Title | Development and Self-Regulation. Handbook of Child Psychology and Developmental Science |
Publication Type | Book |
Year of Publication | 2015 |
Authors | McClelland, MM, Geldhof, GJ, Cameron, CE, Wanless, SB |
Series Editor | Lerner, RM |
Volume | 1 |
Edition | 7 |
Number of Pages | 1 - 43 |
Publisher | John Wiley & Sons, Inc. |
City | Hoboken, NJ, USA |
ISBN Number | 9781118136850 |
Abstract | The concept of self-regulation has received heightened attention as a key mechanism that predicts a variety of developmental outcomes throughout the life span. Although researchers have focused on self-regulation from a diverse set of perspectives, it is clear that self-regulation has important implications for individual health and well-being starting early in life. In the fields of child psychology and developmental science, an emphasis on Relational-Developmental-Systems (RDS) illuminates how self-regulation contributes to individual development. This chapter reflects the RDS theoretical orientation and focuses on major issues in the study of self-regulation in childhood and adolescence. We start by situating the study of self-regulation within the RDS context and discussing key conceptual issues that guide researchers’ understanding of the development of self-regulation. We then define self-regulation and reviews research on important correlates of self-regulation including academic achievement, motor processes, intelligence, and risk factors. Next, we discuss cross-cultural variation in these skills and person-context relations. We conclude by discussing self-regulation from the perspective of RDS and next steps for studying self-regulation in context, improving intervention efforts, and advancing analytical and measurement methods. |
DOI | 10.1002/9781118963418.childpsy114 |