SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

in poverty are more likely than their more fortunate peers to demonstrate early
classroom adjustment problems, such as difficulty with on-task involvement (Duncan et
al., 1994; Entwistle, Alexander, & Olson, 2007; Fantuzzo, 2002) and diminished
classroom learning behaviors (Fantuzzo, 2004; Shonkoff & Phillips, 2000).
In regards to on-task involvement, few studies have investigated how selfregulation
relates to a child’s ability to remain on-task while taking into account
economic status (Miller et al., 2006). However, already-cited findings suggest that
economic status does play a significant role in self-regulation, and classroom learning
behaviors but further investigation is necessary to better understand how economic
status plays a role in moderating the pathways between these variables. As a result, a
central goal of the current investigation is to understand children’s self-regulation and
its relations with classroom learning behaviors in the context of a child’s poverty status.
It is hypothesized that hot and cool executive control will play a more impactful role for
children who are at increased socioeconomic risk – as indicated by a larger direct impact
on on-task involvement and classroom learning behaviors.
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