This study examined social competence as mediator of emotion self-regulation’s association with academic achievement and whether classroom supports moderated emotion self-regulation’s associations with social competence and academic achievement. Participants were 740 first-graders from a national prospective study. This study found that well regulated preschoolers became socially competent and academically successful first-graders. Social competence did not mediate emotion self-regulation’s association with academic achievement. Instructional support did not moderate emotion self-regulation’s association with academic achievement. Emotional support did not moderate emotion self-regulation’s association with social competence. Emotional support moderated emotion self-regulation’s association with academic achievement, but had a generally deleterious affect. This study’s findings stress the importance of emotion self-regulation to early school adjustment and raise questions concerning effects of classroom supports.
|Advisor:||Meece, Judith L.|
|Commitee:||Gallagher, Kathleen C., Gariepy, Jean Louis, Vernon-Feagans, Lynne, Ware, William B.|
|School:||The University of North Carolina at Chapel Hill|
|Department:||Education: Doctorate/Master's in Education|
|School Location:||United States -- North Carolina|
|Source:||DAI-A 68/06, Dissertation Abstracts International|
|Subjects:||Educational psychology, Developmental psychology|
|Keywords:||Children, Emotional supports, Instructional support, School adjustment, Self-regulation|
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