SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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Denham et al., 2010). In addition to there being a wide range of variability in children’s<br />
performance for most tasks, internal consistency between assessors has been found to<br />
be moderately high to high on all tasks (inter-rater correlations ranging from α = .57 to<br />
.97, with an average α = .87 ; Denham et al., 2010).<br />
In sum, the PSRA is put in place to measure a child’s assessed self-regulatory<br />
abilities, defined within the subtypes of hot and cool executive control, in order to<br />
understand how their cognitively and affectively oriented regulation skills impact our<br />
outcome variable of classroom learning behaviors.<br />
Teacher Rating Scale of School Adjustment (TRSSA). One of the most frequently<br />
used measures of teacher-reported classroom adjustment is the TRSSA (Ladd, Birch, &<br />
Buhs, 1999; Ladd, Kochenderfer, & Coleman, 1997; Valeski & Stipek, 2001). The original<br />
form of the TRSSA included a 52-item measure that contained five subscales: School<br />
Liking, School Avoidance, Co-operative Participation, Self-Directiveness, and<br />
Independent Participation.<br />
The original conceptualization of this measure has elicited two main concerns.<br />
First, the psychometric properties of the measure are unknown. For example, the<br />
results of a factor analysis have not been reported (Betts & Rotenberg, 2007; Birch &<br />
Ladd, 1997; Kochenderfer & Ladd, 1996). Second, Betts and Rotenberg (2007) point out<br />
that the original five scales of the TRSSA do not adequately conceptualize the basic<br />
domains of children’s adjustment and instead would be better described by three basic<br />
domains: (a) social competence or maturity in the classroom (e.g. The child notices<br />
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