SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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
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