Cognitive self‐regulation and social functioning among French children: A longitudinal study from kindergarten to first grade
Abstract
This study adds to the body of research examining the links between two components of cognitive self-regulation (inhibitory control and verbal working memory) and social functioning (social integration, social problem solving, and prosocial skills) and focuses on children's sex as a moderator of the association between cognitive self-regulation and social functioning. The participants (N = 131) were French schoolchildren followed from kindergarten (Mage = 68.36 months, SD = 3.33 months) through Grade 1. Using hierarchical regression analyses, three major findings were revealed: (1) inhibitory control was a better predictor than verbal working memory of prosocial skills assessed by peers using the sociometric technique as well as by teachers using questionnaires, after controlling for sex, mother's education, and verbal and non-verbal IQ; (2) the prosocial skills assessed by teachers in kindergarten contributed more to explaining the prosocial skills and peer acceptance assessed in Grade 1 than cognitive self-regulation; and (3) sex did not moderate the relationship between cognitive self-regulation and social functioning. These results suggest that developing strong cognitive self-regulation, especially inhibitory control and prosocial skills, in young children schooled in France could be beneficial for their social development.
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Patterns across primary studies that have investigated childhood EF using canonical performance-based measures are difficult to discern, given mixed findings and large variation in sample sizes and effect sizes.
“Patterns across primary studies that have investigated childhood EF using canonical performance-based measures are difficult to discern, given mixed findings and large variation in sample sizes and effect sizes.”
From Early childhood executive function predicts concurrent and later social and behavioral outcomes: A review and meta-analysis. (2024) · cites this paper as Hubert et al., 2017
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Stucke, N. J., & Doebel, S. (2024) · Psychological Bulletin · doi:10.1037/bul0000445 · Cited by 69 · see citing works
- Authors
- Hubert, B., Guimard, P., & Florin, A.
- Affiliations
- Université de Nantes (FR)
- Corresponding author
- Hubert, Blandine
- Venue
- PsyCh Journal
- Publisher
- Wiley
- Published
- 2017-03
- Volume
- 6
- Issue
- 1
- Pages
- 57-75
- ISSN
- 2046-0252 (ISSN-L)
- 2046-0260
- OpenAlex
- W2601770404
- Cited by
- 22
- References
- 6
- Citations by year
- 2026: 3 · 2025: 2 · 2024: 4 · 2023: 3 · 2022: 2 · 2021: 1 · 2020: 4 · 2019: 1 · 2018: 1 · 2017: 1
- FWCI
- 6.78
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- PsyCh Journal (publishedVersion)
- PubMed (publishedVersion)
- HAL (submittedVersion)
- Topics
- Social Sciences › Education › Early Childhood Education and Development
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Neuropsychology and Physiological Psychology › Developmental and Educational Neuropsychology
- Keywords
- cognitive self-regulation, inhibitory control, verbal working memory, social functioning, prosocial skills, social integration, social problem solving, peer acceptance, sex differences, early childhood, kindergarten to first grade transition, French children
- MeSH terms
- Self-Control, Child, Child Behavior, Child Development, Child, Preschool, Cognition, Female, France, Humans, Inhibition, Psychological, Longitudinal Studies, Male, Social Skills
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