{"id":{"repo_id":"washington","oai_identifier":"oai:digital.lib.washington.edu:1773/36584"},"canonical_url":"https://search.dev.ndltd.org/etd/washington/oai:digital.lib.washington.edu:1773/36584","repository":{"repo_id":"washington","name":"University of Washington","base_url":"https://digital.lib.washington.edu/server/oai/request"},"display":{"title":"Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach","abstract":"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.","abstract_html":"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.","abstract_has_math":false,"creators":["Coco, Susanna"],"institution":null,"degree_name":null,"degree_level":null,"degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":["Cook, Clayton R"],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-07-14","date_published":"2016-07-14","updated_at":"2026-07-24T05:58:12Z","subjects":[],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/1773/36584","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Cook, Clayton R"]},{"key":"dc:creator","label":"Author","values":["Coco, Susanna"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2016-07-14T16:40:01Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2016-07-14T16:40:01Z"]},{"key":"dc:date.issued","label":"Date","values":["2016-07-14"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en_US"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.other","label":"Dc Identifier Other","values":["Coco_washington_0250E_15787.pdf"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["http://hdl.handle.net/1773/36584"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Thesis (Ph.D.)--University of Washington, 2016-06"]},{"key":"dc:description.abstract","label":"Abstract","values":["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."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach"]}]}],"canonical_facts":{"dc:contributor.advisor":["Cook, Clayton R"],"dc:creator":["Coco, Susanna"],"dc:date.accessioned":["2016-07-14T16:40:01Z"],"dc:date.available":["2016-07-14T16:40:01Z"],"dc:date.issued":["2016-07-14"],"dc:description":["Thesis (Ph.D.)--University of Washington, 2016-06"],"dc:description.abstract":["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."],"dc:format.mimetype":["application/pdf"],"dc:identifier.other":["Coco_washington_0250E_15787.pdf"],"dc:identifier.uri":["http://hdl.handle.net/1773/36584"],"dc:language.iso":["en_US"],"dc:title":["Predicting Children’s Early School Outcomes from their Social-Regulatory Profiles: A Person-Centered Approach"],"dc:type":["Thesis"]},"updated_at":"2026-07-24T05:58:12Z"}