| الوصف: |
Research on self-regulation has grown immensely in the past two decades. These studies have been conducted in numerous academic disciplines and their subfields, and are grounded in various theoretical perspectives. For example, within psychology alone, self-regulation research has been examined within cognitive, neurological, personality, social, and developmental psychology. In addition, self-regulation research has been conducted within other fields of study, most notably philosophy, criminology, and psychiatry. However, the varied theoretical and methodological approaches to the study of self-regulation have resulted in inconsistent definitions of the term self-regulation, and a somewhat fragmented research field. Nevertheless, most conceptions of self-regulation have this in common that they all aim to describe, in some way, a person’s ability to control their own thoughts, emotions, and behaviors. The varied theoretical foundations of the study of self-regulation also mean that it has been related to almost every aspect of human functioning, ranging from relationships with other people, to academic outcomes and school success, to health outcomes, to name but a few. In addition, various methods of conceptualizing self-regulation are employed, most notably methods that rely on self-evaluations (that frequently use questionnaires, e.g., long-term goal attainment) versus more direct measures (that often use measures of reaction time, e.g., of attentional control). As such, there exists a vast body of literature on self-regulation and its role in the adaptive functioning of children, adolescents and adults. However, the differences in definitions of the construct make it a challenge to provide a holistic, comprehensive and clear understanding of self-regulation and its role in healthy development. The current paper aims to present a brief discussion of the definition of self-regulation, how it relates to other connected constructs, and how it is associated with various developmental outcomes. In addition, we ... |
