The aim of the research was to examine whether the delay of gratification measured in 6 year olds can predict later school accomplishments, stress and wellbeing at the end of the secondary education regardless of age and gender. In addition, the researcher examined the role of stress coping strategies in relation to delay of gratification and the aforementioned variables. The research consisted of 170 participants, 94 girls and 76 boys, students of 3rd and 4th grades of secondary school. The research was longitudinal and conducted in 2 phases. The first phase measured mental abilities and the delay of gratification in 6 year olds while the second phase conducted the measurement of scholarly success, stress and wellbeing (satisfaction with life, school and positive emotions) in students of 3rd and 4th grade of secondary school between the ages of 17 and 18. The research confirmed that the delay off gratification, regardless of gender and mental capabilities, can predict future levels of stress and the overall psychological wellbeing. However, the same was not confirmed in regards to predicting scholarly success. Furthermore, the stress coping strategies intercede between the delay of gratification in preschool age and later wellbeing and negative emotions, while problem solving social support seeking strategies intermediate with the level of wellbeing and aggression and anger intermediate with seeking social support in regards to stress levels and negative emotions. The theoretical contribution of this thesis is the confirmation of the role of stress coping strategies that allow for better understanding the fundamental factors of correlation between early self regulation and later positive life outcomes. Practical significance lies in the ability of further enrichment of educational preschool and secondary school curricula as well as enriching the programs aimed at improving self regualtion and stress coping techniques with the increase of psychological wellbeing.