Prediction of Self-Control Based on Cognitive Intelligence and Socio-Emotional Behavior Assessments in Early Childhood

Mohsen Dadjoo; Shahriar  Gharibzadeh

doi:10.18502/fbt.v9i1.8141

Mohsen Dadjoo Department of Cognitive Psychology, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran
Shahriar Gharibzadeh Department of Cognitive Psychology, Institute for Cognitive and Brain Sciences, Shahid Beheshti University, Tehran, Iran

DOI: https://doi.org/10.18502/fbt.v9i1.8141

Keywords: Early Childhood Development; Self-Control; Cognitive Intelligence; Socio-Emotional Behavior; Hyperactivity-Maladaptive Behavior.

Abstract

Purpose: The infrastructure core of self-control, as an indicator of future success, is unsettled. To better investigate the nature of self-control, and strengthening it, it is necessary to know to what extent is self-control based on cognitive or socio-emotional abilities?

Materials and Methods: The authors measured the cognitive intelligence and socio-emotional behavior of 377 healthy Iranian children (girl=46.1%) by Wechsler Preschool and Primary Scale of Intelligence (WPPSI-III) and Kindergarten Inventory of Social-Emotional Tendencies (KIST) at the age range of 42-66 months (mean=54.86, SD=5.88). Then, they assessed their Self-control competency 18 months later, to know which component of WPPSI or KIST could better predict Self-control.

Results:.The correlation matrix between all study variables shows that there are more positive significant correlations among Self-control with KIST subsets (5/6) than WPPSI subsets (2/10). The results of automatic linear modelling show that the significant predictors of self-control in the total model (R2=0.161) were Hyperactivity-Maladaptive Behavior (HMB(, (coefficient=.137, importance=0.781), and Daily Living Skills (DLS) (coefficient=.127, importance=0.125), so HMB is the best predictor of self-control among the subsets examined in our research. Therefore, self-control is more related to the socio-emotional than cognitive domain.

Conclusion: We suggest children who get a low score in socio-emotional assessments, need early supportive intervention and rehabilitation to prevent the maldevelopment of self-control.