title: Self-Regulation Mediates the Relationship between Learner Typology and Achievement in At - Risk Children.
abstract: A person-centered approach was used to explore the mediating role of self-regulation between learner typology at age 8 and academic achievement at age 14while controlling for domain-specific achievement in a longitudinal sample of 113 children born to adolescent mothers. Children were classified into one of 5 learner typologies at age 8based on interactive patterns of intellectual, achievement, and adaptive abilities. Typology classification explained significant variance in both reading and mathematics achievement at age 14. A bootstrapping approach confirmed that self-regulation mediated the relationship between typology and reading and mathematical achievement for children from all typologies except those classified as Cognitively and Adaptively Challenged. Implications of person-centered approaches for understanding processes involved with achievement are discussed.
authors.affiliation: University of South Carolina Aiken, 471 University Parkway, Aiken, SC29801.
authors.forename: Keri
authors.initials: K
authors.lastname: Weed
authors.forename: Deborah
authors.initials: D
authors.lastname: Keogh
authors.forename: John G
authors.initials: JG
authors.lastname: Borkowski
authors.forename: Thomas
authors.initials: T
authors.lastname: Whitman
authors.forename: Christine W
authors.initials: CW
authors.lastname: Noria