What is SELF-REGULATION?

is the ability to manage your emotions and

behavior in accordance with the demands of the
situation. It includes being able to resist highly
emotional reactions to upsetting stimuli, to calm
yourself down when you get upset, to adjust to a
change in expectations and to handle frustration
without an outburst. It is a set of skills that enables
children, as they mature, to direct their own
behavior towards a goal, despite the
unpredictability of the world and our own feelings.
 EMOTIONAL REACTIVITY
on the other hand, means you have an
uncontrollable reaction to a stimulus.
Instead of being able to respond to an
event, your emotions may spring forth
with instensity. It often takes you out of
your comfort zone and you might be
victimized by your intense feelings.
Research that includes temperament for social
development and functioning either implicitly or
explicitly recognize children’s individuality and
their characteristics as partly driving their own
development and development outcomes, above
and beyond socialization or environmental
influences, via direct, indirect interactional and
/or transactional influences or effect that
temperament has on social functioning.
Self-regulation and reactivity have been proposed
as the developmental origins of the children’s
readiness to enter school and become motivated
and engaged learner. Children are ready to start
school when they have reached a point in
develpoment at whch they are sufficiently able to
mange stimulation and attention in ways that
begin to allow for the sel-reulation of emotion and
attention that enables sustained engagement with
learning activities.
According to the reasearch of Fabes and Colleages (1999),
there are three ways that reactive temperament could
undermine the quality of peer relationships or peer
competence.

1. Intense negative emotional reactions in the peer context

could interfere with children’s use of social skills to
resolve problems or conflicts with peers.
2. Negative emotional reactions can disrupt interpersonal
harmony and increase likelihood of initiating or
escalating interpersonal conflicts.
3. Negative emotional reactio ay lead to premature
termination of the interpersonal interactions so that the
subsequent use of social skills to remedy or ressolve
interpersonal conflicts hs no opportunity to take place.
Children’s self-regulation and reactivity have
unique and joint contributions on their social
skills or social competence and children’s
socioemotional competence are critical to
establishment and maintenance of close and
supportive relationships with their teachers.
School engagement is multifaceted or multi-dimentional,
and the literature has identified behavioral, emotional
and cognitive engagement as thre broad types
engagement.
1. Behavioral Engagement– refers to positive behaviors
or conduct at school, including participation in
schoolrelated activities.
2. Emotional Engagement- refers to positive affect in
school (including interest and liking/ enjoymentof
school) and sense of belonging at school.
3. Cognitive Engagement- refers to mindful awareness
and intention to learn and master new skills and
content, including the use of self-regulated learning
startegies such as self-monitoring and planning.
 Students’ school liking predicts their
participation or engagement in school as well as
academic progress. The link between effortful
control and school grades with school liking
mediating the influence of effortful control
on school grades that the classroom
participation partially mediates the relations
between effortful control and school grades.
 While relatively few studies have
examine child regulation and reactivity as
an antecedents to school or academic
engagement and achievement , a sizeable
body of literature shows that the quality
of school-based relationships contribute
to school engagement and to academic
achievemnt.
 Positive teacher-student
relationships are also linked to academic
achievement. Student who feel that their
teachers are supportive tend to exhibit
behavioral engagement by responding
positively to teachers’ request and o
instruction and engage in fewer
disruptive classroom behavior.
Results from study students’ positive,
meaningful and enduring relationship with
peers and teachers serves as motivational
and instrumental supports for student’
school engagement when teacher
relatedness is low. Furthermore, there is
reason to expect that student’ experiences in
peer domain are related to their academic
achievement, and that peer relationships
may partially mediate the link between self-
regulation and academic achievement.
 Three Types of Moderating Mecahnism
1. Child Regulation by child Reactivity
Interactions
2. Child by Peer Interactions
3. Temperament by Sociodemographic Risk,
Proctective or Promotive factors.