Latent Change and Co-Occurrence of Early Classroom Self-Control and Disengagement Problems: Nationwide Mixture Models

• In Event: Assessing Early Learners, Literacy, and Writing Skills

Abstract

This research examined co-occurrence of latent developmental patterns of classroom behavior problems among at-risk children. A nationally representative sample (N = 3,827) of children was assessed for manifestations of self-control and disengagement problems through two years of pre-kindergarten, kindergarten and first grade. Latent growth mixture modeling revealed three distinct subpopulations of change for self-control and two for disengagement, significantly associated with later academic and social-emotional outcomes, and a set of child and family characteristics. Co-occurrence of normative self-control and disengagement existed in the majority of the sample, while co-occurrence of marginal self-control and elevated disengagement existed in only approximately 5% of the sample. Results are discussed in the light of emergent theory and practice.

Authors

• Paul A. McDermott, University of Pennsylvania

• Michael J. Rovine, University of Pennsylvania

• Emily Michelle Weiss, University of Pennsylvania

• Jessica Gladstone, University of Pennsylvania

• Syeda Farwa Fatima, University of Pennsylvania

• Roland Reyes