SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

diminished, where on-task involvement only minimally predicted attitude towards
learning, and attention/ persistence.
Alternatively, the direct effects of self-regulation on classroom learning
behaviors appear to be playing a significant role for females. Hot executive control was
found to significantly predict female’s attitudes towards learning, as well as on-task
involvement. Cool executive control significantly predicted all three components of
classroom learning behaviors, competence motivation, attitude towards learning, and
attention/persistence.
In order to confirm that the significance of variation between males and females
in this model, the pooled estimator for variance t-test was calculated for each pathway
(see table 4). It was determined that of the variations listed above, the key significant
relations were between cool executive control and competence motivation, attitude
towards learning, and attention/persistence. This information suggests that females’
cool executive control, unlike their male counterparts’, appears to have a direct
predictive influence on their classroom learning behaviors.
Additionally, we find that the mediating influence of on-task involvement is also
moderated by gender. There were significant gender difference in the relations between
on-task involvement and competence motivation and attitude towards learning, and
attention/persistence. This set of findings reveals that on-task involvement appears to
be playing a more significant role in male’s classroom learning behaviors than for
females.
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