SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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
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