SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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Chapter 3: Statement of Problem<br />
Over the last several years researchers and practitioners have demonstrated<br />
increasing attention to areas of self-regulation, on-task involvement, and classroom<br />
learning behaviors (Shonkoff & Phillips, 2000; McClelland et al., 2007). However, many<br />
of these areas of research and practice remain disjointed, failing to integrate with other<br />
areas of the field to make a cohesive model that clearly explains these relations, and<br />
synthesize these findings for broader application (Valiente et al., 2008). Although there<br />
is a developing picture in the literature regarding the connection between selfregulation<br />
and classroom learning behaviors in the early childhood classroom, there are<br />
still major gaps in our understanding. For example, there are an abundance of<br />
investigations of children’s regulatory capacity and their social and academic outcomes.<br />
However, research pertaining to the associations between the various facets of selfregulation,<br />
on-task involvement and classroom learning behaviors remain rare in this<br />
population (for an exception see Blair & Razza, 2007). Even fewer studies have looked at<br />
these items as a cohesive model while also taking into account the mediating effects of<br />
the child’s classroom involvement as well as the moderating effects of the child’s gender<br />
and socioeconomic differences (for an exception see Weinberg, Tronick, Cohn, & Olson,<br />
1999). As a result, a primary purpose of this investigation is to begin to fill this gap in the<br />
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