SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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stimulus (e.g. Snack Delay, Gift Wrap tasks; taken from Kochanska, Murray, & Harlan, 2000; Rothbart & Bates, 2006). In addition, hot executive control processes have been linked to the successful development of early math and literacy skills independent of general intelligence and specific knowledge of a problem or its solutions (Blair & Razza, 2007; Fabes, Martin, Hanish, Anders, & Madden-Derdich, 2003; Raver & Zigler, 1997; Rimm-Kaufman et al., 2000). Further,investigations by Mischel, Shoda and colleagues have found that this predictive relation with verbal and intellectual ability persists over time, far into children’s later academic career (see Rodriguez, Mischel & Shoda, 1989; Shoda, Mischel, & Peake, 1990). These findings have been confirmed by educators who suggest that the ability to regulate in the midst of emotionally arousing stimuli is a particularly important ability (Shonkoff & Phillips, 2000). In fact, difficulties with hot executive control – disruptive or externalizing problem behavior, for example – in the preschool years has a significant negative impact on a child’s learning in elementary classrooms (Raver & Zigler, 1997; Rimm-Kaufman et al., 2000; Shonkoff & Phillips, 2000). Integrating facets of self-regulation. It is clear that self-regulation is not a single, static domain but is comprised of controlling, directing, and planning attentional, emotional, and behavioral regulation; and this interrelated set of abilities has been found to contribute to competent functioning over the entire life span (Bronson, 2000; Posner & Rothbart, 2000). It has been determined that stress plays a crucial role in determining whether hot or cool system of executive control are more prominently 11
“activated”. The current framework maintains that the cool executive control system is cognitive, deliberate, goal-sensitive system, which has been found to be negatively impacted by increases in emotionally intense or stressful environments (Friedman & Thayer, 1998). However, some investigations have suggested that hot executive control is a more emotional and less flexible system, which has been found to be associated with reduced self-control (Lovallo & Thomas, 2000; Metcalfe & Mischel, 1999). Within most scenarios however, hot and cool executive control work together to interpret information and experiences that contain both cognitive and emotional information. As a result, it’s critical to understand how the constructs of hot and cool executive control come together (Blair, 2002; Murray & Kochanska, 2002; Raver, 2004). As already stated above, cognition and emotion have long been studied as two distinct entities, but recent investigations from a variety of disciplines have confirmed that there is, in fact, no emotion without cognition, and no cognition without emotion (see Cole, Martin, & Dennis, 2004; Cunningham & Zelazo, 2007; Frye, Zelazo & Palfai, 1995; Kochanska, Coy, & Murray, 2001; Lovallo & Thomas, 2000; Miller et al., 2004; Zelazo et al., 2010). In particular, the neural functioning literature has contributed in making this case, by discovering that the cool executive control system can be linked to the hippocampus, which is involved with the intake of sensory input and memory formation. The hot executive control system can be linked to pathways stemming from the amygdala, which plays a significant role in emotional processing (Lovallo & Thomas, 2000; Zelazo et al., 2010). These two regions however, are not entirely distinct from 12
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 and 16: support and caregiving may serve as
Page 17 and 18: care - which will be used as a prox
Page 19 and 20: these self-regulatory functions (Ca
Page 21: Kaufmann et al., 2000). In fact, re
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
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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,
Page 121 and 122:
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
Page 127 and 128:
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).
Page 133 and 134:
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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