SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

More documents

Recommendations

Info

2007). In fact, these findings seem to suggest that interactive classroom experiences and adjustment to those experiences cannot be separated from children’s individual selfregulation skills (Halberstadt et al., 2001; Saarni, 1990). Self-regulatory abilities do not develop in a vacuum; instead, these abilities are impacted by a variety of environmental factors. A child’s socio-economic status is one environmental factor that has been found to have a particularly significant impact on children’s social, emotional and academic success. As a result, any investigation of children’s self-regulation must be considered within the context of the environment they are in. Previous research has clearly shown us that children facing early adversity, and experience early psychosocial stress, such as living in low-income environments with poor care and support structures in place, are at increased risk for social and academic difficulty. Moreover, children living in impoverished environments have repeatedly been found to be at increased risk for developing a variety of social, emotional and behavioral difficulties, while at the same time having limited access to counseling and psychological services (Fantuzzo et al., 1999). Self-regulatory abilities may be particularly diminished for these children in comparison to their more fortunate peers, as a result of increased vulnerability to negative environmental effects. These diminished abilities put this child at increased risk for problems with adjustment to school, and putting them at increased risk for early school failure (Gilliam & De Mesquita, 2000; Raver, 2004; Raver et al., 2009; Welsh, Nix, Blair, Bierman, & Nelson, 2010). For example, Conger and colleagues (2002) suggest that early, low-quality 3
support and caregiving may serve as a source of stress for children and also inhibit the child from acquiring self-regulation abilities. However, in spite of these potential dire outcomes, recent investigations suggest that children in high stress, low-income environments may benefit from having early self-regulation skills, potentially mitigating the negative impact of their environment, over and above their more fortunate peers (Garner & Spears, 2000; Raver & Spagnola, 2003; Shultz, Izard, Ackerman, & Youngstrom, 2001; Smith-Donald, Raver, Hayes, & Richardson, 2007; Welsh et al., 2010). As a result of these findings, it is clear that a deeper discussion is necessary, in order to tease out the direct and indirect relations between self-regulation, and success in the classroom. In addition to the role that socioeconomic status plays in the development of self-regulation in children, previous research has found that there is significant variation across gender– particularly in regards to a child’s attentional flexibility and inhibitory control (Carlson & Moses, 2011; Ponitz et al., 2008). A variety of investigations have uncovered that girls have the tendency to exhibit higher-quality self-regulation abilities early on (Carlson & Moses, 2001; Stifter & Spinrad, 2002). The next section aims to examine what the previous literature has established regarding the development of selfregulation, its impact on academic outcomes as well as the role that individual differences of socioeconomic status and gender have on these outcomes. This examination will be used to develop a comprehensive model of how each of these components interact during a child’s development. 4
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: Shields, 2004) and exhibit more pos
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 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 and 136:
Swanson, H.L. (1999). Reading compr
Page 137:
Curriculum Vitae Todd M. Wyatt grad
show all

SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

Create successful ePaper yourself

Delete template?

Save as template?