SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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Kochanska and colleagues (2000) suggests that these gender differences start even<br />
earlier than the preschool period; it was found that at 22 and again 33 months of age,<br />
girls demonstrated more advanced cool executive control over compared to boys.<br />
Regarding the aforementioned gender differences in classroom learning behaviors, most<br />
investigations have only established mean gender differences within the variables of<br />
interest. However these previous investigations shed light on the possibility of gender<br />
impacting the strength of the relationship between executive control and classroom<br />
learning behaviors as opposed to only establishing a simple difference between the two<br />
groups.<br />
Consequently, in the current investigation I will explore the potentially moderating<br />
effects of gender on the relation between preschool self-regulation and classroom<br />
learning behaviors in kindergarten. It is expected that I will find significant gender<br />
differences across the relations between self-regulation and classroom learning<br />
behaviors. I expect to find that girls will not only exceed boys on hot and cool executive<br />
control, but also that the relation between their self-regulation and learning behaviors<br />
will be stronger than that for boys (although the relation for boys may be significant).<br />
Research Question 4: Within this model, are the relations between self-regulation and<br />
classroom learning behaviors moderated by school type?<br />
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