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