Child Care and Early Education Research Connections

Skip to main content

Profiles of dysregulation moderate the impact of preschoolteacher–student relationships on elementary school functioning


Children’s readiness to handle the expectations of elementary school depends heavily on their self-regulation skills. Self-regulation includes both cognitive and behavioral elements; however, past studies have typically looked at cognitive and behavioral self-regulation in isolation or as a composite score rather than examining self-regulation profiles. Conceptually, a profile characterized by pervasive cognitive and behavioral self-regulation difficulties may have different developmental roots than a profile limited to behavioral regulation difficulties and children displaying these different profiles likely require different intervention supports. In the current study, latent profile analysis with cognitive and behavioral self-regulation indicators revealed four unique self-regulation profiles for preschool children (N=566): Pervasive Dysregulation (cognitively and behaviorally dysregulated), Behavioral Dysregulation (behaviorally dysregulated only), Average Self-Regulation, and High Self-Regulation. (author abstract)

Resource Type:
Reports & Papers
United States

Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.

- You May Also Like

These resources share similarities with the current selection.

Does school mobility place elementary school children at risk for lower math achievement?: The mediating role of cognitive dysregulation

Reports & Papers

Assessing Transitional Kindergarten’s impact on elementary school trajectories

Reports & Papers

Policy brief: Assessing Transitional Kindergarten’s impact on elementary school trajectories

Fact Sheets & Briefs
Release: 'v1.58.0' | Built: 2024-04-08 08:44:34 EDT