Profiles of dysregulation moderate the impact of preschool teacher-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 (LPA) 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. Latent moderational analyses testing the interaction between latent profile membership and preschool teacher-student relationship indicated that while both the Pervasive and Behavioral Dysregulation group were at increased risk for less desirable kindergarten and 2nd grade outcomes, this risk was offset to a greater extant for children from the Behavioral Dysregulation profile when they experienced a close, non-conflictual teacher-student relationship in preschool.
Files
Metadata
Work Title | Profiles of dysregulation moderate the impact of preschool teacher-student relationships on elementary school functioning |
---|---|
Access | |
Creators |
|
Keyword |
|
License | In Copyright (Rights Reserved) |
Work Type | Article |
Publisher |
|
Publication Date | January 17, 2021 |
Publisher Identifier (DOI) |
|
Deposited | July 26, 2022 |
Versions
Analytics
Collections
This resource is currently not in any collection.