SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Weinfield, N.S., Ogawa, J.R., & Egeland, B. (2002). Predictability of observed mother-child interaction from preschool to middle childhood in a high-risk sample. Child Development, 73, 528-543. Welsh, J.A., Nix, R.L., Blair, C., Bierman, K.L. & Nelson, K.E. (2010). The development of cognitive skills and gains in academic school readiness for children from low-income families. Journal of Educational Psychology, 102, 43-53. Wentzel, K.R. (1999). Social influences on school adjustment: Commentary. Educational Psychologist, 34, 59-69. Wigfield, A., Eccles, J.S., Schiefele, U., Roeser, R.W., & Davis-Kean, P. (2006). Development of achievement motivation. In Eisenberg, N, Damon, W., Lerner, R.M. (eds.) Handbook of Child Psychology (3 rd edition; pp 933-1002). Hoboken, NJ: John Wiley & Sons, Inc. Wyman, P.A., Cowen, E.L., Work, W.C., Hoyt-Myers, L., Magnus, K.B., & Fagen, D.B. (1999). Caregiving and developmental factors differentiating young at-risk urban children showing resilient versus stress-affected outcomes: A replication and extension. Child Development, 70, 645-659. Zelazo, P. D., Qu, L., & Kesek, A. C. (2010). Hot executive function: Emotion and the development of cognitive control. In S. D. Calkins & M. A. Bell (Eds.), Child development at the intersection of emotion and cognition (pp. 97-111). Washington, DC: American Psychological Association. Zelazo, P. D., & Cunningham,W. A. (2007). Executive function: Mechanism underlying emotion regulation. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 135–158). New York: Guilford. Zelazo, P. D., & Müller, U. (2002). Executive functions in typical and atypical development. In U. Goswami (Ed.),Handbook of childhood cognitive development (pp. 445–469). Oxford: Blackwell. Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A selfregulatory perspective. Educational Psychologist, 33, 73-86. 125
Curriculum Vitae Todd M. Wyatt graduated from Dayton Christian High School in Dayton, Ohio in 1998. He earned a Bachelors of Arts degree in Human Development Psychology from Lee University in Cleveland, Tennessee in 2002. Todd has directed the research program at EverFi, Inc. since 2008, and is also an adjunct lecturer in the Department of Psychology at Georgetown University. 126
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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
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Table 3 Inner Model LV Correlations
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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 and 132: Normandeau, S., & Guay, F. (1998).
Page 133 and 134: Rothbart, M.K., Ahadi, S.A., & Hers
Page 135: Swanson, H.L. (1999). Reading compr
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