Temperament and Emotion Regulation.

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Homotypic and heterotypic continuity of fine-grained temperament during infancy, toddlerhood, and early childhood (2008, result): “Similar findings have been reported from childhood to adulthood (Rothbart & Sheese, 2006).”
Teacher–Child Interactions in Infant/Toddler Child Care and Socioemotional Development (2015, background): “Child temperament, defined as dispositional variation in self-regulation and emotional reactivity (Eisenberg et al., 2010; Rothbart & Sheese, 2006), also contributes to the nature of teacher–child interactions.”
The Effectiveness of the Learning to BREATHE Program on Adolescent Emotion Regulation (2013, background): “…involved in the regulation of emotion, such as the ability to delay gratification and monitor attention, help to facilitate success in school (Rothbart & Sheese, 2007), and serve as protective factors against the emergence of psychosomatic symptoms and emotion and behavioral difficulties…”
Annual Research Review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology (2016, unknown): “EC was also operationalized with laboratory tasks (Eisenberg et al., 2011; Kochanska, Coy, & Murray, 2001; Reed, Pien, & Rothbart, 1984; Rothbart, 2011; Rothbart et al., 2014), some of which overlap with low level EF tasks such as response inhibition.”