Observers' reports of self-regulation: Measurement invariance across sex, low-income status, and race/ethnicity

M. Paula Daneri, Michael J. Sulik, C. Cybele Raver, Pamela A. Morris

Research output: Contribution to journalArticlepeer-review


Few assessments of self-regulation for preschool-aged children have been validated for use in socioeconomically and racially/ethnically diverse populations. We address this gap by exploring the validity of the Preschool Self-Regulation Assessment – Assessor Report (PSRA-AR), an observer report of children's global self-regulation ability, using data from a population-based sample drawn from a large and diverse school district. We found that a three factor structure - representing attention regulation, impulse control, and positive engagement - fit the data well for the entire sample. Then, using multigroup confirmatory factor analyses, we found full scalar invariance across sex and low-income status. Scalar invariance held for all but one item across Black, White, and Hispanic children. These findings suggest that the PSRA-AR is valid for use with children of diverse socioeconomic and racial/ethnic backgrounds. Moreover, the PSRA-AR was moderately correlated with direct assessments of executive function and academic ability, including early math and reading.

Original languageEnglish (US)
Pages (from-to)14-23
Number of pages10
JournalJournal of Applied Developmental Psychology
StatePublished - Mar 1 2018


  • Academic competence
  • Effortful control
  • Executive function
  • Measurement invariance
  • School readiness
  • Self-regulation

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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