تفاوت های جنسیتی در مقررات رفتاری در چهار جامعه: ایالات متحده آمریکا، تایوان، کره جنوبی و چین

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.

.

5. Conclusion This study highlighted the importance of using multiple measures and contexts to understand the nuances of behavioral regulation, which was especially evident in societies outside of the United States. Although girls had stronger individual and classroom behavioral regulation than boys in the United States, this consistency across measures was not present in Asia. In all Asian societies, there were no gender differences on a direct assessment of individual behavioral regulation, although there were some gender differences on teacher ratings of classroom behavioral regulation. Thus, in Taiwan and South Korea, teachers rated girls as having higher classroom behavioral regulation than boys. Across all societies and both types of measures, however, behavioral regulation was equally related to school readiness for both genders.