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.

中文翻译：

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冷热自律对学前破坏行为和学业成绩的贡献

自我调节的结构可以有意义地分为热成分和冷成分。目前的研究调查了 926 名 3-5 岁儿童样本的自我调节。儿童在自我调节任务上的表现最好用代表冷热调节的两个潜在因素来描述。单独考虑时，冷热调节都与破坏性行为和学业成就显着相关。综合考虑时，冷静监管与学业成就独特相关，而激烈监管则与注意力不集中、过度活跃的行为独特相关。讨论了直接针对改善儿童自我调节的治疗研究的结果。