553). Hoboken, NJ: Wiley.
   Google Scholar
• McClelland, M. M., Morrison, F. J., & Holmes, D. L. (2000). Children at risk for early academic problems: The role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329.
   Web of Science ®Google Scholar
• Merisuo‐Storm, T. (2006). Girls and boys like to read and write different texts. Scandinavian Journal of Educational Research, 50(2), 111–125. doi:10.1080/00313830600576039
   Google Scholar
• Merritt, E. G., Wanless, S. B., Rimm-Kaufman, S., Cameron, C. E., & Peugh, J. L. (2012). The contributions of teachers' emotional support to children's social behaviors and self-regulatory skills in first grade. School Psychology Review, 41(2), 141–159.
   Web of Science ®Google Scholar
• Miech, R., Essex, M. J., & Goldsmith, H. H. (2001). Socioeconomic status and the adjustment to school: The role of self-regulation during early childhood. Sociology of Education, 74(2), 102–120. doi:10.2307/2673165
   Web of Science ®Google Scholar
• Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, USA, 108, 2693–2698. doi:10.1073/pnas.1010076108
   PubMed Web of Science ®Google Scholar
• Muthén, B. O., & Satorra, A. (1995). Complex sample data in structural equation modeling. Sociological Methodology, 25, 267–316.
   Web of Science ®Google Scholar
• Nesbitt, K. T., Baker-Ward, L., & Willoughby, M. T. (2013). Executive function mediates socio-economic and racial differences in early academic achievement. Early Childhood Research Quarterly, 28, 774–783. doi:http://dx.doi.org/10.1016/j.ecresq.2013.07.005
   Web of Science ®Google Scholar
• Norwegian Ministry of Education and Research. (2004). Den gode barnehagen er en likestilt barnehage. Handlingsplan for likestilling i barnehagene 2004–2007 [The good day care center is an equal day care center. Action Plan for Gender Equality in kindergartens 2004–2007]. Oslo, Norway: Barne- og familiedepartementet, Norwegian Ministry of Education and Research.
   Google Scholar
• Norwegian Ministry of Education and Research. (2011a). Framework plan for the content and tasks of kindergartens. Oslo, Norway: Author.
   Google Scholar
• Norwegian Ministry of Education and Research. (2011b). Mellomstore barnehager er best [Middle size day care centers are best]. Retrieved from http://www.regjeringen.no/en/dep/kd/dok/rapporter_planer/aktuelle-analyser/aktuelle-analyser-om-barnehager/mellomstore-barnehager-er-best.html?id=640110
   Google Scholar
• Ommundsen, Y. (2003). Implicit theories of ability and self-regulation strategies in physical education classes. Educational Psychology, 23(2), 141–157. doi:10.1080/01443410303224
   Google Scholar
• Organisation for Economic Co-operation and Development. (2006). Starting strong II: Early childhood education and care. Paris, France: OECD Publishing.
   Google Scholar
• Organisation for Economic Co-operation and Development Family Database. (2013). Doing better for families—Family data browser. Retrieved from http://www.oecd.org/social/soc/doingbetterforfamilies.htm
   Google Scholar
• Piotrowski, J. T., Lapierre, M. A., & Linebarger, D. L. (2012). Investigating correlates of self-regulation in early childhood with a representative sample of English-speaking American families. Journal of Child and Family Studies, 22, 423–436. doi:10.1007/s10826-012-9595-z
   PubMed Web of Science ®Google Scholar
• Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45, 605–619. doi:10.1037/a0015365
   PubMed Web of Science ®Google Scholar
• Raver, C. C., Jones, S. M., Li-Grining, C., Zhai, F., Bub, K., & Pressler, E. (2011). CSRP's impact on low-income preschoolers' preacademic skills: Self-regulation as a mediating mechanism. Child Development, 82, 362–378. doi:10.1111/j.1467-8624.2010.01561.x
   PubMed Web of Science ®Google Scholar
• Rimm-Kaufman, S. (2005). Survey of Early School Adjustment. Unpublished measure.
   Google Scholar
• Risley, T. R., & Hart, B. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: Brookes.
   Google Scholar
• Roskam, I., Stievenart, M., Meunier, J. C., & Noel, M. P. (2014). The development of children's inhibition: Does parenting matter? Journal of Experimental Child Psychology, 122, 166–182. doi:10.1016/j.jecp.2014.01.003
   PubMed Web of Science ®Google Scholar
• Sektnan, M., McClelland, M. M., Acock, A., & Morrison, F. J. (2010). Relations between early family risk, children's behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25, 464–479.
   PubMed Web of Science ®Google Scholar
• Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher-child relationship during the school transition. Journal of School Psychology, 43(1), 39–60.
   Web of Science ®Google Scholar
• Statistics Norway. (2014). Immigrants and Norwegian-born to immigrant parents, 1 January 2013. Retrieved from http://www.ssb.no/en/befolkning/statistikker/innvbef
   Google Scholar
• Størksen, I., Ellingsen, I. T., Tvedt, M. S., & Idsøe, E. M. C. (2013). Norsk vokabulartest (NVT) for barn i overgangen mellom barnehage og skole: Psykometrisk vurdering av en nettbrettbasert test [Norwegian Vocabulary Test (NVT) for children in transition between day care center and school. Reviewing psychometric properties of a computer tablet based test]. Spesialpedagogikks forskningsdel, 04/13, 40–54.
   Google Scholar
• Størksen, I., & Mosvold, R. (2013, May 18). Assessing early math skills with tablet computers: Development of the Ani Banani Math Test (ABMT) for young children. Paper presented at the Utdanning2020, The Norwegian Research Council, Oslo.
   Google Scholar
• Størksen, I., & Mosvold, R. (2014). Development of a tablet computer based assessment for early math skills among Norwegian 5-year-olds. Manuscript submitted for publication.
   Google Scholar
• TNS gallup. (2013). Mediebarn 2013 [Children of media—2013]. Retrieved from http://www.tns-gallup.no/?did=9108116
   Google Scholar
• Tominey, S. L., & McClelland, M. M. (2011). Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool. Early Education & Development, 22, 489–519. doi:10.1080/10409289.2011.574258
   Web of Science ®Google Scholar
• Tominey, S. L., & McClelland, M. M. (2013). Improving behavioral regulation in preschool. NHSA Dialog, 16(3), 149–154.
   Google Scholar
• United Nations Association Norway. (2013). Hva er fattigdom?. [What is poverty?] Retrieved from http://www.fn.no/Tema/Fattigdom/Hva-er-fattigdom
   Google Scholar
• United Nations Development Programme. (2013). International human development indicators. Retrieved from http://hdr.undp.org/en/statistics/
   Google Scholar
• von Suchodoletz, A., Gestsdottir, S., Wanless, S. B., McClelland, M. M., Birgisdottir, F., Gunzenhauser, C., & Ragnarsdottir, H. (2013). Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. Early Childhood Research Quarterly, 28(1), 62–73. doi:http://dx.doi.org/10.1016/j.ecresq.2012.05.003
   Web of Science ®Google Scholar
• von Suchodoletz, A., Trommsdorff, G., Heikamp, T., Wieber, F., & Gollwitzer, P. M. (2009). Transition to school: The role of kindergarten children's behavior regulation. Learning and Individual Differences, 19, 561–566.
   Web of Science ®Google Scholar
• Wanless, S. B., McClelland, M. M., Acock, A., Ponitz, C. C., Son, S.-H., Lan, X., … Li, S. (2011). Measuring behavioral regulation in four societies. Psychological Assessment, 23(2), 364–378.
   PubMed Web of Science ®Google Scholar
• Wanless, S. B., McClelland, M. M., Lan, X., Son, S.-H., Cameron, C. E., Morrison, F. J., … Sung, M. (2013). Gender differences in behavioral regulation in four societies: The United States, Taiwan, South Korea, and China. Early Childhood Research Quarterly, 28, 621–633. doi:http://dx.doi.org/10.1016/j.ecresq.2013.04.002
   Web of Science ®Google Scholar
• Wanless, S. B., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2011). The influence of demographic risk factors on children's behavioral regulation in prekindergarten and kindergarten. Early Education & Development, 22, 461–488. doi:10.1080/10409289.2011.536132
   Web of Science ®Google Scholar
• Zachopoulou, E., Trevlas, E., & Tsikriki, G. (2004). Perceptions of gender differences in playful behaviour among kindergarten children. European Early Childhood Education Research Journal, 12(1), 43–53. doi:10.1080/13502930485209301
   Google Scholar
• Zelazo, P. D. (2006). The Dimensional Change Card Sort (DCCS): A method for assessing executive function in children. Nature Protocols, 1, 297–301.
   PubMed Web of Science ®Google Scholar