Profiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Elementary School Functioning

Autor/inn/en	Bayly, Benjamin L.; Bierman, Karen L.
Titel	Profiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Elementary School Functioning
Quelle	In: Early Education and Development, 33 (2022) 1, S.164-182 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1865785
Schlagwörter	Preschool Teachers; Preschool Children; Teacher Student Relationship; Self Control; Student Behavior; School Readiness; Elementary Education; Behavior Problems; Economically Disadvantaged; At Risk Students; Low Income Students; Preschool Education; Disadvantaged Youth; Academic Achievement; Attention; Interpersonal Competence; Kindergarten; Grade 2; Elementary School Students; Aggression; Conflict; Test of Word Reading Efficiency + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbeherrschung; Student behaviour; Schülerverhalten; Readiness for school; School ability; Schulreife; Elementarunterricht; Benachteiligter Jugendlicher; Schulleistung; Aufmerksamkeit; Interpersonale Kompetenz; School year 02; 2. Schuljahr; Schuljahr 02; Konflikt
Abstract	Research Findings: 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. Practice or Policy: Latent moderational analyses 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. Ultimately, high-quality teacher-student relationships may be effective for supporting children who present behavioral challenges without cognitive self-regulatory challenges, but pervasively dysregulated children may require more intensive support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11