SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

of the model in this investigation. The decision to remove the aforementioned variables,
led to increased reliability and factors loadings with the remaining manifest variables.
The results of the outer model examination of the LVs hot and cool executive control,
on-task involvement, competence motivation, attitude towards learning, and attention/
persistence can be found in table 2.
Inner model. Examining both the Average Variance Extracted (AVE) and the
correlations among LVs are the first steps in understanding the inner model. These
results help determine discriminant and convergent validity. Discriminant validity
indicates the extent to which an LV is significantly different from other LVs, which is
determined by the AVE. According for Fornell and Larcker (1981), a score of .50 for the
AVE demonstrates an acceptable level. The current model meets this criterion (see table
2). Additionally, the comparison of square root of AVE (see diagonal values in table 3)
compared with the correlations among the reflective constructs should indicate the all
constructs are more strongly correlated with their own measures than with any other
construct (Esposito Vinzi, et al., 2010) which suggests both discriminant and convergent
validity.
The LV correlations found in table 3 also serve as initial indicators of the
hypothetical relations between LVs. The results in table 3 suggest that hot executive
control only demonstrates a significant relation to cool executive control and a child’s
on-task involvement, and not directly related to any of the classroom learning
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