Curry School of Education, University of Virginia, Charlottesville, VA, USA.
Psychol Assess. 2011 Jun;23(2):364-78. doi: 10.1037/a0021768.
The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to teacher-rated classroom behavioral regulation; and (b) relations between the HTKS and early mathematics, vocabulary, and literacy skills. Higher HTKS scores were significantly related to higher teacher ratings of classroom behavioral regulation in the United States and South Korea but not in Taiwan and China. Also, higher HTKS scores were significantly related to higher early mathematics, vocabulary, and literacy skills beyond the influence of demographic variables and teacher-rated classroom behavioral regulation. These initial findings suggest that HTKS scores may be interpreted as reflecting early behavioral regulation in these 4 societies and that behavioral regulation is important for early academic success in the United States and in Asian countries.
本研究考察了美国、中国台湾、韩国和中国大陆 3 至 6 岁儿童直接行为调节测量——从头至脚任务（HTKS）分数的心理测量特性。具体来说，我们调查了（a）HTKS 分数的性质和可变性，包括与教师评定的课堂行为调节的关系；以及（b）HTKS 与早期数学、词汇和读写技能之间的关系。在美国和韩国，较高的 HTKS 分数与教师对课堂行为调节的更高评价显著相关，但在中国台湾和中国大陆则没有。此外，在考虑人口统计学变量和教师评定的课堂行为调节的影响之外，较高的 HTKS 分数与较高的早期数学、词汇和读写技能显著相关。这些初步发现表明，HTKS 分数可以解释为反映这 4 个社会的早期行为调节，行为调节对美国和亚洲国家的早期学业成功很重要。
