SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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and intervention programs for these students based upon a ‘fuller’ model of classroom functioning (Trentacosta et al., 2006; Valiente et al., 2008). For example, practitioners and teachers may use this information to be more aware that children’s problems of classroom functioning may be in part due to difficulties with self-regulation or emotions. So, curriculum or programming that is focused on promoting classroom learning behaviors might be improved by integrating material on self-regulation to help promote these outcomes (Greenberg & Snell, 1997). Empowering teachers and parents to quickly and accurately identify children who are struggling their self-regulatory ability is important because the high risk child now has the potential to transition to a more promising developmental trajectory by fostering enthusiasm for education and positive classroom learning behaviors (Ladd, Buhs, & Seid, 2000; McLoyd, 1998; Pianta, 1997). 29
Chapter 4: Research Questions Research Question 1: Is there a direct relation between child self-regulation (hot and cool executive control) in preschool and their later classroom learning behaviors? The characteristics that comprise self-regulation (hot and cool executive control) are thought to have an impact on a child’s learning behaviors (Blair & Razza, 2007; Lange et al., 1999), but one concise model connecting regulation and learning behaviors has yet to be developed. Only limited work has examined the relation of hot and cool executive control to early learning behaviors and school success. This deficiency is particularly true for children at increased risk for early school failure such as those from low-income homes (Blair & Razza, 2007; Fabes, Martin, Hanish, Anders, & Madden- Derdich, 2003; Raver & Zigler, 1997; Rimm-Kaufman et al., 2000 Rodriguez, Mischel, & Shoda, 1989; Shoda, Mischel, & Peake, 1990). Accumulating evidence suggests, however, that children’s self-regulation abilities enhance learning behaviors in preschool and kindergarten (e.g., Howes et al., 1999; Zimmerman, 1998). More specifically, learning behaviors such as a child’s motivation for competence, attitude towards learning, along with their persistence and absence of distractibility have been 30
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 and 34: environments, which may be further
Page 35 and 36: to suggest that there is noted soci
Page 37 and 38: Chapter 3: Statement of Problem Ove
Page 39: potential gender and socioeconomic
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
Page 85 and 86: Figure 2: Final partial least squar
Page 87 and 88: Figure 3b: Moderated Model - Female
Page 89 and 90: 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,
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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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