SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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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 49
ehaviors. However, cool executive control was found to be related to on-task involvement as well as the competence motivation factor. On-task involvement appears to have moderate, significant relation with all of the classroom learning behaviors, competence motivation, attitude towards learning, and attention/persistence. Path model. The final PLS path model (see figure 2) depicts the structured model with the path coefficients, which are simply standardized beta regression coefficients. Figures 3a, 3b, 4a, and 4b represent the same model while also considering the moderating effects of gender and school type. Across all of these models, significance levels are determined by running a bootstrapping resampling algorithm (Esposito Vinzi, et al., 2010). In order to cover each component of the models, each of the aforementioned hypotheses will not be reviewed. Hypothesis Testing Hypothesis 1. The first hypothesis proposed that there will be a direct positive relation between each of the independent facets of self-regulation (hot and cool executive control) in preschool and the independent facets of kindergarten classroom learning behaviors (competence motivation, attitude towards learning, attention/persistence). The significant direct effects (indicated by the dark bolded lines) are very similar to the associations found in the correlation table (table 3) where hot executive control is only related to on-task involvement, and not any of the classroom learning behaviors. Cool executive control was, however, found to have a direct relation 50
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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 and 54: when other kids are absent, seeks c
Page 55 and 56: The measure yields three reliable l
Page 57 and 58: analysis, and principal components
Page 59: Vinzi, et al., 2010). Without satis
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
Page 109 and 110: 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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