Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement.
Contributions of hot and cool self-regulation to preschool disruptive behavior and academic achievement.
复制标题
冷热自我调节对学前破坏性行为和学业成绩的贡献。
DOI：
10.1080/87565641.2010.549980
复制
发表时间：
2011
影响因子：
1.5
通讯作者：
Bryant,Donna
中科院分区：
文献类型：
--
作者：
Willoughby,Michael;Kupersmidt,Janis;Voegler-Lee,Mare;Bryant,Donna
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.
