Despite strong evidence self-regulation skills are critical for school readiness, there remains a dearth of longitudinal studies that describe developmental trajectories of self-regulation, particularly among low-resource and underrepresented populations such as Spanish-English dual-language learners. The present study examined individual differences in trajectories of self-regulation among 459 Spanish-English dual-language learners who were Hispanic from 4 different samples and 3 geographic locations in the United States. Self-regulation was assessed in all samples using repeated administration of the Head-Toes-Knees-Shoulders (HTKS) task from early childhood through early elementary school. Results of latent growth curve analyses revealed that growth was best represented by quadratic trajectories. Latent class growth analyses captured significant individual differences in self-regulation trajectories. One group of children (41%) started with higher HTKS scores and displayed rapid early growth in performance. A similar percentage of children (41%) displayed intermediate growth in self-regulation, starting with lower HTKS scores but displaying rapid growth commencing arrange 4.5 years. Finally, about 18% of the sample did not display growth in HTKS performance until after entry to elementary school, around age 6 years. Girls were half as likely as boys to be in this later developing group. Likewise, children from families at the upper end of the socioeconomic distribution in this low-income sample were significantly less likely to be in the later developing group relative to children from families with lower SES. Study findings indicate the importance of monitoring growth rates in self-regulation as a means of identifying children at risk for entering school without the requisite self-regulation skills.

尽管有强有力的证据表明自我调节技能对于入学准备至关重要，但仍然缺乏描述自我调节发展轨迹的纵向研究，特别是在资源匮乏和代表性不足的人群中，例如西班牙语-英语双语学习者。本研究调查了来自美国 4 个不同样本和 3 个地理位置的 459 名西班牙语-英语双语学习者的自我调节轨迹的个体差异。从幼儿期到小学早期，通过重复执行头-脚趾-膝-肩（HTKS）任务，对所有样本的自我调节进行了评估。潜在生长曲线分析的结果表明，二次轨迹最能代表生长。潜在阶级增长分析捕捉到了自我调节轨迹中显着的个体差异。一组儿童 (41%) 一开始的 HTKS 分数较高，并且表现出早期表现的快速增长。类似比例的儿童 (41%) 在自我调节方面表现出中等程度的增长，从 HTKS 分数较低开始，但从 4.5 岁开始表现出快速增长。最后，大约 18% 的样本直到进入小学后（6 岁左右）才显示出 HTKS 成绩的增长。女孩属于这个后来发展群体的可能性是男孩的一半。同样，在这个低收入样本中，来自社会经济分布高端家庭的孩子，相对于社会经济地位较低家庭的孩子来说，属于后期发展群体的可能性要小得多。