Abstract:
Given the importance of social competence in early childhood (Jones & Bouffard, 2012), there are self-regulatory components that can support or undermine positive trajectories for these skills (Rose-Krasnor & Denham, 2008). Moreover, acquiring social competencies and self-regulatory behavior often emerges from the transactions children have with peers and teachers, and optimal development of such skills and abilities can be impeded when children do not experience such positive interaction. Using data from the Early Childhood Longitudinal Study – Kindergarten Class of 2011, the current study looks at latent constructs of cognitive self-regulation and socially competent behavior (i.e., self-control & interpersonal skills) and the dynamic associations between them using a latent change score (LCS) framework. Results indicate that a bivariate LCS model in which both previous levels of cognitive self-regulation and social competence affect the rate of change in the other at the subsequent time point best fit the model. Future applications and recommendations for research are given.
