Abstract of Distinction: Profiles of Dysregulation Moderate the Impact of Preschool Teacher-Student Relationships on Later School Functioning

Introduction: Children’s readiness to handle the expectations of elementary school depends heavily on their self-regulation skills. Self-regulation includes both cognitive (e.g., attention shifting) and behavioral elements (e.g., impulse control); 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, children displaying profiles characterized by pervasive cognitive and behavioral self-regulation difficulties may require different intervention supports than children with profiles limited to behavioral regulatory difficulties. In particular, the classroom support for behavioral and emotional self-regulation offered by positive teacher-student relationships might be most useful for children whose regulatory difficulties are limited to the behavioral domain.

Method: Data was collected from Head Start children (N = 566; 58% European American, 25% African American, 19% Latinx, 51% female, M_age = 4.67 years). Cognitive self-regulation was measured with executive functioning tasks assessing inhibitory control, set shifting, and working memory. Behavioral self-regulation was assessed with walk-a-line slowly and teacher-rated aggression (TOCA-R) and learning behaviors. Preschool teachers also completed the Student-Teacher Relationship Scale (STRS). Children were followed through 3^rd grade with annual assessments of academic and social-emotional outcomes.

Results: Latent profile analysis (LPA) was applied to the six self-regulation measures. Fit indices suggested a four-profile solution: pervasive dysregulation (cognitively and behaviorally dysregulated; 30% of sample), behavioral dysregulation only (22%), average self-regulation (29%), and high self-regulation (18%). Children’s posterior probabilities were used to weight their likelihood of membership in each profile. The interaction between profile membership and teacher-student relationship was tested through a weighted regression predicting intercepts (at kindergarten) and growth (through 3^rd grade) in elementary school outcomes. Results indicated that children in the behaviorally dysregulated group benefitted more than other profiles from a close, low conflict teacher-student relationship which improved their academic and social-emotional adjustment through third grade.

Conclusion: LPA results indicate the importance of studying child self-regulation profiles. Positive preschool teacher-student relationships have long-term benefits for children who struggle with behavioral regulation. It is likely that children with pervasive regulatory needs (e.g., poor cognitive and behavioral self-regulation) require additional support beyond a positive teacher-student relationship alone.