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The contribution of cognitive self-regulation to social competence: A latent change score analysis

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dc.contributor.advisor Denham, Susanne
dc.contributor.author Ferrier, David
dc.creator Ferrier, David
dc.date.accessioned 2016-09-28T10:20:47Z
dc.date.available 2016-09-28T10:20:47Z
dc.date.issued 2016
dc.identifier.uri https://hdl.handle.net/1920/10400
dc.description.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.
dc.format.extent 57 pages
dc.language.iso en
dc.rights Copyright 2016 David Ferrier
dc.subject Psychology en_US
dc.subject Developmental psychology en_US
dc.subject latent change score modeling en_US
dc.subject longitudinal en_US
dc.subject self-regulation en_US
dc.subject social competence en_US
dc.title The contribution of cognitive self-regulation to social competence: A latent change score analysis
dc.type Dissertation
thesis.degree.level Ph.D.
thesis.degree.discipline Psychology, Applied Developmental Concentration
thesis.degree.grantor George Mason University


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