SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Raffaelli, M., Crockett, L.J., & Shen, Y.L. (2005). Developmental stability and change in selfregulation from childhood to adolescence. Journal of Genetic Psychology, 166, 54-75. Rauh, V.A., Parker, F.L., Garfinkel, R.S., Perry, J., & Andrews, H.F. (2003). Biological, social and community influences on third grade reading levels of minority Head Start children: A multilevel approach. Journal of Community Psychology, 31, 255-278. Raver, C.C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report, 16, 3-18. Ann Arbor, MI: Society for Research in Child Development. Raver, C.C. (2004). Placing emotional self-regulation in sociocultural and socioeconomic contexts. Child Development, 75, 346- 353. Raver, C.C., Jones, S.M., Li-Grining, C., Metzger, M.W., Solomon, B., & Zhai, F. (2009). Targeting children’s behavior problems in preschool classrooms: A cluster randomized controlled trial. Journal of Consulting & Clinical Psychology, 77, 302-316. Raver, C.C., Zigler, E.F. (1997). Focus section: New perspectives on Head Start. Social competence: An untapped dimension in evaluating Head Start’s success. Early Childhood Research Quarterly, 12, 363-385. Rennie, D.A.C., Bull, R., & Diamond, A. (2004). Executive functioning in preschoolers: Reducing the inhibitory demands of the dimensional change card sort task. Developmental Neuropsychology, 26, 423-443. Rimm-Kaufman, S.E., Pianta, R.C.,& Cox, M.J. (2000). Teachers’ judgments of problems in the transition to kindergarten. Early Childhood Research Quarterly, 15, 147-166. Ringle, C.M., Wende, S., & Will, A. (2005). SmartPLS (2.0 m3). Hamburg, Germany: SmartPLS. Rodriguez, M.L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality & Social Psychology, 57, 358-367. Rose-Krasnor, L. (1997). The nature of social competence: A theoretical review. Social Development, 6, 111-135. Rothbart, M.K., & Ahadi, S.A. (1994). Temperament and social behavior in childhood. Merrill-Palmer Quarterly, 40, 21-39. 121
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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
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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
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 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: Normandeau, S., & Guay, F. (1998).
Page 135 and 136: Swanson, H.L. (1999). Reading compr
Page 137: Curriculum Vitae Todd M. Wyatt grad
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