SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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have also shown that, although preschool self- and-teacher-reported motivation levels were comparable for at-risk and not-at-risk children, at-risk children showed poorer selfregulatory abilities, as well as diminished academic achievement. This finding has been further bolstered by other investigations that have found that many of the necessary components of a child’s preparedness to enter school (e.g. self-regulatory ability, socialemotional competence, the absence of behavior problems, teacher support) are significantly impacted by socio-economic status (Eisenberg et al., 2001; Kupersmidt, Bryant, & Willoughby, 2000; Ladd, Birch & Buhs, 1999; Pianta, & Walsh, 1998; Webster- Stratton, Reid, & Stoolmiller, 2008). Many teachers cite children's "readiness to learn" and "teachability" as marked by enthusiasm, and ability to regulate emotions and behaviors (Buscemi et al., 1995; Rimm- Kaufman et al., 2000). It is important to point out that although there is a positive relation between poverty and negative emotional and academic outcomes, most socioeconomically at-risk children who receive adequate social support are found to develop effective regulatory and classroom functioning skills (Garner & Spears, 2000). Although the psychosocial stressors that are associated with poverty are pervasive, not all children and families are found to be affected in the same way (Blair, Granger, & Razza, 2005). More specific to the current investigation, understanding the role self-regulation plays in on-task involvement and learning behaviors among economically at-risk and not-at-risk children is absolutely necessary. Although there is a strong body of evidence 23
to suggest that there is noted socioeconomic disparity in terms of the development of a child’s self-regulation (McLoyd, 1998; Miller at al., 2006), very few investigations have attempted to lay out a comprehensive model of the variation of hot and cool executive control and its impact on classroom learning behaviors. Through the current investigation, I hope to provide further understanding of the differences between children who are economically at-risk versus those who are not in terms of their selfregulation, and demonstrated learning behaviors, while also discussing how these constructs relate with each other. Differential susceptibility. When considering the degree to which children are impacted by socioeconomic risk, it is important to consider Belsky’s differential susceptibility hypothesis (Belsky, 1997a, 1997b). This notion suggests that there is variation in how individuals are impacted by their environment or experiences – specifically stemming from their temperament, physiology, and behavioral characteristics. The concept of plasticity in this context has been referenced within the framework of the Diathesis-Stress model, where the more “plastic” a child is, the more susceptible they are to be impacted by environmental influences, good-or-bad (Belsky, 1997a; Bakermans-Kranenburg, & van IJzendoorn, 2007). Within this conceptual framework a child’s genetic constitution and environment, both predict the magnitude of environmental impact. For example, imagine two children who are immersed in the same high-risk or impoverished environment. One child may demonstrate a high level of negative outcomes, such as stress, poor self-regulation, or social-emotional 24
Page 1 and 2: SELF-REGULATION IN PRESCHOOL CHILDR
Page 3 and 4: This work is licensed under a Creat
Page 5 and 6: Acknowledgements I would like to ac
Page 7 and 8: List of Tables Table Page 1 Summary
Page 9 and 10: List of Abbreviations AP ATL AVE CM
Page 11 and 12: child’s on-task involvement, gend
Page 13 and 14: Shields, 2004) and exhibit more pos
Page 15 and 16: support and caregiving may serve as
Page 17 and 18: care - which will be used as a prox
Page 19 and 20: these self-regulatory functions (Ca
Page 21 and 22: Kaufmann et al., 2000). In fact, re
Page 23 and 24: “activated”. The current framew
Page 25 and 26: eginning of preschool or child care
Page 27 and 28: such as family problems, lower pare
Page 29 and 30: Schiefele, Roeser, & Davis-Kean, 20
Page 31 and 32: significantly behind their peers in
Page 33: environments, which may be further
Page 37 and 38: Chapter 3: Statement of Problem Ove
Page 39 and 40: potential gender and socioeconomic
Page 41 and 42: Chapter 4: Research Questions Resea
Page 43 and 44: children’s demonstration of learn
Page 45 and 46: Kochanska and colleagues (2000) sug
Page 47 and 48: in poverty are more likely than the
Page 49 and 50: Miller et al., 2004). I am confiden
Page 51 and 52: the difference between the slow and
Page 53 and 54: when other kids are absent, seeks c
Page 55 and 56: The measure yields three reliable l
Page 57 and 58: analysis, and principal components
Page 59 and 60: Vinzi, et al., 2010). Without satis
Page 61 and 62: ehaviors. However, cool executive c
Page 63 and 64: diminished, where on-task involveme
Page 65 and 66: that although self-regulation is im
Page 67 and 68: from the current model. Although th
Page 69 and 70: In addition to the moderation of ge
Page 71 and 72: child no longer being affiliated wi
Page 73 and 74: produced a model linking self-regul
Page 75 and 76: demonstrate difficulty with self-re
Page 77 and 78: academic success, but to demand tha
Page 79 and 80: Table 2 Outer Model and Final R 2 s
Page 81 and 82: Table 3 Inner Model LV Correlations
Page 83 and 84: Table 5 Significance of Moderating
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Figure 2: Final partial least squar
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Figure 3b: Moderated Model - Female
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Figure 4b: Moderated Model - Head S
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Once the child is in position: “R
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4) 2 taps 8) 2 taps 12) 1 tap 16) 1
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“Okay, now let’s build a really
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If the child asks if s/he is sortin
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If child offers you a turn: “Than
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If child waits for the timer, “Ni
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** ** TIMER/COUNTDOWN: Set the time
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If child waits the full length of t
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2= Certainly Applies adjust7 Is eas
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adjust23 Accepts teacher’s author
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1= Applies Sometimes 2= Certainly A
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Appendix 3: Preschool Learning Beha
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Attitude Towards Learning Attention
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N/A Invents silly ways of doing thi
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References Adelman, H.S., & Taylor,
Page 121 and 122:
Bronson, M.B., Tivnan, T., & Seppan
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Denham, S.A., Blair, K.A., & DeMuld
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Fabes, R.A., Martin, C.L. Hanish, L
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Hu, L., & Bentler, P.M. (1999). Cut
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Lin, H., Lawrence, F.R., & Gorrell,
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Normandeau, S., & Guay, F. (1998).
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Rothbart, M.K., Ahadi, S.A., & Hers
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Swanson, H.L. (1999). Reading compr
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Curriculum Vitae Todd M. Wyatt grad
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