biostudies-literatureBayly BLNICHD NIH HHSNIDA NIH HHSNational Institute on Drug AbuseNational Institute of Child Health and Human Development164-182https://www.ebi.ac.uk/biostudies/studies/S-EPMC8655434biostudies-literatureUnknown33(1)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^nd 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.Early education and developmentProfiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Elementary School Functioning.PMC8655434R01 HD046064[P50DA010075 and T32DA017629]P50 DA010075R03 HD098445T32 DA017629R03HD098445Bierman KLBayly BLfalseProfiles 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 (<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^nd 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.2022-01-01T00:00:00Z20222025-04-26T13:24:23.643Z2025-04-06T14:13:33.429ZS-EPMC86554343489895910.1080/10409289.2020.1865785