{"database":"biostudies-literature","file_versions":[],"scores":null,"additional":{"submitter":["Bayly BL"],"funding":["NICHD NIH HHS","NIDA NIH HHS","National Institute on Drug Abuse","National Institute of Child Health and Human Development"],"pagination":["164-182"],"full_dataset_link":["https://www.ebi.ac.uk/biostudies/studies/S-EPMC8655434"],"repository":["biostudies-literature"],"omics_type":["Unknown"],"volume":["33(1)"],"pubmed_abstract":["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 (<i>N</i>=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 2<sup>nd</sup> 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."],"journal":["Early education and development"],"pubmed_title":["Profiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Elementary School Functioning."],"pmcid":["PMC8655434"],"funding_grant_id":["R01 HD046064","[P50DA010075 and T32DA017629]","P50 DA010075","R03 HD098445","T32 DA017629","R03HD098445"],"pubmed_authors":["Bierman KL","Bayly BL"],"additional_accession":[]},"is_claimable":false,"name":"Profiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Elementary School Functioning.","description":"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 (<i>N</i>=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 2<sup>nd</sup> 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.","dates":{"release":"2022-01-01T00:00:00Z","publication":"2022","modification":"2025-04-26T13:24:23.643Z","creation":"2025-04-06T14:13:33.429Z"},"accession":"S-EPMC8655434","cross_references":{"pubmed":["34898959"],"doi":["10.1080/10409289.2020.1865785"]}}