SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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child no longer being affiliated with the schools in the measurement pool. In order to<br />
confirm that the strength of the current findings are not impacted by attrition of a<br />
confounding population, future investigations should attempt to source data from a<br />
more stable sample population or be inclined to track children outside of the schools in<br />
the measurement pool.<br />
Finally, another potential limitation pertains to the sampling. Although the sample<br />
size of this investigation certainly meets the minimum established requirements for<br />
structural analysis, it would have been ideal if the sample were larger and more diverse.<br />
Regarding diversity, any analysis with the current data using race/ethnicity as a<br />
demographic variable is confounded by school type, due to the fact that the majority of<br />
Caucasian children are in the private day school, and all other races/ethnicities are<br />
better represented in the Head Start classroom. As a result, future work will need to<br />
expand the analysis to include investigation across race/ethnicity to fully understand<br />
how the model functions for more ethnically diverse samples.<br />
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