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