Profiles of Dysregulation Moderate the Impact of PreschoolTeacher–Student Relationships on Elementary School Functioning (original) (raw)
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Journal of Experimental Child Psychology, 2012
The importance of early self-regulatory skill has seen increased focus in the applied research literature, given the implications of these skills for early school success. A three-factor latent structure of self-regulation consisting of compliance, cool executive control, and hot executive control, was tested against alternative models, and retained as best fitting. Tests of model equivalence indicated the model held invariant across Head Start and private child care samples. Partial invariance was supported for age and gender. In the validity model, because of substantial amount of shared variance among latent factors, we included a second-order factor explaining the two types of executive control. Higher-Order Executive Control positively predicted teacher report of learning behaviors and social competence in the classroom. These findings are discussed in light of their practical and theoretical significance.
European Journal of Developmental Psychology, 2016
This study investigates the interplay between family risk and the quality of classroom interactions and their impact on self-regulation skills in two groups of childrenchildren from socioeconomically disadvantaged backgrounds (at-risk) and non-risk children. Participants included 485 children (N=93 classrooms)-233 (N=47 classrooms) of which were from socioeconomically disadvantaged areas. Temperament was measured using teacher report. Trained observers rated classroom quality via live observations of a typical preschool day. Behavioral regulation was assessed using direct measures and emotional regulation was assessed using a teacher report. Analyses using multiple group structural equation modeling showed that atrisk children had lower levels of cool behavior regulation than non-risk children. In addition, classroom quality was positively linked to cool behavioral self-regulation. Moderating effects were additionally found between family risk and classroom quality on both hot behavioral regulation and emotional regulation. Classroom quality served as a protective factor for children exposed to more risk factors. Results showed complex associations between individual characteristics, classroom quality, and family risk, indicating a need to further explore the interplay among these variables.
School Psychology Review, 2020
Self-regulation is a critical component of school readiness and success. Practices for supporting self-regulation may be advanced by a better understanding of factors characterizing children at risk for challenges and contextual mechanisms associated with desirable developmental trajectories. The current study leverages a large national data set and four-level analyses to evaluate an ecological model of self-regulation development that considers student-, classroom-, and school-level factors in relation to teacher-rated self-regulation growth and outcomes across kindergarten and first grade. Analyses identified reliable associations for growth trajectories and the risk factors of being younger, male, and from a low socioeconomic status background; experiencing low student-teacher closeness and high student-teacher conflict; and attending a kindergarten class with lower levels of peer-displayed appropriate behavior. Findings signify the importance of service delivery aimed at advancing the school-based implementation of emotional and organizational supports to promote student-teacher interactions and class-wide demonstration of positive behavior.
Teacher Ratings of Behavioral Self-Regulation in Preschool Children
Journal of Applied Developmental Psychology, 2000
Our primary aim was to determine whether a research questionnaire for assessing selfregulatory competence in young Japanese children could be adapted successfully for use with U.S. preschoolers. Preschool teachers contributed ratings for 322 U.S. and 328 Japanese children, who ranged in age from 33 to 69 months. Principal components analysis of the teachers' responses to the 71-item Kashiwagi questionnaire revealed that the two main factors, Self-Inhibition and Self-Assertion, were well replicated. Broadband factor scales were constructed from items that showed clear evidence of cross-cultural validity. Scale items were reliably rated, and in both cultures showed predictable effects for child age and gender. These data support the usefulness of the Kashiwagi questionnaire for comparative studies of U.S. and Japanese preschoolers. The preschool period is a time of rapid development in children's self-regulatory competence (Kopp, 1982, 1989; Thompson, 1994). Self-regulatory skills such as delaying immediate gratification, inhibiting impulsive or aggressive behavior, and responding to task situations in a planful manner provide an essential foundation for the development of social and academic competence (
A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes
Developmental Psychology, 2009
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N ϭ 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps Ͻ .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year ( p Ͻ .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten.
School Psychology Quarterly, 2013
This research focuses on the associations between interactive processes of early childhood classrooms and gains in children's cognitive self-regulation (CSR) across the preschool year. Data from 803 children (45.8% female; M ϭ 54 months; 39.1% Caucasian, 26.3% African American, 24.6% Hispanic, 9.9% Other) were collected at fall and spring of the preschool year, and classroom observations were conducted three times throughout the year. Multilevel models tested associations between classroom behaviors of teachers and students using the Classroom Observation in Preschool and the Teacher Observation in Preschool and gains children made in a CSR composite score (Dimensional Change Card Sort, Peg Tapping, Head Toes Knees Shoulders, Copy Design, and Corsi Blocks) across the preschool year. After controlling for demographic covariates and children's pretest scores, both affective and cognitive classroom processes were associated with gains. More teacher behavior approving, less disapproving, and more positive emotional tone were associated with gains. The proportion of observed time teachers spent delivering instruction as well as the proportion of time children were involved with mathematics and literacy were also related to CSR gains, as was the quality of teacher instruction. Although exploratory, these results highlight the potential for modifications in classroom practices to aid in children's CSR development.
Journal of Educational Psychology, 1998
The purpose of this study was to test a model of school achievement that included children's intellectual abilities, preschool behavior, and cognitive self-control. It suggested that teacher-rated preschool behavior such as aggressive, anxious-withdrawn, and prosocial behaviors influence cognitive self-control, which in turn positively determines school achievement at the end of first grade (when controlling for intellectual abilities). Participants were 291 kindergarten children. Results from structural equation modeling demonstrated that all hypothesized path models were significant, except the one between anxious-withdrawn behavior and cognitive self-control. A second model was thus specified in which a path between anxious-withdrawn behavior and school achievement was estimated. The second model offered a better representation of the sample data (comparative fit index = .99, normormed fit index = .98), ×2(19, N = 286) = 29.43, p > .05, and the path between anxious-withdrawn behavior and school achievement was found significant. The role of preschool behavior and cognitive self-control in first-grade school achievement is discussed.
Refining the Preschool Self-regulation Assessment for Use in Preschool Classrooms
Infant and Child Development, 2012
To aid in understanding preschoolers' self-regulation and refinement of measurement, we examined properties of a field-based assessment battery of preschooler's self-regulation, the Preschool Self-regulation Assessment (PSRA). The PSRA, which includes seven age-appropriate tasks that tap children's executive control, was administered to 313 preschoolers and then to 261 of these children approximately 3 months later. Teachers reported on children's school readiness (social competence and classroom adjustment) at the end of preschool and kindergarten years, and on academic success in kindergarten. PSRA tasks were examined for ceiling effects at 35-65 months; Pencil Tap, Balance Beam, Toy Wrap and Snack Delay were retained for lack of such effects. Confirmatory factor analyses showed two components at each time pointhot and cool executive controland cross-time correlations showed significant stability of individual differences. Four-yearold girls and children of higher socioeconomic status outperformed 3-year-old boys and those at socioeconomic risk. Children, especially girls, scored higher on hot executive control. Finally, aspects of executive control differentially predicted teacher-reports of school readiness at both times of assessment, with age, gender and risk status controlled. These selected PSRA tasks, as a shortened battery, have potential for research and applied usage, and findings speak to theoretical understanding of preschoolers' self-regulation.
Self-Regulation and School Readiness: Mediating Role of School Relationships
This study aims to investigate the link between self-regulation, school readiness, and school relationships. It is suggested that children's self-regulation influences their school relationships (e.g., child-teacher and peer), which in turn affects their school readiness. Participants of the study are 195 preschool children. School readiness is assessed by the teachers' rating and direct assessment. While the temperamental aspect of self-regulation (i.e., effortful control) is obtained from teachers, executive functions are assessed with three behavioral measures. In addition, teachers fill out child-teacher relationships and peer relationships scales for children as potential mediators. Findings show that certain aspects of self-regulation account for variance in the school readiness independent of measured intelligence. Although working memory and attentional shifting aspects of executive functions predict the direct assessment of school readiness, school relationships do not mediate between executive functions and school readiness. Furthermore, the attentional focusing aspect of effortful control not only predicts the teacher-rated school readiness directly but also predicts it through the partial mediation of children's prosocial and anxious behaviors towards peers. Findings will be discussed within the scope of school readiness with possible implications. Extended Summary Growing body of evidence has shown the importance of self-regulation during early childhood on school readiness and later school success (e.
2014
A fundamental accomplishment of early childhood is the development of self-regulation. Specifically, the advances children make in self-regulation during preschool (ages 3-5 years) are of interest as it appears that this is when children typically progress to more advanced, cognitive behavioral forms of self-regulation (e.g., Diamond, 2002). Likewise, past research suggests wide variation in the level of self-regulation skills children manifest during preschool (e.g., McClelland et al., 2007). However, despite mounting evidence that preschool is an important time period for the development of self-regulation, little longitudinal work has been done investigating the developmental dynamics of self-regulation across more than two time points during preschool, particularly work that has evaluated possible heterogeneity in the trajectories of self-regulation across children. In this dissertation, I examined the development of behavioral self-regulation across preschool via latent growth curve modeling. I also evaluated possible heterogeneity in the developmental trajectories of children's behavioral self-regulation via growth mixture modeling. I then investigated the relationship between children's behavioral selfregulation trajectories and academic achievement at the end of preschool. Behavioral self-regulation and academic achievement were assessed for 652 preschool aged children across four years of study. Depending on the year, children were tested in the fall and spring (2 time-points) or across four time-points with the Head-Toes-Knees-Shoulders behavioral self-regulation task (Ponitz et al., 2008). Children were also tested on three literacy measures assessing phonological awareness, letter knowledge and early decoding skills, and an v ACKNOWLEDGEMENTS I wish to express my sincere gratitude to my advisor, Ryan Bowles, for his guidance, advice, and friendship through the years. I also want to give a special thanks to Lori Skibbe for her help and guidance particularly through these last three years. I additionally wish to thank my dissertation committee as a whole: Ryan Bowles, Lori Skibbe, Holly Brophy-Herb, and Susan Ravizza for their input on this study. vi