Hierarchical Linear Regression of Second Grade Academic Achievement on Prekindergarten Latent Profiles of Self-Regulation and Emotion Skills
Open Access
- Author:
- Urbassik, Robert
- Graduate Program:
- School Psychology
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- October 09, 2020
- Committee Members:
- Cristin Marie Hall, Dissertation Advisor/Co-Advisor
Cristin Marie Hall, Committee Chair/Co-Chair
Jennifer L Frank, Committee Member
Shirley Andrea Woika, Committee Member
Karen Linn Bierman, Outside Member
James Clyde Diperna, Program Head/Chair - Keywords:
- latent profile analysis
LPA
self-regulation
school readiness
emotion skills
preschool - Abstract:
- Research has shown that social, emotional, and behavioral school readiness is a critical factor in the early and continued success of students, but little research has taken a person-oriented approach to explaining the effect these aspects of development have upon later academic achievement. Limited studies have taken a person-oriented approach to social, emotional, and behavioral school readiness in relation to academic performance (e.g., Bulotsky-Shearer, Fantuzzo, & McDermott, 2010; Bulotsky-Shearer, Bell, & Dominguez, 2012; Denham et al., 2012). However, these studies typically show that different profiles of children perform differently on indirect measures of academic achievement. The current study clustered homogeneous groups of children into profiles based on measures of self-regulation and emotion skills, then used those profiles to examine whether profile membership predicted later academic achievement as measured by nationally normed, standardized measures. Three profiles of children emerged from the data. It was found that profile membership, that while coming close to statistical significance, did not significantly predict later academic achievement after controlling for kindergarten achievement. However, post-hoc follow-up tests found that the most competent group of children performed significantly better on three of four measures of academic achievement than did the least competent profile of children.