Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators
Open accessAbstract
Effortful control (EC) is an important developmental construct, associated with socioemotional growth, academic performance, and psychopathology. EC is defined as the ability to execute goal-directed behavior to inhibit or delay a prepotent response in favor of a subdominant response. Extant research indicates that EC may be multidimensional. Confirmatory factor analysis with a sample of 234 preschoolers was used to determine if tasks designed to measure EC were best described by hot (affectively salient) and cool (affectively neutral) dimensions or by a single factor. Analyses revealed that EC is best described by a single factor, even when variance associated with children's language skills was removed. This EC factor was strongly related to measures of academic performance and significantly less related to measures of socioemotional development.
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
The citation lists haven’t been fetched yet
References 66 · Cited by 208
Research works printed but not linked: 4
- Brock LL Rimm-Kaufman SE Nathanson L Grimm KJ 2009 The contributions of ‘hot’ and ‘cool’ executive function to children’s academic achievement, learning-related behaviors, and engagement in kindergarten Early Childhood Research Quarterly 24 337 349
- Carlson SM Davis AC Leach JG 2005 Executive function and symbolic representation in preschool children Psychological Science 16 8 609 616 16102063
- Rothbart MK Bates JE Damon W Lerner R Eisenberg N 2006 Temperament Handbook of child psychology: Vol. 3. Social, emotional, and personality development 6 99 166 New York Wiley
- Zelazo PD Müller U Goswami U 2002 Executive function in typical and atypical development Handbook of childhood cognitive development 445 469 Oxford Blackwell
- Authors
- Allan, N. P., & Lonigan, C. J.
- Affiliations
- Florida State University (US)
- Venue
- Developmental Psychology
- Published
- 2011
- Volume
- 47
- Issue
- 4
- Pages
- 905-915
- ISSN
- 0012-1649 (ISSN-L)
- 1939-0599
- PMC
- PMC3521160
- OpenAlex
- W2026694059
- Cited by
- 208
- References
- 66
- Citations by year
- 2026: 4 · 2025: 7 · 2024: 8 · 2023: 12 · 2022: 17 · 2021: 17 · 2020: 10 · 2019: 25 · 2018: 24 · 2017: 10 · 2016: 19 · 2015: 20 · 2014: 20 · 2013: 7 · 2012: 8
- FWCI
- 53.59
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Developmental Psychology (publishedVersion)
- PubMed (publishedVersion)
- Europe PMC (PubMed Central) (acceptedVersion)
- PubMed Central (acceptedVersion)
- Funders
- Institute of Education Sciences (R305B04074; R305B090021)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (HD052120)
- 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
- effortful control, preschool children, inhibitory control, academic performance, social-emotional development, language skills, factor structure
- MeSH terms
- Analysis of Variance, Child, Child, Preschool, Educational Status, Emotions, Factor Analysis, Statistical, Female, Humans, Inhibition, Psychological, Male, Neuropsychological Tests, Social Behavior, Statistics as Topic, Executive Function
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
