SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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when other kids are absent, seeks challenges, is a mature child, enjoys “playing school”;<br />
imitates the teacher, interested in teacher as a person; Miller et al., 2002); (b) on-task<br />
classroom involvement (e.g. The child follows teacher’s directions, uses classroom<br />
materials responsibly, listens carefully to teacher’s instructions and directions, is<br />
interested in classroom activities, responds promptly to teachers requests, if child’s<br />
activity is interrupted, he/she goes back to the activity); and (c) positive orientation to<br />
school activities (e.g. The child is cheerful at school, approaches new activities with<br />
enthusiasm, laughs or smiles easily, is comfortable approaching the teacher, is slow to<br />
warm up to the teacher; Betts & Rotenberg, 2007; Ladd et al., 2000; Valeski & Stipek,<br />
2001; See Appendix 2).<br />
The revised factor structure for the three TRSSA subscales was as follows: On-Task<br />
Classroom Involvement (OTI; α = .88), Maturity (MA; α = .80), and Positive Orientation<br />
(PO; α = .80; Betts & Rotenberg, 2007). For the current investigation, I will utilize these<br />
data to capture preschool children’s OTI at time 2. I was able to replicate the high<br />
reliability for OTI (α = .87) using the data from the current investigation. The primary<br />
purpose for focusing on this one factor stems from the fact that OTI is regarded by many<br />
psychologists as the most relevant to school success; children who are engaged in<br />
classroom-appropriate tasks have been found to demonstrate increased academic<br />
performance (Alexander & Entwistle, 1988).<br />
The Preschool Learning Behavior Scale (PLBS). The previous literature has clearly<br />
established that learning behaviors are observable, teachable and malleable<br />
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