SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Chapter 2: Literature Review The first goal of this section is to review the constructs of self-regulation, and then move towards a discussion regarding how these constructs relate with a child’s classroom adjustment and learning. This discussion will show that self-regulation competencies emerge and grow in complexity throughout early childhood. In addition, acquiring these abilities is absolutely critical to successfully negotiating the classroom environment, namely interpersonal interaction – that is, the child's sustained positive engagement with peers, marked by positive, regulated behavior and emotions – increasing the likelihood of prosocial behavior, and decreasing externalizing behavior problems, as well as on-task classroom involvement, attention, and motivation (Denham, Blair, & DeMulder, 2003; Denham et al., 2000; Eisenberg et al., 1998; Miller et al., 2006; McDowell, Kim, O’Neil, & Parke, 2002; Weinfield, Ogawa, & Egeland, 2002; Rose-Krasnor, 1997). To understand these relations, however, we must operationalize each construct individually. First, it is necessary to clearly lay out the domain of selfregulation and discuss its relations with academic aspects of a child’s development, namely classroom adjustment and learning behaviors. Finally, the review of past literature will consider all of these domains through the lens of the gender as well as across type of school in which the child is currently enrolled –Head Start or private child 5
care – which will be used as a proxy to compare children who are at socioeconomic risk versus their more economically fortunate peers. Throughout this literature review, the reader should remain aware that each of these components are intended to be part of an overall model where self-regulation predicts classroom learning behaviors while taking into account the moderating effects of gender and socioeconomic status (For the full model, see figure1). Self-Regulation The domain of self-regulation includes managing, modulating, inhibiting, and enhancing attention, behavior, and emotions. These components are fundamental processes that experience rapid growth in early childhood (Calkins & Howes, 2004) and significantly contribute to concurrent and subsequent social and academic success (Blair & Razza, 2007; Gottman, Katz, & Hooven, 1996; Raver & Zigler, 1997; Rimm-Kaufman et al., 2000). In fact, there is growing evidence that all aspects of children’s self-regulation are uniquely related to their academic abilities, over and above their intelligence (Blair, 2002; Gottman et al., 1996; Konold & Pianta, 2005; Welsh et al., 2010). Although much of the previous research on self-regulation has revolved around the regulation of emotions, the picture is far more complex than that; emotions regulate attention, thinking and behavior, but are also regulated by attention, thinking and behavior (Blair & Razza, 2007; Cole, Martin, & Dennis, 2004; Kochanska, Coy, & Murray, 2001; Miller et al., 2004). As a result, any measurement of behavioral regulation or attention should also take into account emotion and vice versa. There is still rich, 6
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 and 14: Shields, 2004) and exhibit more pos
Page 15: support and caregiving may serve as
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
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Page 31 and 32: significantly behind their peers in
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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
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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
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Figure 2: Final partial least squar
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Figure 3b: Moderated Model - Female
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Figure 4b: Moderated Model - Head S
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Once the child is in position: “R
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4) 2 taps 8) 2 taps 12) 1 tap 16) 1
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“Okay, now let’s build a really
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If the child asks if s/he is sortin
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If child offers you a turn: “Than
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If child waits for the timer, “Ni
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** ** TIMER/COUNTDOWN: Set the time
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If child waits the full length of t
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2= Certainly Applies adjust7 Is eas
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adjust23 Accepts teacher’s author
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1= Applies Sometimes 2= Certainly A
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Appendix 3: Preschool Learning Beha
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Attitude Towards Learning Attention
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N/A Invents silly ways of doing thi
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References Adelman, H.S., & Taylor,
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Bronson, M.B., Tivnan, T., & Seppan
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Denham, S.A., Blair, K.A., & DeMuld
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Fabes, R.A., Martin, C.L. Hanish, L
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Hu, L., & Bentler, P.M. (1999). Cut
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Lin, H., Lawrence, F.R., & Gorrell,
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Normandeau, S., & Guay, F. (1998).
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Rothbart, M.K., Ahadi, S.A., & Hers
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Swanson, H.L. (1999). Reading compr
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Curriculum Vitae Todd M. Wyatt grad
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