Collections > Electronic Theses and Dissertations > Early School Adjustment: Contributions of Children's Emotion Self-Regulation and Classroom Instructional and Emotional Supports
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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.