Contributions of Hot and Cool Self-Regulation to Preschool Disruptive Behavior and Academic Achievement

Abstract

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.

An Extended Validation and Analysis of the Early Childhood Educators' Knowledge of Self-Regulation Skills Questionnaire: A Two Phase Study

“…What Bodrova and Leong (2008) have presented of cognitive and socialemotional regulation has more recently been discussed in the early childhood literature as cool and hot regulatory components, respectively (Willoughby, Kupersmidt, Voegler-Lee & Bryant, 2011;Zelazo & Mueller, 2002). Cool regulatory tasks elicit the use of emotionally neutral cognitive "know" controls to solve problems, and can be categorized as natural, slow acting and delayed in developing (Metcalfe & Mischel, 1999;Willoughby et al, 2011).…”

“…Cool regulatory tasks elicit the use of emotionally neutral cognitive "know" controls to solve problems, and can be categorized as natural, slow acting and delayed in developing (Metcalfe & Mischel, 1999;Willoughby et al, 2011). Conversely, hot regulatory tasks illicit problem solving skills that are emotionally arousing or stimulate the "go" system and can be characterized as quick acting and reflexive (Metcalfe & Mischel, 1999;Willoughby et al, 2011). The regulatory processes fall under the overall domain of EF skills, which are housed in the pre-frontal cortex (Willoughby et al, 2011).…”

“…Conversely, hot regulatory tasks illicit problem solving skills that are emotionally arousing or stimulate the "go" system and can be characterized as quick acting and reflexive (Metcalfe & Mischel, 1999;Willoughby et al, 2011). The regulatory processes fall under the overall domain of EF skills, which are housed in the pre-frontal cortex (Willoughby et al, 2011). The cool regulatory skills engage the dorsolateral prefrontal cortex where the hot regulatory skills engage more of the orbitofrontal cortex (Willoughby, et al, 2011).…”

“…The regulatory processes fall under the overall domain of EF skills, which are housed in the pre-frontal cortex (Willoughby et al, 2011). The cool regulatory skills engage the dorsolateral prefrontal cortex where the hot regulatory skills engage more of the orbitofrontal cortex (Willoughby, et al, 2011). EF tasks are primarily categorized as cool and cognitive regulation; however, research has indicated that the cool and hot regulatory systems are distinctly different yet correlated processes (Willoughby et al, 2011).…”

“…EF tasks are primarily categorized as cool and cognitive regulation; however, research has indicated that the cool and hot regulatory systems are distinctly different yet correlated processes (Willoughby et al, 2011). It is difficult, if not impossible to completely isolate cool and hot regulatory components, as with any developmental factor, as tasks usually require the use of both regulatory systems in some manner; however, one system may be predominantly taxed over another depending on the nature of the task (Willoughby et al, 2011). …”