SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Research Questions 3: Within this model are the relations between self-regulation and classroom learning behavior moderated by gender? As already discussed, self-regulation is a proximal factor that predicts classroom learning behaviors (Blair, 2002). Despite strong evidence associating self-regulation with a variety of academic outcomes, few investigations have sufficiently incorporated gender as a central focus. However, some have stressed the importance of considering gender and socioeconomic factors, among others, as moderators of the pathways between children’s self-regulation and classroom learning behaviors (Eisenberg et al., 1998; Izard et al., 2008a; Izard et al., 2008b). There is little research that helps in explaining these relations within the moderating context of gender. However, previous research is available on the main effects of gender in relation to the constructs being dealt with in the current investigation. There is also some evidence that there are gender differences in terms of children’s classroom learning behaviors. For example, investigation by Birch and Ladd (1997, 1998), as well as Valeski and Stipek (2001), have found that girls display greater competence motivation, positive attitude towards learning and persistence than do boys during kindergarten (Birch & Ladd, 1997, 1998; Valeski & Stipek, 2001). Further, enduring gender differences are found when considering self-regulation, with girls found to exhibit higher self-regulatory ability than boys during preschool and kindergarten (Stifter & Spinrad, 2002). In addition, an investigation conducted by 33
Kochanska and colleagues (2000) suggests that these gender differences start even earlier than the preschool period; it was found that at 22 and again 33 months of age, girls demonstrated more advanced cool executive control over compared to boys. Regarding the aforementioned gender differences in classroom learning behaviors, most investigations have only established mean gender differences within the variables of interest. However these previous investigations shed light on the possibility of gender impacting the strength of the relationship between executive control and classroom learning behaviors as opposed to only establishing a simple difference between the two groups. Consequently, in the current investigation I will explore the potentially moderating effects of gender on the relation between preschool self-regulation and classroom learning behaviors in kindergarten. It is expected that I will find significant gender differences across the relations between self-regulation and classroom learning behaviors. I expect to find that girls will not only exceed boys on hot and cool executive control, but also that the relation between their self-regulation and learning behaviors will be stronger than that for boys (although the relation for boys may be significant). Research Question 4: Within this model, are the relations between self-regulation and classroom learning behaviors moderated by school type? 34
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 and 42: Chapter 4: Research Questions Resea
Page 43: children’s demonstration of learn
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
Page 93 and 94: 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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