The Contribution of Hot and Cool Self-Regulation in Early Childhood to Later Academic Achievement
(English)Manuscript (preprint) (Other academic)
The aim of the present study was to investigate the contribution of hot (emotional/motivational) and cool (cognitive) self-regulation in early childhood to lateracademic achievement in kindergarten (math) and late elementary school (math andlanguage). In a sample of 235 preschoolers, higher levels of cool self-regulation predicted better math achievement in kindergarten and this head-start effect persisted into late elementary school. In contrast, higher levels of hot self-regulation predicted better language but not math achievement in late elementary school. These findings support the notion that cool self-regulation is important for the development of academic skills already inkindergarten, whereas the effects on academic achievement of hot self-regulation are delayed, which may be a result of increasing demands through elementary school.
self-regulation, academic achievement, school readiness
Psychology (excluding Applied Psychology) Psychology
Research subject Psychology
IdentifiersURN: urn:nbn:se:su:diva-75443OAI: oai:DiVA.org:su-75443DiVA: diva2:516725