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Chapter 6: Results Overall model Early in this investigation, paths were estimated from previously stable factors around self-regulation, on-task involvement, and classroom learning behaviors. Some of these LVs and manifest variables are no longer included in the model. The elimination of these variables stemmed from the recommendation of Esposito Vinzi and colleagues (2010), where it was stated that an acceptable LV is one that has an AVE of .50 or above, composite reliabilities of .60 or above, and factor loadings of .60 or above (note: some authors suggest a more conservative factor loading standard of .70 or above, however in the current investigation the standard will be set at > .60 in order to not eliminate theoretically important measurement items.) Using these criteria, the quality of the outer model was examined and some manifest variables as well as LVs were removed, which resulted in the current structural model (see Figure 1). Outer model. It is critical that the outer model fit certain key criteria. Primarily, 1) the manifest variables need to sufficiently load into the LV and be internally consistent, and 2) the manifest variables need to represent enough average variance within the construct to demonstrate compelling levels of explained variance (Esposito 47
Vinzi, et al., 2010). Without satisfying these outer model criteria, determining the path relations within the inner model becomes far more difficult and less theoretically defensible. Within the current full model, sufficient AVE, reliability and factor loadings are demonstrated across all key areas of the investigation. As mentioned previously, all of the LVs in the model stem from factors that have been established in the research literature. However, a few of the original manifest variables did not meet one or more of the reliability and factor loading criteria, and were consequently removed from the model. For hot executive control, what was previously referred to as the ‘tongue task’ was removed from the model. In regards to cool executive control the ‘balance beam task’ was removed from the model. Other items that were removed pertained to the factors of classroom learning behaviors. The majority of item rejection occurred within the competence motivation factors, where the items eliminated were: “seems to take refuge in helplessness”, “bursts into tears when faced with difficulty”, “is very hesitant in talking about his/her activity”, and “shows a lively interest in activities”. In regards to the factor of attitude towards learning, the items “shows desire to please you”, “is unwilling to accept help even when an activity proves too difficult”, and “is willing to be helped”, all struggled with loading reliably. Finally, for the attention/ persistence factor we found that all items loaded well enough to be included into the outer model. Although the above mentioned variables have previously demonstrated stability with other sample populations, they served as a detriment to the reliability and validity 48
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SELF-REGULATION IN PRESCHOOL CHILDR
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This work is licensed under a Creat
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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 and 54: when other kids are absent, seeks c
Page 55 and 56: The measure yields three reliable l
Page 57: analysis, and principal components
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
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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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