SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Competence Motivation Is dependent on adults for what to do, and takes few initiatives. 0= Doesn’t Apply 1= Sometimes Applies 2= Most Often Applies 107
References Adelman, H.S., & Taylor, L. (1991). Early school adjustment problems: Some perspectives and a project report. American Journal of Orthopsychiatry, 61, 468-474. Alexander, K.L., & Entwisle, D.R. (1988). Achievement in the first 2 years of school. Patterns and processes. Monographs of the Society for Research in Child Development, 53, 157. Arnold, D.H., Brown, S.A., Meagher, S., Dobbs, J., Doctoroff, G.L., & Baker, C.N. (2006). Preschool-based programs for externalizing problems. Education & Treatment of Children, 29, 311-339. Asher, S.R., & Coie, J.D. (1990). Peer rejection in childhood. New York: Cambridge University Press. Aspinwall, L.G. (1998). Rethinking the role of positive affect in self-regulation. Motivation & Emotion, 22, 1-32. Barkley, R.A. (1997). Attention-deficit/hyperactivity disorder, self-regulation, and time: Toward a more comprehensive theory. Journal of Developmental & Behavioral Pediatrics, 18, 271-279. Bassett, H. H., Denham, S. A., Wyatt, T.M., & Warren-Khot, H. K. (in press). Refining the Preschool Self-Regulation Assessment (PSRA) for use in preschool classrooms. Infant and Child Development. Baumeister, R.F., Leith, K.P., Muraven, M.B., & Bratslavsky, E. (1998). Self-regulation as a key to success in life. In Pushkar, D., Bukowski, W.M., Schwartzman, A.E., Stack, D.M., White, D.R. (eds.) Improving competence across the lifespan: Building interventions based on theory and research (pp. 117-132). New York: Plenum Press. Belsky, J. (1997a). Theory testing, effect size evaluation and differential susceptibility to rearing influence: The case of mothering and attachment. Child Development, 68, 598- 600. 108
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SELF-REGULATION IN PRESCHOOL CHILDR
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This work is licensed under a Creat
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Acknowledgements I would like to ac
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List of Tables Table Page 1 Summary
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List of Abbreviations AP ATL AVE CM
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child’s on-task involvement, gend
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Shields, 2004) and exhibit more pos
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support and caregiving may serve as
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care - which will be used as a prox
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these self-regulatory functions (Ca
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Kaufmann et al., 2000). In fact, re
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“activated”. The current framew
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eginning of preschool or child care
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such as family problems, lower pare
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Schiefele, Roeser, & Davis-Kean, 20
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significantly behind their peers in
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environments, which may be further
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to suggest that there is noted soci
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Chapter 3: Statement of Problem Ove
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potential gender and socioeconomic
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Chapter 4: Research Questions Resea
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children’s demonstration of learn
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Kochanska and colleagues (2000) sug
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in poverty are more likely than the
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Miller et al., 2004). I am confiden
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the difference between the slow and
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when other kids are absent, seeks c
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The measure yields three reliable l
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analysis, and principal components
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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
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 and 116: Attitude Towards Learning Attention
Page 117: N/A Invents silly ways of doing thi
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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