SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

actually function as another or more powerful mediator over and above on-task
involvement when understanding the relation of self-regulation and classroom success.
The results presented suggest that both hot and cool executive control and ontask
involvement have a significant impact on children’s classroom learning behaviorsand
theoretically their academic success. This suggests that these items are
fundamental competencies that ought to be integrated into teacher training, classroom
curriculum, and specialized intervention programming for very young children. These
competencies are fundamental because they are directly related to school readiness
(e.g. classroom learning behaviors) and it was also demonstrated that these linkages
vary across the important demographic factors of gender and socioeconomic status.
There are a few key additional moderators that are important to consider for
future investigations, namely a child’s race by socioeconomic status interaction, as well
as a child’s race by gender interaction. It has been documented significant racial
differences are present very early on in terms of a child’s self-regulation and classroom
adjustment. As a result, in an investigation with a less racially biased sample in each
sample population (e.g. majority of Head Start sample were children of color) it will be
important to understand how race significantly accounts for the variance is detected in
the current model. On that note, previous research has also found that there may be a
race by gender interaction that may be accounting for some of the variance detected
here. Minority boys have been found over and above their female minority peers to
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