Factor structure of self-regulation in preschoolers: Testing models of a field-based assessment for predicting early school readiness

The importance of early self-regulatory skill has seen increased focus in the applied research literature given the implications of these skills for early school success. A three-factor latent structure of self-regulation consisting of compliance, cool executive control, and hot executive control was tested against alternative models and retained as best fitting. Tests of model equivalence indicated that the model held invariant across Head Start and private child-care samples. Partial invariance was supported for age and gender. In the validity model, because of a substantial amount of shared variance among latent factors, we included a second-order factor explaining the two types of executive control. Higher order executive control positively predicted teacher report of learning behaviors and social competence in the classroom. These findings are discussed in light of their practical and theoretical significance.

► Tested a three-factor latent structure of self-regulation.
► Best-fitting model included cool executive control, hot executive control, and compliance.
► Model equivalence for held across risk, gender, and age.
► Model was revised to include a second-order factor (i.e., Higher-Order Regulation).
► Second-order model predicted learning and social competence in the classroom.