SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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found to be moderately related to their early self-regulatory abilities (Arnold et al., 2006; Normandeau, & Guay, 1998; Rothbart & Jones, 1998). Based upon previous commentary and research, my first hypothesis is that there will be a direct positive correlation between each of the independent facets of self-regulation (hot and cool executive control) in preschool and the independent facets of kindergarten classroom learning behaviors (competence motivation, attitude towards learning, attention/persistence; see figure 2). Research Question 2: Within this model, are the relations between self-regulation and positive learning behaviors fully/partially mediated by on-task involvement? Children who are not involved and on-task in the classroom are going to have difficulty acquiring and utilizing the proper learning behaviors necessary for academic success (Hughes & Kwok, 2006). In addition, previous investigations have found that children’s hot and cool executive control may predict learning beyond the more general effects of intrinsic motivation (e.g. Zimmerman, 1998). Cool executive control in particular, has been found to play a significant role in knowledge acquisition associated with on-task classroom involvement and classroom learning behaviors (Blair, 2002; Diamond, 2006; Gathercole & Pickering, 2000; Fabes et al., 2003; Kurdek & Sinclair, 2000; McLean & Hitch, 1999; Rimm-Kaufmann et al., 2000; Swanson, 1999). Furthermore, evidence also suggests that on-task classroom involvement is related to 31
children’s demonstration of learning behaviors, as well as success with math and reading (Ladd, Birch, & Buhs, 1999; Valiente et al., 2007). As a result of these relations between regulation and classroom involvement and learning behaviors, it is important to investigate whether or not self-regulation is partially mediated by the child’s on-task classroom involvement, where the child is engaged with their peers and involved with daily activities. The previous work by Ann Shields and her colleagues (see Shields & Cicchetti, 1997, 1998; Shields et al., 2001; Shields, Ryan & Cicchetti, 2001) suggests that early selfregulatory abilities predict concurrent and subsequent classroom adjustment. Further, Coolahan, Fantuzzo, Mendez, and McDermott (2000) found that children who demonstrated low levels of classroom adjustment problems, namely negative involvement in the classroom and with peers, also exhibited increased levels of classroom learning behaviors (attention/persistence and attitude toward learning). Valiente and colleagues (2008) have advanced this notion, by pointing out that the present body of research suggests that students’ classroom involvement is associated with their academic success and their on-task involvement might actually mediate the connection between facets of emotional competence and learning. As a result, I hypothesize that on-task involvement will play a partial mediating role through which self-regulation impacts later classroom learning behaviors (see figure 5). 32
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 and 40: potential gender and socioeconomic
Page 41: Chapter 4: Research Questions Resea
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
Page 91 and 92: 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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