SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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1= Applies Sometimes 2= Certainly Applies adjust32 Accepts responsibility for a given task. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust33 Laughs or smiles easily. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust34 Is a self-directed child. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust35 Is comfortable approaching teacher. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust36 Seems bored in school. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust37 Seeks constant reassurance. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust38 Is a mature child. 0 = Doesn’t Apply 1= Applies Sometimes adjust39 After an absence of many days or a holiday, it takes time for this child to readjust to school routines. 2= Certainly Applies 0 = Doesn’t Apply 99
1= Applies Sometimes 2= Certainly Applies adjust40 Works independently. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust41 Enjoys most classroom activities. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust42 Enjoys “playing school;” imitates teacher. 0 = Doesn’t Apply 1= Applies Sometimes adjust43 Asks how long it is until it is time to go home. 2= Certainly Applies 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust44 Needs lots of help and guidance. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust45 Interested in teacher as a person. 0 = Doesn’t Apply 1= Applies Sometimes 2= Certainly Applies adjust46 Is a confident child. 0 = Doesn’t Apply 1= Applies Sometimes adjust47 Can’t find things to do during free choice time. 2= Certainly Applies 0 = Doesn’t Apply 1= Applies Sometimes 100
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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 and 10:
List of Abbreviations AP ATL AVE CM
Page 11 and 12:
child’s on-task involvement, gend
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
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eginning of preschool or child care
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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
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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
Page 61 and 62: ehaviors. However, cool executive c
Page 63 and 64: diminished, where on-task involveme
Page 65 and 66: that although self-regulation is im
Page 67 and 68: from the current model. Although th
Page 69 and 70: In addition to the moderation of ge
Page 71 and 72: child no longer being affiliated wi
Page 73 and 74: produced a model linking self-regul
Page 75 and 76: demonstrate difficulty with self-re
Page 77 and 78: academic success, but to demand tha
Page 79 and 80: Table 2 Outer Model and Final R 2 s
Page 81 and 82: Table 3 Inner Model LV Correlations
Page 83 and 84: Table 5 Significance of Moderating
Page 85 and 86: Figure 2: Final partial least squar
Page 87 and 88: Figure 3b: Moderated Model - Female
Page 89 and 90: Figure 4b: Moderated Model - Head S
Page 91 and 92: Once the child is in position: “R
Page 93 and 94: 4) 2 taps 8) 2 taps 12) 1 tap 16) 1
Page 95 and 96: “Okay, now let’s build a really
Page 97 and 98: If the child asks if s/he is sortin
Page 99 and 100: If child offers you a turn: “Than
Page 101 and 102: If child waits for the timer, “Ni
Page 103 and 104: ** ** TIMER/COUNTDOWN: Set the time
Page 105 and 106: If child waits the full length of t
Page 107 and 108: 2= Certainly Applies adjust7 Is eas
Page 109: adjust23 Accepts teacher’s author
Page 113 and 114: Appendix 3: Preschool Learning Beha
Page 115 and 116: Attitude Towards Learning Attention
Page 117 and 118: N/A Invents silly ways of doing thi
Page 119 and 120: References Adelman, H.S., & Taylor,
Page 121 and 122: Bronson, M.B., Tivnan, T., & Seppan
Page 123 and 124: 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
Page 129 and 130: Lin, H., Lawrence, F.R., & Gorrell,
Page 131 and 132: Normandeau, S., & Guay, F. (1998).
Page 133 and 134: Rothbart, M.K., Ahadi, S.A., & Hers
Page 135 and 136: Swanson, H.L. (1999). Reading compr
Page 137: Curriculum Vitae Todd M. Wyatt grad
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