SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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Shields, 2004) and exhibit more positive classroom learning behaviors, such as a child’s<br />
attention/ persistence, attitude towards learning, and competence motivation (Schaefer<br />
& McDermott, 1999; Spinath & Spinath, 2005).<br />
These associations between a child’s developing self-regulatory abilities, on-task<br />
involvement and classroom learning behaviors are apparent throughout early childhood<br />
(Graziano, Reavis, Keane, & Calkins, 2007; Halberstadt et al., 2001; Miller, Gouley,<br />
Seifer, & Shields, 2004). For example, a child’s regulatory capacity has been found to be<br />
an important component in children’s achievement of classroom goals such as<br />
maintaining attention and sustaining positive peer interactions in preschool,<br />
kindergarten and into primary school (Adelman & Taylor, 1991; Graznio et al., 2007;<br />
Miller et al., 2004; Miller, Fine & Gouley, 2006). In addition, a child’s ability to<br />
alternately shift and focus attention, inhibit impulsive responding in classroom<br />
situations is linked to their early academic achievement (Graziano et al., 2007; Valiente,<br />
Lermery-Chalfant, Swanson, & Reiser, 2008). This finding may be, at least partially,<br />
attributable to results suggesting that young children who struggle with certain aspects<br />
of self-regulation – those who are persistently disruptive or uninvolved – tend to receive<br />
less instruction from teachers, have fewer opportunities for learning from peers, are less<br />
positive, less engaged, and less motivated as active learners (Arnold et al., 2006).<br />
These findings further bolster the view that self-regulatory abilities are critical, even<br />
in the face of the commonly held assumption that intelligence generally plays the<br />
primary role in children’s early academic achievement (Arnold et al., 2006; Blair & Razza,<br />
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