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Denham et al., 2010). In addition to there being a wide range of variability in children’s performance for most tasks, internal consistency between assessors has been found to be moderately high to high on all tasks (inter-rater correlations ranging from α = .57 to .97, with an average α = .87 ; Denham et al., 2010). In sum, the PSRA is put in place to measure a child’s assessed self-regulatory abilities, defined within the subtypes of hot and cool executive control, in order to understand how their cognitively and affectively oriented regulation skills impact our outcome variable of classroom learning behaviors. Teacher Rating Scale of School Adjustment (TRSSA). One of the most frequently used measures of teacher-reported classroom adjustment is the TRSSA (Ladd, Birch, & Buhs, 1999; Ladd, Kochenderfer, & Coleman, 1997; Valeski & Stipek, 2001). The original form of the TRSSA included a 52-item measure that contained five subscales: School Liking, School Avoidance, Co-operative Participation, Self-Directiveness, and Independent Participation. The original conceptualization of this measure has elicited two main concerns. First, the psychometric properties of the measure are unknown. For example, the results of a factor analysis have not been reported (Betts & Rotenberg, 2007; Birch & Ladd, 1997; Kochenderfer & Ladd, 1996). Second, Betts and Rotenberg (2007) point out that the original five scales of the TRSSA do not adequately conceptualize the basic domains of children’s adjustment and instead would be better described by three basic domains: (a) social competence or maturity in the classroom (e.g. The child notices 41
when other kids are absent, seeks challenges, is a mature child, enjoys “playing school”; imitates the teacher, interested in teacher as a person; Miller et al., 2002); (b) on-task classroom involvement (e.g. The child follows teacher’s directions, uses classroom materials responsibly, listens carefully to teacher’s instructions and directions, is interested in classroom activities, responds promptly to teachers requests, if child’s activity is interrupted, he/she goes back to the activity); and (c) positive orientation to school activities (e.g. The child is cheerful at school, approaches new activities with enthusiasm, laughs or smiles easily, is comfortable approaching the teacher, is slow to warm up to the teacher; Betts & Rotenberg, 2007; Ladd et al., 2000; Valeski & Stipek, 2001; See Appendix 2). The revised factor structure for the three TRSSA subscales was as follows: On-Task Classroom Involvement (OTI; α = .88), Maturity (MA; α = .80), and Positive Orientation (PO; α = .80; Betts & Rotenberg, 2007). For the current investigation, I will utilize these data to capture preschool children’s OTI at time 2. I was able to replicate the high reliability for OTI (α = .87) using the data from the current investigation. The primary purpose for focusing on this one factor stems from the fact that OTI is regarded by many psychologists as the most relevant to school success; children who are engaged in classroom-appropriate tasks have been found to demonstrate increased academic performance (Alexander & Entwistle, 1988). The Preschool Learning Behavior Scale (PLBS). The previous literature has clearly established that learning behaviors are observable, teachable and malleable 42
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 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: the difference between the slow and
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
Page 95 and 96: “Okay, now let’s build a really
Page 97 and 98: If the child asks if s/he is sortin
Page 99 and 100: If child offers you a turn: “Than
Page 101 and 102: If child waits for the timer, “Ni
Page 103 and 104:
** ** TIMER/COUNTDOWN: Set the time
Page 105 and 106:
If child waits the full length of t
Page 107 and 108:
2= Certainly Applies adjust7 Is eas
Page 109 and 110:
adjust23 Accepts teacher’s author
Page 111 and 112:
1= Applies Sometimes 2= Certainly A
Page 113 and 114:
Appendix 3: Preschool Learning Beha
Page 115 and 116:
Attitude Towards Learning Attention
Page 117 and 118:
N/A Invents silly ways of doing thi
Page 119 and 120:
References Adelman, H.S., & Taylor,
Page 121 and 122:
Bronson, M.B., Tivnan, T., & Seppan
Page 123 and 124:
Denham, S.A., Blair, K.A., & DeMuld
Page 125 and 126:
Fabes, R.A., Martin, C.L. Hanish, L
Page 127 and 128:
Hu, L., & Bentler, P.M. (1999). Cut
Page 129 and 130:
Lin, H., Lawrence, F.R., & Gorrell,
Page 131 and 132:
Normandeau, S., & Guay, F. (1998).
Page 133 and 134:
Rothbart, M.K., Ahadi, S.A., & Hers
Page 135 and 136:
Swanson, H.L. (1999). Reading compr
Page 137:
Curriculum Vitae Todd M. Wyatt grad
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