Self-Regulation

Abstract

Self-regulation has been shown to have important implications for individual trajectories of health and well-being across the life course. The present chapter examines the development of self-regulation from a life course health development (LCHD) perspective. Using the seven principles of LCHD and the relational developmental systems (RDS) framework, the chapter focuses on the importance of self-regulation for health and well-being over time and across contexts and examines the pathways of self-regulation including the individual, contextual, and sociocultural factors that influence the development of these skills over time, methods for studying self-regulation, and translational issues. The chapter concludes by providing recommendations for future research and for better integrating the principles of LCHD and RDS within the study of self-regulation.

Peer attachment and grit in adolescence and emerging adulthood

“…One possible explanation is that there are different developmental tasks in each stage, and that peer groups are affiliated according to similar interests in adolescence, whereas emerging adults usually seek help from peer groups to overcome potential difficulties and setbacks during life transitions. Another explanation is aligned with self‐regulation theory (McClelland et al, ) and other empirical findings (e.g., Duckworth & Quinn, ), wherein the function of grit in adolescence is different from that in adulthood. With regard to implications, the current study suggests that grit is enhanced by higher‐quality peer relations in Chinese cultural contexts, and that the role of grit needs to be differentiated in adolescence and emerging adulthood.…”

“…According to self‐regulation theory (McClelland et al, ), the function of self‐regulation in adolescence is different from that in adulthood. As such, the structure and function of grit is specific to the developmental period.…”

Academic Stress and Self-Regulation among University Students in Malaysia: Mediator Role of Mindfulness

“…To avoid such negative effects on students because of the stress, numerous approaches can be employed to overcome stress, such as self-regulation and mindful based intervention programs [ 9 ]. Self-regulation is defined as the ability to calm oneself when facing emotional discomfort and being able to cheer oneself up when experiencing dysphoria [ 10 ]. Individuals with ineffective self-regulation skills are at high risk of mental health disorders.…”

Latent Growth in Self‐Regulatory Subdimensions in Relation to Adjustment Outcomes in Youth Aged 12–19

“…Theoretically, short-term capacities are temperamentally based and thus may be comparatively stable relative to later-developing, long-term subdimensions (Gestsdottir & Lerner, 2008;McClelland et al, 2018). Research relying on longitudinal multistep regression analyses generally supports theory and shows that behavioral inhibition capacities are highly stable (Moilanen, Padilla-Walker, & Blaacker, 2018), and longitudinal growth curve analyses (Ordaz, Foran, Velanova, & Luna, 2013) along with cross-sectional analyses of variance (Shing, Lindenberger, Diamond, Li, & Davidson, 2010) show behavioral inhibition continually, though slightly develops across late childhood and adolescence.…”