SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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significantly behind their peers in math and reading all of the way into sixth grade, with<br />
the gap widening over time (McClelland et al., 2000).<br />
In addition to classroom learning behaviors, we have discussed other facets of a<br />
child’s development and their classroom experience that are thought to play an<br />
important role in their success, such as self-regulation, and on-task involvement. All of<br />
these variables are thought to be impacted by a child’s environment. However, many of<br />
the previous investigations on self-regulation, on-task involvement and classroom<br />
learning behaviors has been relatively homogenous, where investigations refrain from<br />
including a child’s gender or socioeconomic status in the investigation. Instead, previous<br />
investigations have often been conducted with a gender-neutral population of children<br />
from typical, economically normative, private child care populations, or from more<br />
economically disadvantaged Head Start populations, with little overlap. In the next<br />
section I discuss the importance of including both gender and socioeconomic risk into<br />
any current model of self-regulation and classroom learning behaviors.<br />
Gender & Socioeconomic Risk<br />
Gender. The physiological and gender-related socialization literature suggests that<br />
gender plays a significant role in the development of self-regulation. For example,<br />
enduring gender differences are found when considering self-regulation, with girls<br />
found to exhibit higher self-regulatory ability than boys during preschool and<br />
kindergarten (Stifter & Spinrad, 2002). Kochanska and colleagues (2000) suggested that<br />
these gender differences can be detected earlier than the preschool period; it was<br />
20