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