SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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subgroups, namely boys and children from impoverished households. Up to this point, the reasoning behind the dearth of effective programming around self-regulation might be a result of the perception that the central components of a child’s regulatory abilities are simply explain the manner in which children behave within their social environment. This perspective fails to consider that the current investigation clearly indicates that selfregulation is absolutely predictive of classroom learning behavior – which theoretically has a predictive influence on academic success itself. As a result, it is necessary to reformulate our understanding of the role of self-regulation, and note that it does not function in a social vacuum, but it serves as a tool for an individual to effectively act upon their social, emotional and academic environment (Denham, 2001; Izard, 1984; Sroufe et al., 1984). We are currently living in a time where increased academic standards are constantly being promoted and high-stakes testing has become the norm. It is not unheard of for teachers to feel forced to sacrifice arts, music, crafts, social-emotional curriculum along with other interactive components of the preschool and kindergarten classroom, only to rely solely on language and STEM (Science, Technology, Engineering and Mathemtaics) skills. Consequently, we seem to be fostering a culture of “drill and practice” with little room for education and programming that teaches self-regulation, as well as the fostering of staying on-task and involved and teaching adequate classroom learning skills. However, the current investigation, the many others before it and those to come, stand to not only clarify the relations between self-regulation and 65
academic success, but to demand that social, emotional and behavioral education in the early classroom is an absolute priority for the well-being of our children and their success academically 66
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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
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Kaufmann et al., 2000). In fact, re
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“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 and 72: child no longer being affiliated wi
Page 73 and 74: produced a model linking self-regul
Page 75: demonstrate difficulty with self-re
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
Page 123 and 124: Denham, S.A., Blair, K.A., & DeMuld
Page 125 and 126: Fabes, R.A., Martin, C.L. Hanish, L
Page 127 and 128:
Hu, L., & Bentler, P.M. (1999). Cut
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Lin, H., Lawrence, F.R., & Gorrell,
Page 131 and 132:
Normandeau, S., & Guay, F. (1998).
Page 133 and 134:
Rothbart, M.K., Ahadi, S.A., & Hers
Page 135 and 136:
Swanson, H.L. (1999). Reading compr
Page 137:
Curriculum Vitae Todd M. Wyatt grad
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