SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Dedication I dedicate my dissertation work to all of my friends and family. A special feeling of gratitude goes to my parents, Roma and Carol whose encouragement and patience raising a rabble-rouser like me have made who I am today. To my wonderful sister, Kimberly for never leaving my side growing up, you a very special to me. I also dedicate this dissertation to my mentor and friend, Dr. Susanne Denham. Your dosages of equal parts support, encouragement, wisdom, and sternness have made this possible - I will never forget it. I will always appreciate you and everyone at the Child Development Lab for helping me develop as a scholar. Ultimately, I dedicate this work with special thanks and admiration to my beautiful wife, Emily Beth. Your endless patience and support have enabled me to get through the darkest of days, and thrive on the brightest ones. When I married you, I never realized that I hadn’t only married the smartest and most powerful woman I’ve ever met, but I also married my #1 cheerleader, thank you. iii
Acknowledgements I would like to acknowledge Dr. Susanne Denham and everyone from the Child Development Lab. The seemingly endless collection, coding and analysis of this data would not have been possible without you all. In particular, I’d like to thank my friend and colleague Dr. Hideko Hamada Bassett for her assistance throughout the dissertation process. Your methodological and statistical support was priceless. I’d also like to acknowledge the entire faculty of the Applied Developmental Psychology program, and the Psychology Department at George Mason University. I couldn’t have asked for a better academic experience. Thank you. Finally, I would like to acknowledge the substantial contribution of Dr. Koraly Perez-Edgar and Dr. Pamela Garner. Your insights and expertise made this investigation exponentially more valuable. Thank you. iv
Page 1 and 2: SELF-REGULATION IN PRESCHOOL CHILDR
Page 3: This work is licensed under a Creat
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 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
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The measure yields three reliable l
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analysis, and principal components
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Vinzi, et al., 2010). Without satis
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ehaviors. However, cool executive c
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diminished, where on-task involveme
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that although self-regulation is im
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from the current model. Although th
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In addition to the moderation of ge
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child no longer being affiliated wi
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produced a model linking self-regul
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demonstrate difficulty with self-re
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academic success, but to demand tha
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Table 2 Outer Model and Final R 2 s
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Table 3 Inner Model LV Correlations
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Table 5 Significance of Moderating
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Figure 2: Final partial least squar
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Figure 3b: Moderated Model - Female
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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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