Self-regulation: Conceptual issues and relations to developmental outcomes in childhood and adolescence

Research output: Chapter in Book/Report/Conference proceedingChapter

11 Citations (Scopus)

Abstract

Self-regulatory capacities are frequently discussed as predictors of diverse developmental outcomes in childhood and adolescence, including adjustment, maladjustment, and educational outcomes. The purpose of this chapter is to consider some conceptual distinctions among regulatory/control processes and to apply themwhen considering the role of self-regulation in developmental outcomes in adolescence. Effortful, voluntary aspects of regulation are differentiated from less voluntary, more reactive control processes. Research on relations of both types of processes to children’s and adolescents’ maladjustment, social competence, and academic functioning are briefly reviewed, as is research on self-regulation as a process mediating the relation of quality of parenting to developmental outcomes. Finally, the implications of research on effortful control and reactive control for recent work on regulated behavior and goal pursuit in adolescence are discussed.

Original languageEnglish (US)
Title of host publicationSelf-Regulation in Adolescence
PublisherCambridge University Press
Pages57-77
Number of pages21
ISBN (Print)9781139565790, 9781107036000
DOIs
StatePublished - Jan 1 2015

Fingerprint

Research
Social Adjustment
Parenting
Self-Control
Social Skills

ASJC Scopus subject areas

  • Psychology(all)

Cite this

Self-regulation : Conceptual issues and relations to developmental outcomes in childhood and adolescence. / Eisenberg, Nancy.

Self-Regulation in Adolescence. Cambridge University Press, 2015. p. 57-77.

Research output: Chapter in Book/Report/Conference proceedingChapter

Eisenberg, Nancy. / Self-regulation : Conceptual issues and relations to developmental outcomes in childhood and adolescence. Self-Regulation in Adolescence. Cambridge University Press, 2015. pp. 57-77
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