SR & Writing
This data set contains data on self-regulation and early writing as children transitioned from preschool to first grade. Two groups of children were followed longitudinally: Group 1 (n = 171) from preschool to kindergarten to grade 1, and Group 2 (n = 196) from preschool to preschool to kindergarten. Data for this study were collected in north central Florida and western Pennsylvania over a three-year period as part of a longitudinal study aimed at understanding children’s emergent writing skills. Structural equation modeling (SEM) was used to examine the longitudinal relations between early writing and self-regulation. Results indicated that writing was a significant predictor of longitudinal change in self-regulation from preschool to kindergarten.