Multidimensional Growth Mixture Modeling of Early Classroom Behavior in Learning and Teacher Contexts

• In Event: Marriott Roundtable Session Four
  In Roundtable Session: Targeting Interventions to At-Risk Students in Schools (Table 1)

Abstract

This study explores children’s development of behavior problems in classroom situations characterized by teacher interactions and structured learning activities during the first four years of schooling. Multidimensional growth mixture modeling was employed to detect unobserved subpopulations (latent classes) with common trajectories of teacher- and learning- context behavior among a US national sample (N = 3,872) of children from low-income backgrounds. Analyses revealed three subpopulations with distinct behavior trajectories that were differentially associated with first-grade academic skills and social-emotional outcomes. Results will be discussed in light of developmental theory and implications for practice.

Authors

• Emily M. Weiss, Fordham University
  Presenting Author

• Clara-Christina Gerstner, University of Pennsylvania
  Non-Presenting Author

• Michael J. Rovine, University of Pennsylvania
  Non-Presenting Author

• Paul A. McDermott, University of Pennsylvania
  Non-Presenting Author