Self-regulation in preschool children: Hot and cool executive control as predictors of later classroom learning behaviors

We examined associations between aspects of preschoolers' executive control (both hot and cool), on-task involvement, and subsequent learning behaviors (attention/persistence, attitude towards learning, competence motivation) in kindergarten, taking into account potentially indirect effects of on-task involvement on relations between executive control and later learning behaviors. Moderating effects of gender and socioeconomic risk also were examined. Three hundred eighteen children were directly assessed regarding executive control (T1) and teachers rated their on-task involvement (T2); 108 kindergartners' teachers evaluated children's learning behaviors (T3). We modeled the hypothesized longitudinal relations, as well as separate models for moderators using partial least squares analyses (PLS). Findings often identified end-of-preschool on-task involvement as a mediator between earlier hot executive control and kindergarten learning behaviors, and sometimes indicated direct prediction of kindergarten learning behaviors by preschool cool executive control. Discussion centers upon interpreting the overall model and moderating influences, as well as potential applications.

Educational relevance statement.

When young children progressing through preschool and transitioning into kindergarten can manage their thoughts, emotions, and behaviors, become able to participate positively in a classroom, and ultimately feel competent and interested in learning, they are more likely to succeed in school. Our results show a progression across time in these abilities from early preschool to kindergarten. Specifically, preschoolers' ability to delay gratification and inhibit behavior often supports their engagement in preschool classroom tasks, which in turn contributes to kindergarten learning behaviors. In contrast, their ability to focus, remember, plan, and solve problems plays a key role in kindergartners' persistence and their ability to feel positive about learning and their own competence as they transition to elementary school. Understanding these distinct yet interconnected aspects of self-regulation can help inform strategies to prepare preschoolers for kindergarten and address the diverse needs of children from different backgrounds.