SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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environments, which may be further explained by mechanisms such as self-regulation<br />
(McLoyd, 1998; Miller et al., 2006; Raver, 2004). Although there is some consensus that<br />
these findings are a problem that needs to be addressed, researchers still know little<br />
about how self-regulation predicts school readiness and low achievement in these<br />
children (Howse, Lange, Farran, & Boyles, 2003).<br />
For these low income children, whose home, neighborhood, and school<br />
environments may expose them to higher levels of stress (McLoyd, 1998; Raver, 2004);<br />
self-regulation skills may play a significant role in their social and classroom success. For<br />
example, self-regulatory ability has been found to be a key factor in distinguishing<br />
resilient from non-resilient children from low income families (Buckner, Mezzacappa, &<br />
Beardslee, 2003). Additionally, Kupersmidt, Bryant and Willoughby (2000), among<br />
others, have found that exposure to the risks associated with poverty are directly<br />
associated with increased risk for emotion dysregulation and diminished social skills.<br />
Blair and Razza (2007) also found a strong link that suggests tasks requiring inhibitory<br />
control of attention significantly predict preschool children’s numeracy skills after<br />
controlling for IQ for children from low income families.<br />
In addition to relations with self-regulation, previous research has found that<br />
poverty is predictive of a variety of cognitive, social and emotional outcomes that need<br />
to be considered. For example, poverty has shown to be predictive of lower cognitive<br />
assessment scores, higher rates of externalizing and internalizing problems, as well as<br />
increased incidence of physical aggression (Raver, 2004). Howse and colleagues (2003)<br />
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