Linking Profiles of Internalized and Emotional Regulation Problems with Associated Academic Achievement for Children

Chuang, C. (Chi-ching)¹, Reinke, W. M. (Wendy)², Herman, K. C. (Keith)^2
1Children's Research Center, Okinawa Institute of Science and Technology Graduate University, 7542 Onna, 9040495, Onna-son, Okinawa, Japan
²Department of Educational, School and Counseling Psychology, University of Missouri, 16 Hill Hall, 65211, Columbia, Missouri, USA

 

Submission type

Poster only

Scheduled

Hallway, 22-07-2016, 16:00 - 17:00

Keywords

Internalized Problems, Emotional Regulation, Academic Achievement, Latent Profile Analysis (LPA), Children

Summary

The purpose of this study was to identify profiles of children based on internalized and emotional regulation problems using person-centered analysis, and to investigate the association between these profiles and academic achievement. Latent profile analysis (LPA) was conducted with a sample of 1788 (K to third grade) children in the United States. All participants were part of a large randomized trial evaluating the impact of a classroom management training program. This study only included baseline data. Profile indicators were derived from teacher report of internalized and emotional regulation problems using the Teacher Observation of Classroom Adaptation-Checklist (TOCA-C). The Woodcock Johnson Achievement Test Third Edition (WJ-III) was to assess children’s reading and math achievement. The four-profile solution provided the best model fit, including the following: (1) low levels of internalized and emotional regulation problems[58%]; (2) moderate levels of internalized and emotional regulation problems [31%]; (3) high levels of internalized and emotional regulation problems [10%];  and (4) extremely high level of internalized and high level of emotional regulation problems[1%]. Children in the fourth group performed significantly lower on academic achievement than other three groups, whereas the first group had significant better academic achievement. Implications for prevention and intervention will be discussed.    

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