SELF-REGULATION IN PRESCHOOL CHILDREN: HOT AND COOL EXECUTIVE CONTROL AS PREDICTORS OF LATER CLASSROOM LEARNING BEHAVIORS

Abstract

Over the last several years, researchers and practitioners have paid increasing attention to the areas of self-regulation, classroom involvement and classroom learning behaviors and how these domains relate to concurrent and subsequent social and academic success. Although there has been an emphasis on promoting learning behaviors that promote positive classroom outcomes, there remains a large proportion of students who develop negative attitudes and poor scholastic habits early on and suffer the negative social and academic consequences throughout their school career. The current investigation attempts to better understand the association between preschooler's self-regulation, and learning behaviors within the preschool and kindergarten classroom. The investigation will also take into account the mediating/moderating effects of the child's on-task involvement, gender and socioeconomic differences on the relations between self-regulation and classroom learning behaviors.