The construct of self-regulation can be meaningfully distinguished into hot and cool components. The current study investigated self-regulation in a sample of 926 children aged 3-5 years old. Children's performance on self-regulatory tasks was best described by two latent factors representing hot and cool regulation. When considered alone, hot and cool regulation were both significantly correlated with disruptive behavior and academic achievement. When considered together, cool regulation was uniquely associated with academic achievement, while hot regulation was uniquely associated with inattentive-overactive behaviors. Results are discussed with respect to treatment studies that directly target improvement in children's self-regulation
Contributions of Hot and Cool Self-Regulation to Preschool Disruptive Behavior and Academic Achievement
Willoughby, M., Kupersmidt, J., Voegler-Lee, M., & Bryant, D. (2011). Contributions of Hot and Cool Self-Regulation to Preschool Disruptive Behavior and Academic Achievement. Developmental Neuropsychology, 36(2), 162-180. https://doi.org/10.1080/87565641.2010.549980
Abstract
Publications Info
To contact an RTI author, request a report, or for additional information about publications by our experts, send us your request.
Meet the Experts
View All ExpertsRecent Publications
Article
Rate of onset of dopamine transporter inhibitors assessed with intracranial self-stimulation and in vivo dopamine photometry in rats
Article
Personal exposure to PM2.5 in different microenvironments and activities for retired adults in two megacities, China
Article
Estimating global artisanal fishing fleet responses in an era of rapid climate and economic change
OCCASIONAL PAPER