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Related Concept Videos

Self-Regulation01:25

Self-Regulation

Self-regulation, also known as self-control, encompasses a range of cognitive and behavioral processes that allow individuals to adjust their internal states and outward actions to align with socially acceptable norms and long-term goals. It plays a fundamental role in adaptive functioning, from resisting impulsive behaviors to persisting through challenging tasks. While its benefits are widely recognized, self-regulation is not limitless. Muraven and Baumeister's theory posits that...
Social Foundations of Self II: The Generalized Other01:20

Social Foundations of Self II: The Generalized Other

According to George Herbert Mead, as children progress beyond the game stage, they develop a more comprehensive understanding of societal rules and norms. This cognitive and social development enables them to internalize the expectations of the broader community, refining their ability to regulate behavior.Consistent participation in organized activities is crucial in helping children recognize that their actions are not isolated but contribute to a more significant, interconnected group effort.
Information Processing Approach01:30

Information Processing Approach

The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is also...
Self-Discrepancy Theory02:45

Self-Discrepancy Theory

One influential perspective on what motivates people's behavior is detailed in Tory Higgin's self-discrepancy theory (Higgins, 1987). He proposed that people hold disagreeing internal representations of themselves that lead to different emotional states.
Self-Evaluation: Self-Enhancement and Self-Verification03:00

Self-Evaluation: Self-Enhancement and Self-Verification

Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
Sources of Self-Esteem II: Performance Feedback01:24

Sources of Self-Esteem II: Performance Feedback

Self-esteem is intricately tied to our perception of competence and our ability to exert control over our lives. One of the primary sources of this perception is performance feedback — the ongoing evaluation of our actions in terms of success and failure. According to Franks and Marolla (1976), people derive self-worth from experiencing themselves as causal agents, capable of achieving goals and overcoming obstacles. This process nurtures a critical component of self-esteem: self-efficacy,...

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Related Experiment Video

Updated: Jun 5, 2026

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
12:55

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties

Published on: September 27, 2020

Self-Regulation and School Readiness.

Nancy Eisenberg1, Carlos Valiente, Natalie D Eggum

  • 1Department of Psychology, Arizona State University.

Early Education and Development
|January 15, 2011
PubMed
Summary
This summary is machine-generated.

Self-regulation and effortful control are key to school success. These skills link to better academic performance by reducing problems and improving relationships and engagement.

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Area of Science:

  • Educational Psychology
  • Developmental Psychology
  • Social Psychology

Background:

  • Self-regulation and effortful control are crucial for academic achievement.
  • Understanding these executive functions is vital for educational success.

Purpose of the Study:

  • To review the relationship between self-regulation/effortful control and school success.
  • To examine the mediating roles of adjustment, relationships, and engagement.

Main Methods:

  • Literature review of existing research on self-regulation and school success.
  • Analysis of conceptual models and empirical evidence.

Main Results:

  • Effortful control is associated with lower maladjustment and better social skills.
  • Stronger effortful control relates to improved peer and teacher relationships and school engagement.
  • Evidence suggests these factors mediate the link between self-regulation and academic performance.

Conclusions:

  • Self-regulatory capacities, particularly effortful control, are strongly linked to variables supporting school success.
  • While associations are evident, more research is needed to confirm mediated relationships.