SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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(McDermott & Beitman, 1984; Schaefer & McDermott, 1999). Learning behaviors have been found to contribute beyond an academic achievement (McDermott & Beitman, 1984); they have also been found to be significantly tied to a decreased risk of serious academic difficulties and inter and intrapersonal problems (Schaefer & McDermott, 1999). The PLBS is a 29-item teacher-report rating instrument that was developed in order to better understand preschool children's approaches to learning in a classroom environment (McDermott, Leigh, & Perry, 2002; see Appendix 3). The PLBS was developed with two nationwide samples (a normative sample of 100 and a crossvalidation sample of 170), as well as a local Head Start sample of 55 children for purposes of assessing interrater reliability. In addition, high internal consistency estimates from a national standardization sample were also found for the three learning behavior dimensions (α = .87, .88, and .78, respectively). Test-retest stability across three weeks was also high (McDermott, et al, 2002). Multi-method, multi-source validity analyses further substantiated the PLBS dimensions for preschool children, and reliability estimates were similar for both Caucasian and non-Caucasian portions of the sample (Fantuzzo, Perry & McDermott, 2004). Convergent and divergent validity for the scale has been established by correlating the PLBS dimensions with factors of the Differential Abilities Scales (Elliott, 1990), Social Skills Rating System (Gresham & Elliott, 1990), and Penn Interactive Peer Play Scale (Fantuzzo & Hampton, 2000). 43
The measure yields three reliable learning behavior dimensions: Competence Motivation (e.g. The child shows a lively interest in the activities), Attention/ Persistence (e.g. The child sticks to an activity for as long as can be expected for a child of this age), and Attitude Towards Learning (e.g. The child doesn’t achieve anything constructive when in a sulky mood) were found to be adequately reliable (α = .79 to .89) with high overall internal consistency (α = .92; Bassett et al., 2012). It’s critical to point out that the ‘Attention/ Persistence’ factor may bear some resemblance to the ‘On-task involvement’ factor (see TRSSA factor above; Ladd, Birch, & Buhs, 1999). As a result, it’s important to distinguish the two. The ‘Attention/Persistence’ factor attempts to understand a child’s level of restlessness, concentration and distractibility, whereas the ‘On-task involvement’ factor attempts to capture more of the child’s sense of responsibility, and ability to follow teacher instructions. Hence, for the current investigation, all three sub-scales (Competence motivation, Attention/persistence, & Attitudes towards learning) will be used individually to measure child learning behaviors in kindergarten. Analysis Within the current investigation, Partial Least Squares (PLS; Espozito Vinzi, Chin, Henseler, & Wang, 2010; Ringle, Wende, & Will, 2005) analysis are performed to evaluate relations in the model, as well as the possible moderating interactions in the model that involve gender and school type (enrollment in a private child care or Head Start classroom), and also the mediating influence of classroom involvement. For a 44
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 and 52: the difference between the slow and
Page 53: when other kids are absent, seeks c
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
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2= Certainly Applies adjust7 Is eas
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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
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N/A Invents silly ways of doing thi
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References Adelman, H.S., & Taylor,
Page 121 and 122:
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
Page 127 and 128:
Hu, L., & Bentler, P.M. (1999). Cut
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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
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Curriculum Vitae Todd M. Wyatt grad
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