SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

with hot executive control, and a child’s competence motivation .As a result, it can be
concluded that with the overall sample population there is only a minimal direct relation
between self-regulation and classroom learning behaviors.
Hypothesis 2. The next hypothesis suggested that on-task involvement may play
a partial mediating role through which self-regulation impacts later classroom learning
behaviors. On-task involvement was found to significantly predict all three components
of classroom learning behaviors - competence motivation, attitude towards learning,
and attention/ persistence. According to the overall model this hypothesis can be
confirmed for hot executive control, but not for cool executive control.
Hypothesis 3. Third, it was hypothesized that there will be significant gender
differences across the overall path model. The model was first run with the data filtered
to only include the males in the investigation (see figure 3a). Very similar to the overall
model, we found that hot executive control only predicted on-task involvement directly.
However, for male students the relation between on-task involvement and classroom
behavior was quite strong. Male’s on-task involvement significantly predicted
competence motivation, attitude towards learning, and attention/persistence.
Next, it was necessary to re-run the analysis with only the female population.
The results indicated that there is significant difference between males and females in
terms of the relations between self-regulation and classroom learning behaviors (see
figure 3b). For males, on-task involvement fully mediated the relationship between selfregulation
and classroom learning behaviors. However for females, that mediating role
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