SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

More documents

Recommendations

Info

N/A Competence Motivation, Attention/ Persistence Competence Motivation Is very hesitant in talking about his or her activity. Shows little determination to complete an activity, gives up easily. Uses headaches or other pains as a means of avoiding participation. 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies N/A Is willing to be helped. 0= Doesn’t Apply 1= Sometimes Applies Competence Motivation N/A Is too lacking in energy to be interested in anything or to make much effort. Relies on personal charm to get others to find solutions to the problems he or she meets. 105 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies
N/A Invents silly ways of doing things. 0= Doesn’t Apply 1= Sometimes Applies Attitude Towards Learning N/A Attention/ Persistence N/A Competence Motivation Doesn’t achieve anything constructive when in a mopey or sulky mood. Shows a lively interest in the activities. Tries hard but concentration soon fades and performance deteriorates. Carries out tasks according to own ideas rather than in the accepted way. Accepts new activities without fear or resistance. 106 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies
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 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
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
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 and 110: adjust23 Accepts teacher’s author
Page 111 and 112: 1= Applies Sometimes 2= Certainly A
Page 113 and 114: Appendix 3: Preschool Learning Beha
Page 115: Attitude Towards Learning Attention
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
show all

SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?