Explaining self-control construct based on emotional-cognitive abilities in 4-6 children

Self-control is a multifactorial construct (mechanism), which affects a number of functions (e.g. motor function, physiological and socio-affective, cognitive, behavioral and motivational functions), and is broadly defined as the ability to voluntarily plan the behavior in order to maximize adaptation in different cases. One approach to study it is to analyze its complex reciprocal relationships with its underlying mechanisms . In order to understand the cooperative processing mechanisms in this construct. This study aims to investigate the relationship between the cognitive and emotional components in self-control demands using statistical regression.Samples include 377 children in three childhood periods; (4 yrs: N=63), (5 yrs: N=241), (6 yrs: N=73). First test wave included Wechsler Preschool and Primary Scale of Intelligence, which assesses verbal and performance abilities, and Kindergarten Inventory of Social/Emotional Tendencies, developed by Miller and Colleagues, which assesses two domains of adaptive and non-adaptive behavior.The regression equation showed a Beta=0.15 for non-adaptive/hyperactive behavior, and Beta=0.30 for communicational skills and Beta=0.16 for daily life skills. The multi-correlational coefficient between dependent and independent variables is 0.36. Furthermore the R square=0.14, which shows the predictability of self-control based on socio-emotional and cognitive components. The results of this study shows that the socio-emotional components have a greater power of predictability related to cognitive components, which helps to clarify emotion regulation theories.

کلیدواژه ها:

socio-emotional components ، verbal Intelligence ، performance Intelligence ، self-control ، cognitive Intelligence