SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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to suggest that there is noted socioeconomic disparity in terms of the development of a<br />
child’s self-regulation (McLoyd, 1998; Miller at al., 2006), very few investigations have<br />
attempted to lay out a comprehensive model of the variation of hot and cool executive<br />
control and its impact on classroom learning behaviors. Through the current<br />
investigation, I hope to provide further understanding of the differences between<br />
children who are economically at-risk versus those who are not in terms of their selfregulation,<br />
and demonstrated learning behaviors, while also discussing how these<br />
constructs relate with each other.<br />
Differential susceptibility. When considering the degree to which children are<br />
impacted by socioeconomic risk, it is important to consider Belsky’s differential<br />
susceptibility hypothesis (Belsky, 1997a, 1997b). This notion suggests that there is<br />
variation in how individuals are impacted by their environment or experiences –<br />
specifically stemming from their temperament, physiology, and behavioral<br />
characteristics. The concept of plasticity in this context has been referenced within the<br />
framework of the Diathesis-Stress model, where the more “plastic” a child is, the more<br />
susceptible they are to be impacted by environmental influences, good-or-bad (Belsky,<br />
1997a; Bakermans-Kranenburg, & van IJzendoorn, 2007). Within this conceptual<br />
framework a child’s genetic constitution and environment, both predict the magnitude<br />
of environmental impact. For example, imagine two children who are immersed in the<br />
same high-risk or impoverished environment. One child may demonstrate a high level of<br />
negative outcomes, such as stress, poor self-regulation, or social-emotional<br />
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