Abstract
In this article, the authors review basic conceptual issues in research on children’s emotion-related self-regulation, including the differentiation between self-regulation that is effortful and voluntary and control-related processes that are less amenable to effortful control. In addition, the authors summarize what researchers know about developmental changes in self-regulatory capacities, give examples of various methods used to assess these abilities, and summarize findings on the relations between self-regulation or effortful control and positive adjustment and maladjustment. Finally, the authors discuss some strategies for effectively teaching students about emotion regulation.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 77-83 |
| Number of pages | 7 |
| Journal | Teaching of Psychology |
| Volume | 39 |
| Issue number | 1 |
| DOIs | |
| State | Published - Jan 2012 |
Keywords
- effortful control
- emotion
- self-regulation
ASJC Scopus subject areas
- Education
- General Psychology