SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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Chapter 8: Study Limitations<br />
Although through this investigation there is now a clearer understanding of the selfregulation<br />
construct in the context of academic and school readiness outcomes, there<br />
remains a clear need for further investigation which attempts to take an even longer<br />
longitudinal perspective, with a larger, more diverse sample on self-regulation and its<br />
influence on academic success. Although this investigation has many advantages<br />
stemming from its multi-method, multi-source approach, there are a few potential<br />
limitations that remain.<br />
It must be stated the a proportion of the relation between on-task involvement and<br />
classroom learning behaviors may not be the result of the construct having a theoretical<br />
tie, but from the fact that the child’s teacher completed both measures, and thus risks<br />
single-rater bias. For future investigations, taking a multi-source and multi-method<br />
approach wit of on-task involvement and classroom learning behaviors would be<br />
optimal.<br />
As noted in the methodology, there was a significant decrease in child participation<br />
between the initial measurement in preschool and the population’s matriculation into<br />
kindergarten. The vast majority of the drop off can be attributed to either the child not<br />
moving onto kindergarten by the time researchers we collecting time 3 data, or the<br />
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