Self-Regulation in Preschool: Examining Its Factor Structure and Associations With Pre-academic Skills and Social-Emotional Competence

= 6.55; 49% female), their parents, and their teachers in the United States. Children's self-regulation was assessed using measures of executive function, behavioral self-regulation, and emotion regulation. The bifactor model demonstrated a common overarching self-regulation factor, as well as distinct executive function and emotion regulation factors. The common overarching self-regulation factor and executive function predicted children's pre-academic (i.e., mathematics and literacy) and social-emotional skills. The emotion regulation factor predicted children's social-emotional skills. Identifying the shared and unique aspects of self-regulation may have important implications for supporting children's regulatory skills as well as their success in school.