| School readiness is a construct considered important to successful early education experiences and subsequent academic achievement. Previous research has identified many variables as factors impacting school readiness, yet few researchers have attempted to examine the potential relationships among those variables. The purpose of the present study was to further understand the relationship the variables have with each other, determine the combination of variables that was most related to a preschool student's school readiness, and to evaluate if race operates as a moderating variable.;This research addressed the relationship between self-regulation, developmental level, parent-child relationship, resiliency, family environment, school environment and school readiness. The present study utilized a sample of 137 preschool children attending preschool in the Rocky Mountain region. The evaluation of the relationship amongst variables yielded two significant correlations, a positive moderate correlation between school readiness and developmental level and a negative moderate correlation between resiliency and parent-child interaction. According to the results of hierarchical multiple regression, SES, IQ, and self regulation produced a model that is statistically significant in predicting school readiness. Furthermore, the regression identified that including all independent variables in the model slightly increases the predictive ability of the model and subsequent explanation of variance. The regression also indicated that IQ, developmental level, and self regulation were the only individually statistically significant independent variables. In relation to race, T-test statistics indicated that there was a significant difference in school readiness based on race. Finally, multiple linear regression analysis indicated that race acted as a moderator between school readiness and three independent variables: school environment, parent-child interaction, and developmental level. |
