SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Hypothesis 4. Finally, another moderating model was hypothesized where there would be significant differences across the entire model, comparing children enrolled in private day care versus those enrolled in head start. The model was first run with the data filtered to include children enrolled in private day care (see figure 4a). Interestingly, many of the significant pathways found in the overall model fall out when filtered by private day care children. The only significant pathways found were cool executive control to competence motivation, and only moderately significant relations with attitude towards learning, and attention/persistence. Also, hot executive control was found to significantly predict on-task involvement; and on-task involvement significantly predicted attention/persistence. These findings do not necessarily suggest that self-regulation is unimportant for children in private day care, but only that the relation between self-regulation, on-task involvement, and classroom learning behaviors pale in significance when compared to their less economically fortunate peers. The next cohort to examine is the group of students enrolled in Head Start. The results appear to be vastly different from the private day care cohort, with many significant relations not previously detected. Both cool and hot executive control were found to significantly predict on-task involvement. Cool executive control was also found to have a direct predictive relation with competence motivation. Similar to the overall, un-moderated model, on-task involvement had a significant relation with all competence motivation, attitude towards learning, and attention/ persistence. In reference to the aforementioned literature on socioeconomic risk, it should be noted 53
that although self-regulation is important for all children’s social, emotional and academic success, it may be more critical for children who are struggling with poverty over and above their peers who are not. In order to accurately conclude that these moderating differences are indeed significant, the pooled estimator for variance t-test was once again conducted on each pathway (see Table 5). First, the relation between cool executive control and on-task involvement was moderated by school type, where the pathway was significant only for children in a Head Start program. Additionally, children in Head Start were found to demonstrate a stronger connection between on-task involvement and competence motivation, attitude towards learning and attention/persistence. There was also a significant moderating effect for the relation between hot executive control and competence motivation, however this seems to be an anomaly, for neither path for private day care or Head Start cohorts were significant (the path for the Head Start group was only marginally significant). 54
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SELF-REGULATION IN PRESCHOOL CHILDR
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This work is licensed under a Creat
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Acknowledgements I would like to ac
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List of Tables Table Page 1 Summary
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List of Abbreviations AP ATL AVE CM
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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 and 60: Vinzi, et al., 2010). Without satis
Page 61 and 62: ehaviors. However, cool executive c
Page 63: diminished, where on-task involveme
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
Page 111 and 112: 1= Applies Sometimes 2= Certainly A
Page 113 and 114: 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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