Effortful Control in "Hot" and "Cool" Tasks Differentially Predicts Children's Behavior Problems and Academic Performance

Autor/inn/en	Kim, Sanghag; Nordling, Jamie Koenig; Yoon, Jeung Eun; Boldt, Lea J.; Kochanska, Grazyna
Titel	Effortful Control in "Hot" and "Cool" Tasks Differentially Predicts Children's Behavior Problems and Academic Performance
Quelle	In: Journal of Abnormal Child Psychology, 41 (2013) 1, S.43-56 (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-0627
DOI	10.1007/s10802-012-9661-4
Schlagwörter	Academic Achievement; Behavior Problems; Preschool Children; Delay of Gratification; Structural Equation Models; Parent Child Relationship; Task Analysis; Prediction; Adjustment (to Environment); Motor Reactions; Child Development; Color; Parent Attitudes; Teacher Attitudes; Interviews; Scores; Self Control + Suchen Sie Ihr Suchwort? Schulleistung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Aufgabenanalyse; Vorhersage; Kindesentwicklung; Colour; Farbbezeichnung; Farbe; Elternverhalten; Lehrerverhalten; Interviewing; Interviewtechnik; Selbstbeherrschung
Abstract	Effortful control (EC), the capacity to deliberately suppress a dominant response and perform a subdominant response, rapidly developing in toddler and preschool age, has been shown to be a robust predictor of children's adjustment. Not settled, however, is whether a view of EC as a heterogeneous rather than unidimensional construct may offer advantages in the context of predicting diverse developmental outcomes. This study focused on the potential distinction between "hot" EC function (delay-of-gratification tasks that called for suppressing an emotionally charged response) and more abstract "cool" EC functions (motor inhibition tasks, suppressing-initiating response or Go-No Go tasks, and effortful attention or Stroop-like tasks). Children (N = 100) were observed performing EC tasks at 38 and 52 months. Mothers, fathers, and teachers rated children's behavior problems and academic performance at 67, 80, and 100 months, and children participated in a clinical interview at 100 months. Structural Equation Modeling (SEM) analyses with latent variables produced consistent findings across all informants: Children's scores in "hot" EC tasks, presumably engaging emotion regulation skills, predicted behavior problems but not academic performance, whereas their scores in "cool" EC tasks, specifically those engaging effortful attention, predicted academic performance but not behavior problems. The models of EC as a heterogeneous construct offered some advantages over the unidimensional models. Methodological and clinical implications of the findings are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10