SELF-REGULATION, EMOTION EXPRESSION & CLASSROOM ...

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Table 4 Significance of Moderating Effects: Pooled Estimation of Variance for Gender Path Path coefficient Male Gender Path SE Male SE Female t score coefficient Female Hot EC OTI .224 .250 .071 .056 -.28 Hot EC CM .006 .020 .106 .057 .90 Hot EC ATL .013 .186 .086 .059 -1.65+ Hot EC AP .096 .059 .080 .058 .39 Cool EC OTI .058 .013 .069 .061 .48 Cool EC CM .073 .280 .080 .041 2.32* Cool EC ATL .021 .173 .067 .053 -2.27* Cool EC AP .006 .218 .068 .052 2.63** OTI CM .242 019 .055 .066 2.60** OTI ATL .252 .101 .055 .045 2.13* OTI AP .278 .163 .050 .056 1.54+ + =
Table 5 Significance of Moderating Effects: Pooled Estimation of Variance for School Type Path Path coefficient Private School Type Path SE Private SE HS t score coefficient HS Hot EC OTI .233 .313 .059 .054 .99 Hot EC CM -.049 .006 .065 .080 3.49*** Hot EC ATL -.000 .108 .052 .075 1.18 Hot EC AP .041 .058 .052 .078 -.18 Cool EC OTI .003 .163 .054 .053 2.21* Cool EC CM .188 .277 .088 .059 -.84 Cool EC ATL .101 .139 .087 .054 -.39 Cool EC AP .128 .201 .076 .068 -.71 OTI CM .041 .363 .081 .065 -2.98** OTI ATL .095 .399 .079 .057 -3.09** OTI AP .214 .368 .048 .052 -2.16* + =
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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
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eginning of preschool or child care
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such as family problems, lower pare
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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 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: Table 3 Inner Model LV Correlations
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
Page 129 and 130: Lin, H., Lawrence, F.R., & Gorrell,
Page 131 and 132: 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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