--- - |2 This study examined differential and mediating relations between hot and cool self‐regulation (Mage = 48.2 months; N = 1,155, 48% girls), first‐grade (Mage = 77.5 months) maladjustment (externalizing [EXT] and internalizing [INT] behavior), and first‐ and second‐grade (Mage = 89.5 months) academic competence (AC). Using teacher reported EXT, INT, and AC, partial support for the differential perspective was found in that only hot self‐regulation was significantly related to EXT, whereas both hot and cool self‐regulation was significantly related to AC. Moreover, hot self‐regulation indirectly predicted second‐grade AC through first‐grade EXT, lending some support for the mediating perspective also. The findings contribute to an understanding of how self‐regulation is related to academic and behavioral school adjustment. - Child Development, EarlyView.