Nicholas P. Allan|Christopher J. Lonigan
Examining the dimensionality of effortful control in preschool children and its relation to academic and socioemotional indicators.
effortful control ec important developmental construct associated socioemotional growth academic performance psychopathology ec defined ability execute goaldirected behavior inhibit delay prepotent response favor subdominant response extant research indicates ec may multidimensional confirmatory factor analysis sample 234 preschoolers used determine tasks designed measure ec best described hot affectively salient cool affectively neutral dimensions single factor analyses revealed ec best described single factor even variance associated childrens language skills removed ec factor strongly related measures academic performance significantly less related measures socioemotional development