SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
You also want an ePaper? Increase the reach of your titles
YUMPU automatically turns print PDFs into web optimized ePapers that Google loves.
Hypothesis 4. Finally, another moderating model was hypothesized where there<br />
would be significant differences across the entire model, comparing children enrolled in<br />
private day care versus those enrolled in head start. The model was first run with the<br />
data filtered to include children enrolled in private day care (see figure 4a).<br />
Interestingly, many of the significant pathways found in the overall model fall out when<br />
filtered by private day care children. The only significant pathways found were cool<br />
executive control to competence motivation, and only moderately significant relations<br />
with attitude towards learning, and attention/persistence. Also, hot executive control<br />
was found to significantly predict on-task involvement; and on-task involvement<br />
significantly predicted attention/persistence. These findings do not necessarily suggest<br />
that self-regulation is unimportant for children in private day care, but only that the<br />
relation between self-regulation, on-task involvement, and classroom learning behaviors<br />
pale in significance when compared to their less economically fortunate peers.<br />
The next cohort to examine is the group of students enrolled in Head Start. The<br />
results appear to be vastly different from the private day care cohort, with many<br />
significant relations not previously detected. Both cool and hot executive control were<br />
found to significantly predict on-task involvement. Cool executive control was also<br />
found to have a direct predictive relation with competence motivation. Similar to the<br />
overall, un-moderated model, on-task involvement had a significant relation with all<br />
competence motivation, attitude towards learning, and attention/ persistence. In<br />
reference to the aforementioned literature on socioeconomic risk, it should be noted<br />
53