2026-09-20T09:36:49Zhttps://digital.lib.washington.edu/server/oai/request

oai:digital.lib.washington.edu:1773/365842026-02-16T02:16:13Zcom_1773_4888col_1773_4914

Cook, Clayton R Coco, Susanna 2016-07-14T16:40:01Z 2016-07-14T16:40:01Z 2016-07-14 2016-06 Coco_washington_0250E_15787.pdf http://hdl.handle.net/1773/36584 Thesis (Ph.D.)--University of Washington, 2016-06 Social information processing (SIP) and self-regulation skills have been widely examined as predictors of concurrent and long-term outcomes for children. Although aspects of SIP and self-regulation have been shown to differentially predict academic and behavioral outcomes for children, few studies have examined the development of these areas of functioning in early childhood using person-centered analytic techniques. This study utilized secondary data analysis and a person-centered approach to identify profiles of children’s social-regulatory processing prior to kindergarten entry and examine profile associations with individual and contextual predictors as well as first-grade academic and behavioral outcomes. Results supported four social-regulatory classes. Class membership was associated with early cognitive ability and maternal sensitivity, and classes differed significantly on first grade academic achievement outcomes. A group with higher functioning across SIP and self-regulation variables earned higher first-grade reading and math scores than a group with lower functioning across the same variables. Additionally, the group with higher overall SIP and self-regulation functioning performed better on math achievement than a group with lower attribution scores and moderately low self-regulation, and a group with higher SIP and moderate regulation performed better in math than the group with low SIP and self-regulation. No differences were found between groups for indicators of first grade behavioral adjustment. Results are discussed within the context of prior research and current educational practice, and recommendations for future person-centered study of SIP and self-regulation factors are presented. application/pdf en_US Educational psychology education - seattle Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach Thesis Open Access open.access