Cool and hot self-regulation predict early achievement in Chinese pre-schoolers

ABSTRACT

This study examined early development of cool and hot self-regulation and how they were related to Chinese preschoolers' early achievement. A total of 951 children (448 girls) aged three to five in Hong Kong participated in this study. Children's self-regulation was assessed with a battery of five tasks tapping either cool or hot self-regulation; early child development was assessed with items selected from the Hong Kong Early Child Development Scales. Mothers reported children's behaviors according to items selected from the Strengths and Difficulties Questionnaire to understand children's emotional and behavior problems. The results identified a complex relationship between cool and hot self-regulation and cool and hot self-regulation were also found to predict children's achievement differently. These findings suggest the unique role of cool and hot self-regulation in early years and the importance of integrating both the cool and hot aspects of self-regulation in the research and practice arenas.

KEYWORDS:

• Cool self-regulation
• hot self-regulation
• Chinese preschoolers
• early achievement

Acknowledgements

Great appreciation is expressed to Ms. WU Dandan for her great efforts in the process of data collection and compiling. We are particularly grateful to the support from the kindergartens and families who participated in this study.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This project was funded by Early Career Scheme of Hong Kong Research Grants Council 2015 (Project No.: 28600615).

Notes on contributors

Jin Sun

Dr. Jin Sun is Assistant Professor at the Department of Early Childhood Education, Education University of Hong Kong.

Rong Kang

Dr. Rong Kang is Senior Counsellor in Beijing Normal University - Hong Kong Baptist University United International College (UIC).