SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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that although self-regulation is important for all children’s social, emotional and<br />
academic success, it may be more critical for children who are struggling with poverty<br />
over and above their peers who are not.<br />
In order to accurately conclude that these moderating differences are indeed<br />
significant, the pooled estimator for variance t-test was once again conducted on each<br />
pathway (see Table 5). First, the relation between cool executive control and on-task<br />
involvement was moderated by school type, where the pathway was significant only for<br />
children in a Head Start program. Additionally, children in Head Start were found to<br />
demonstrate a stronger connection between on-task involvement and competence<br />
motivation, attitude towards learning and attention/persistence. There was also a<br />
significant moderating effect for the relation between hot executive control and<br />
competence motivation, however this seems to be an anomaly, for neither path for<br />
private day care or Head Start cohorts were significant (the path for the Head Start<br />
group was only marginally significant).<br />
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