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)
Profiles of dysregulation moderate the impact of preschoolteacher–student relationships on elementary school functioning
Description:
Resource Type:
Reports & Papers
Funder(s):
Country:
United States
- Related Resources
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