SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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ongoing debate regarding the interplay of attention, behavior and emotions in selfregulation,<br />
with little consensus on the definition of the construct itself (Eisenberg et al.,<br />
1998; Raver et al., 2009). However, for the purposes of the current investigation, I will<br />
define self-regulation as the internally-directed capacity to regulate attention, affect<br />
and behavior with the goal of responding effectively to both environmental and internal<br />
cues and social demands (Blair & Razza, 2007; Calkins & Fox, 2002; Calkins & Howse,<br />
2004; Raver et al., 2009). This definition stems from previous work on early emotion<br />
regulation (Eisenberg et al., 1998; McClelland, Morrison, & Holmes, 2000; Rimm-<br />
Kaufman, Pianta, & Cox, 2000; Tobin & Graziano, 2000), but also more generally applies<br />
to the construct of self-regulation (Baumeister, Leith, Muraven, & Bratslavsky, 1998).<br />
Although there has been some common ground found regarding the impact of selfregulation<br />
on classroom and academic outcomes, there remains significant debate over<br />
how the facets of self-regulation are best conceptualized (Zelazo, Qu, & Kesek, 2010).<br />
Up to this point, much of the self-regulation literature has often emphasized three<br />
distinct facets of self-regulation: effortful control, executive control and compliance<br />
(Baumeister et al., 1998; Calkins & Marcovitch, 2010). However, recent concern has<br />
been expressed regarding the accuracy of these theoretical conceptions, because these<br />
conceptualizations neither sufficiently nor clearly address the discrete cognitive and<br />
affective functions of self-regulation.<br />
To assist in this discussion, the disparate literatures for the study of regulation and<br />
executive control have begun to unite, acknowledging the interdependence between<br />
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