Abstract
Prior research has consistently found significant associations between self-regulation and early academic achievement, yet the majority has focused primarily on understanding the magnitude of these linear associations rather than identifying the level at which self-regulation difficulties pose challenges for kindergarten achievement. In this longitudinal study, we examined the utility of a commonly used self-regulation task, the HTKS, and its updated version, the HTKS-R, as a potential screening tool for kindergarten-level achievement, using two different samples from the Pacific Northwest area of the United States. The probability of scoring at kindergarten-level for different scores on a self-regulation measure was examined along with the sensitivity, specificity, precision, and negative predictive value. Findings suggest that both the HTKS and the HTKS-R can be used as a screening tool, with the closest associations to mathematics, and when administered concurrently during the fall of kindergarten. Furthermore, both measures are best equipped to estimate who will be at/above kindergarten-level (precision), such that high performance on the HTKS is associated with a high likelihood of being at/above kindergarten-level in achievement. As a brief and easy-to-administer assessment, the HTKS tasks can provide insights for determining aspects of school readiness, including providing valuable information about children's ability to perform on a self-regulation measure and children's probability of performing at kindergarten-level on achievement.