SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

Chapter 9: Implications and Conclusions
Our primary purpose in this study was to begin to help move the field forward in
regards to understanding the relation between self-regulation and children’s school
success. Students who perform poorly often develop negative attitudes and poor
scholastic behaviors early on in their school careers; thus, a better understanding of the
regulatory and social factors that are related to academic achievement early on may
inform intervention programs for these students.
Much of the previous research reviewed in the current investigation suggests
that, in general, most children eventually show satisfactory competence in classroom
learning behaviors. However, competence does not occur automatically or by accident,
and many fundamental biological and environmental factors need to fall into place for
the child to be emotionally and socially successful. Interactions with parents and peers,
as well as a child’s intrapersonal behavior, have the potential to act as protective factors
against emotional and social difficulties. Children who do not have the aforementioned
protective factors in place are fundamentally at risk for future academic, emotional and
social adversity. In an effort to help piece together what components of a child’s early
life most significantly predict their classroom success, the current investigation
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