Predictors of Behavior Problems in Preschool Children: The Role of Psychological Self-Regulation and Cognitive Executive Functions
The aim of this transversal research was to examine the influence of predictors of psychological self-regulation (temperament – effortful control, positive and negative emotionality, and cognitive executive functions) on the prediction of criterion variables of internalized and externalized behavior problems in preschool-aged children. The pertinent sample included 170 parents (53% mothers and 47% fathers) and preschool children of both sexes aged 4–6.5 years from the preschool “Radosno detinjstvo” in Valjevo. The following measurement instruments were applied: Childhood Executive Functioning Inventory, The Early Childhood Behavior Questionnaire, Child Behavior Checklist, Questionnaire on the use of digital media by preschool children, executive function tasks for children (“Day–Night”), backward digit span, and verbal fluency. The obtained alpha reliability coefficients suggest that the used instruments, with reliable internal consistency, are valid for measuring the Serbian population. The results of the hierarchical linear regression model, with a relevant proportion of variance (29.28% and 28.52%), showed that externalized and internalized behavior problems are in a statistically significant positive correlation with factors of perceived executive functions – inhibition deficit and working memory deficit. Additionally, the temperament dimension of partial effortful control manifested as a relevant determinant contributing to the explanation of variability in the construct of behavior problems in preschool-aged children. The study discusses the theoretical and practical implications of these findings.