SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Table of Contents Page List of Tables ………………………………………………………………………………………………………… vi List of Figures ………………………………………………………………………………………………………. vii List of Abbreviations ……………………………………………………………………………………………. viii Abstract ………………………………………………………………………………………………………………. ix Chapter 1: Introduction ………………………………………………………………………………………. 1 Chapter 2: Literature Review ………………………………………………………………………………. 5 Chapter 3: Statement of Problem ……………………………………………………………………….. 26 Chapter 4: Research Questions …………………………………………………………………………… 30 Chapter 5: Method ……………………………………………………………………………………………… 37 Chapter 6: Results ………………………………………………………………………………………………. 48 Chapter 7: Discussion …………………………………………………………………………………………. 56 Chapter 8: Study Limitations ………………………………………………………………………………. 60 Chapter 9: Implications & Conclusions ……………………………………………………………….. 62 Appendix 1: Preschool Self-Regulation Assessment Script ………………………………….. 79 Appendix 2: Teacher Rating Scale of School Adjustment …………………………………….. 94 Appendix 3: Preschool Learning Behavior Scale ………………………………………………….. 101 References …………………………………………………………………………………………………………. 105 v
List of Tables Table Page 1 Summary of Child Characteristics at Preschool and Kindergarten …………………….. 67 2 Outer Model and Final R for Latent Variables (LV) ……………………………………………. 68 3 Inner Model LV Correlations …………………………………………………………………………….. 70 4 Significance of Moderating Effects: Pooled Estimation of Variance for Gender … 71 5 Significance of Moderating Effects: Pooled Estimation of Variance for School …. 72 vi
Page 1 and 2: SELF-REGULATION IN PRESCHOOL CHILDR
Page 3 and 4: This work is licensed under a Creat
Page 5: Acknowledgements I would like to ac
Page 9 and 10: List of Abbreviations AP ATL AVE CM
Page 11 and 12: 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 and 64:
diminished, where on-task involveme
Page 65 and 66:
that although self-regulation is im
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
Page 115 and 116:
Attitude Towards Learning Attention
Page 117 and 118:
N/A Invents silly ways of doing thi
Page 119 and 120:
References Adelman, H.S., & Taylor,
Page 121 and 122:
Bronson, M.B., Tivnan, T., & Seppan
Page 123 and 124:
Denham, S.A., Blair, K.A., & DeMuld
Page 125 and 126:
Fabes, R.A., Martin, C.L. Hanish, L
Page 127 and 128:
Hu, L., & Bentler, P.M. (1999). Cut
Page 129 and 130:
Lin, H., Lawrence, F.R., & Gorrell,
Page 131 and 132:
Normandeau, S., & Guay, F. (1998).
Page 133 and 134:
Rothbart, M.K., Ahadi, S.A., & Hers
Page 135 and 136:
Swanson, H.L. (1999). Reading compr
Page 137:
Curriculum Vitae Todd M. Wyatt grad
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