SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...
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Table 2<br />
Outer Model and Final R 2 s for Latent Variables (LV): Preschool to Kindergarten<br />
Classroom Executive Control, Involvement and Learning Behaviors<br />
Manifest<br />
LV<br />
Variable<br />
Loading<br />
Manifest Variable AVE R 2 Composite<br />
Reliability<br />
Hot Executive Control (Hot EC) .70 --- .82<br />
Snack Delay Task .838<br />
Toy Peek Task .831<br />
Cool Executive Control (Cool EC) .66 --- .79<br />
Pencil Tap Task .922<br />
Turn Taking Task .688<br />
On task Involvement (OTI) .61 .07 .90<br />
Follows teachers directions .855<br />
If child is interrupted, goes back to<br />
activity<br />
.613<br />
Uses classroom materials responsibly .782<br />
Listens carefully to teachers<br />
instructions…<br />
.882<br />
Is interested in classroom activities .691<br />
Responds promptly to teachers<br />
requests<br />
.835<br />
Competence Motivation (CM) .55 .05 .91<br />
“Shows little determination…” .895<br />
“Uses headaches or other pains…” .617<br />
“Is too lacking in energy…” .613<br />
“Accepts new activities without fear…” .750<br />
“Is dependent on adults for what to<br />
do…”<br />
.774<br />
“Says task is too hard without much<br />
effort..”<br />
.813<br />
“Is reluctant to tackle new activity” .791<br />
68