SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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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 61
produced a model linking self-regulation and classroom learning behaviors through ontask involvement and varying across gender and socioeconomic status. This investigation used multiple methods to examine the individual differences in children’s self-regulation as predictors of classroom learning behaviors. The model attempted to provide confirmation that the children who are at the most risk are ones who are behaviorally and emotionally unregulated, and unable to maintain classroom involvement with their peers and overall classroom tasks. These at-risk children may consequently be individuals who have difficulty establishing adequate learning behaviors that have been shown to be predictive of academic and social success (Blair, 2002; Denham, 2001; Kurdek & Sinclair, 2000; Raver & Zigler, 1997; Rimm-Kaufman et al., 2000; Shonkoff & Phillips, 2000). In addition, it was essential to investigate the interaction between regulation and classroom learning behaviors within the context of socioeconomic status, and gender as these factors appear to play an integral role in the development of school readiness skills (McDermott, 1984; McDermott & Beitman, 1984; Stipek & Ryan, 1997). For future investigations, the current model may benefit from the consideration of a child’s level of committed compliance (Kochanska, 2002), which takes into account a child’s eagerness and willingness to comply with teacher control. Previous research does suggest that a child’s level of committed compliance significantly predicts internalization of control, moral development and classroom social success (Kochanska, 2002). As a result it’s necessary to understand how committed compliance may be 62
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SELF-REGULATION IN PRESCHOOL CHILDR
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This work is licensed under a Creat
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Acknowledgements I would like to ac
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List of Tables Table Page 1 Summary
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List of Abbreviations AP ATL AVE CM
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child’s on-task involvement, gend
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Shields, 2004) and exhibit more pos
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support and caregiving may serve as
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care - which will be used as a prox
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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: child no longer being affiliated wi
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
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Denham, S.A., Blair, K.A., & DeMuld
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Fabes, R.A., Martin, C.L. Hanish, L
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Hu, L., & Bentler, P.M. (1999). Cut
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Lin, H., Lawrence, F.R., & Gorrell,
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Normandeau, S., & Guay, F. (1998).
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Rothbart, M.K., Ahadi, S.A., & Hers
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Swanson, H.L. (1999). Reading compr
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Curriculum Vitae Todd M. Wyatt grad
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