Growth Mixture Models of Early Classroom Self-Control and Disengagement Problems: Risk Factors, Implications, and Co-Occurence of Latent Trajectories

This study examines growth and co-occurrence of classroom self-control and disengagement problems among 3,827 economically-disadvantaged children across 4 years of early schooling. Latent growth mixture modeling revealed distinct subpopulations of change in self-control and disengagement, which were significantly associated with academic and social-emotional outcomes and child and family characteristics.