Role of parenting on self-regulation from a cross-cultural perspective: Major empirical findings from the first quarter of the 21st century
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This paper focuses on the extant evidence about the ways children around the globe master self-regulation (SR). Our goal was to summarize emerging evidence on cross-cultural comparison of SR in young children, and evaluate culturally common as well as distinct caregiver-child interaction patterns in relation to SR. Studies retrieved from major databases spanning from 2000 to 2025 were selected if they entailed samples of caregiver-infant/toddler dyads and compared at least two cultural groups. Ethnographic field studies and in-depth interview studies on emotion-related socialization for SR were also included. Findings were presented in three sections. First, the definition of SR and its milestones in early childhood are presented. Second, taking the cultural pathways as a conceptual framework, key findings from cross-cultural research with samples of infants and toddlers are synthesized that included studies on Face-to-Face Still-Face paradigm, moment-to-moment co-regulation, compliance, emotion regulation, and temperamental effortful control. Evidence supports both cultural universals and distinct socialization processes for the development of SR. In the third section, key conclusions are discussed in light of the cultural pathways hypothesis. The final section entails recommendations to advance future research, both theoretically and methodologically.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it