SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

Schiefele, Roeser, & Davis-Kean, 2006). In fact, McClelland and Morrison (2003)
suggested that early classroom cooperation, attention and motivation “sets the stage”
for academic success by providing the foundation for learning (Burchinal, Peisner-
Feinberg, Pianta, & Howes, 2002). In particular, the more affectively charged, or hot,
components of regulation have been demonstrated to have significant relations with
some classroom learning behaviors (Dweck, 1989; Gottfried, Fleming, & Gottfried, 1994;
Mathieson & Banerjee, 2010). For example, when a child needs to resist working on an
engaging activity because the class is collectively engaged in another activity, the need
for the child to self-regulate, particularly in these more “hot” scenarios, is said to
uniquely predict children’s positive interactions with others and positive classroom
learning behaviors. In fact, children with higher levels of hot executive control were
more likely to play in an interactive, on-task, and socially competent manner (Mathieson
& Banerjee, 2010). These findings are further confirmed by Miller and colleagues
(2006), who found that that children’s regulation of emotion in the classroom
significantly and positively predict teachers’ views of their overall classroom
cooperation, attention and involvement.
The previously discussed construct of on-task involvement and classroom learning
behaviors are not entirely distinct. Previous theorists have argued that on-task
classroom involvement may in fact reflect internal motivation and learning-goal
orientation that dictates one’s behavior toward classroom tasks and demands (Dweck,
1989; Gottfried, Fleming, & Gottfried, 1994). Others have theorized that classroom
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