SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Abstract SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS: A DISSERTATION Todd M. Wyatt Ph.D., George Mason University, 2013 Dissertation Director: Dr. Susanne Denham Over the last several years, researchers and practitioners have paid increasing attention to the areas of self-regulation, classroom involvement and classroom learning behaviors and how these domains relate to concurrent and subsequent social and academic success. Although there has been an emphasis on promoting learning behaviors that promote positive classroom outcomes, there remains a large proportion of students who develop negative attitudes and poor scholastic habits early on and suffer the negative social and academic consequences throughout their school career. The current investigation attempts to better understand the association between preschooler’s selfregulation, and learning behaviors within the preschool and kindergarten classroom. The investigation will also take into account the mediating/moderating effects of the
child’s on-task involvement, gender and socioeconomic differences on the relations between self-regulation and classroom learning behaviors.
Page 1 and 2: SELF-REGULATION IN PRESCHOOL CHILDR
Page 3 and 4: This work is licensed under a Creat
Page 5 and 6: Acknowledgements I would like to ac
Page 7 and 8: List of Tables Table Page 1 Summary
Page 9: List of Abbreviations AP ATL AVE CM
Page 13 and 14: Shields, 2004) and exhibit more pos
Page 15 and 16: support and caregiving may serve as
Page 17 and 18: care - which will be used as a prox
Page 19 and 20: these self-regulatory functions (Ca
Page 21 and 22: Kaufmann et al., 2000). In fact, re
Page 23 and 24: “activated”. The current framew
Page 25 and 26: eginning of preschool or child care
Page 27 and 28: such as family problems, lower pare
Page 29 and 30: Schiefele, Roeser, & Davis-Kean, 20
Page 31 and 32: significantly behind their peers in
Page 33 and 34: environments, which may be further
Page 35 and 36: to suggest that there is noted soci
Page 37 and 38: Chapter 3: Statement of Problem Ove
Page 39 and 40: potential gender and socioeconomic
Page 41 and 42: Chapter 4: Research Questions Resea
Page 43 and 44: children’s demonstration of learn
Page 45 and 46: Kochanska and colleagues (2000) sug
Page 47 and 48: in poverty are more likely than the
Page 49 and 50: Miller et al., 2004). I am confiden
Page 51 and 52: the difference between the slow and
Page 53 and 54: when other kids are absent, seeks c
Page 55 and 56: The measure yields three reliable l
Page 57 and 58: analysis, and principal components
Page 59 and 60: Vinzi, et al., 2010). Without satis
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ehaviors. However, cool executive c
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diminished, where on-task involveme
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that although self-regulation is im
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from the current model. Although th
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In addition to the moderation of ge
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child no longer being affiliated wi
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produced a model linking self-regul
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demonstrate difficulty with self-re
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academic success, but to demand tha
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Table 2 Outer Model and Final R 2 s
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Table 3 Inner Model LV Correlations
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Table 5 Significance of Moderating
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Figure 2: Final partial least squar
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Figure 3b: Moderated Model - Female
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Figure 4b: Moderated Model - Head S
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Once the child is in position: “R
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4) 2 taps 8) 2 taps 12) 1 tap 16) 1
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“Okay, now let’s build a really
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If the child asks if s/he is sortin
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If child offers you a turn: “Than
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If child waits for the timer, “Ni
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** ** TIMER/COUNTDOWN: Set the time
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If child waits the full length of t
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2= Certainly Applies adjust7 Is eas
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adjust23 Accepts teacher’s author
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1= Applies Sometimes 2= Certainly A
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Appendix 3: Preschool Learning Beha
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Attitude Towards Learning Attention
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N/A Invents silly ways of doing thi
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References Adelman, H.S., & Taylor,
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Bronson, M.B., Tivnan, T., & Seppan
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Denham, S.A., Blair, K.A., & DeMuld
Page 125 and 126:
Fabes, R.A., Martin, C.L. Hanish, L
Page 127 and 128:
Hu, L., & Bentler, P.M. (1999). Cut
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Lin, H., Lawrence, F.R., & Gorrell,
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Normandeau, S., & Guay, F. (1998).
Page 133 and 134:
Rothbart, M.K., Ahadi, S.A., & Hers
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Swanson, H.L. (1999). Reading compr
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Curriculum Vitae Todd M. Wyatt grad
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