SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Chapter 7: Discussion The present investigation focused on building a structured model that demonstrates the linkage between self-regulation and classroom learning behaviors. This investigations was an attempt to shed light on how a child’s early capacity to regulate their behavior plays a role in how successful they are with classroom learning behaviors later on, and how a child’s on-task involvement early on might help predict those relations. Another key goal of the investigation was to understand if there are any important distinctions across gender and school type that should be considered in future investigations. Model Structure Outer Model. Before the results of the PLS model are discussed the stability of the outer model must be addressed. We found that the constructs of hot and cool executive control, on-task involvement, competence motivation, attitude towards learning, and attention persistence demonstrated sufficient reliability and discriminant validity. As mentioned above, in the very early stages of this investigation a number of manifest variables within the included LVs, did not perform well, and were eliminated 55
from the current model. Although there was a theoretical justification for their inclusion, a key assumption of PLS modeling is that, in addition to the path structure of the inner model, the outer model must demonstrate stability in order to move forward with the investigation. Hypothesis 1. In regards to the inner model, the analysis revealed some novel and compelling results. As opposed to there being clear, direct relations between hot and cool executive control with classroom learning behaviors, it was found that the only direct effect was between cool executive control and the learning behavior competence motivation. Hot executive control only had a significant direct path to on-task involvement. All other relations stemmed from the mediating role of on-task involvement. These findings are somewhat confirmatory in regards to the previous research literature which suggests that hot executive control may have a stronger relation to on-task involvement over and above cool executive control (Mathieson & Banerjee, 2010; Miller et al., 2006). The current investigation suggests that children with increased levels self-regulation when the situation is emotionally charged appear to be more likely to be involved in the classroom and on-task. Hypothesis 2. As it was discussed in the literature review, on-task involvement and classroom learning behaviors are not entirely distinct. However, previous research has found some distinction, where children who are not engaged/ involved are likely to then have difficulty with motivation and negative attitudes towards learning (Bronson et al., 1995; Wentzel, 1999; Wigfield et al., 2003). It was found in the current investigation 56
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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
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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 and 64: diminished, where on-task involveme
Page 65: that although self-regulation is im
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
Page 115 and 116: 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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