“…There is a problem with self‐regulation. The concept is extremely popular, but its definition is ambiguous: “management of the self, by the self” (e.g., Hammerberg, , p. 366; Martin & McLellan, , p. 135); “control over the self, by the self” (Audiffren & André, in press, p. 2; Baumeister & Exline, , p. 30; Carlson, , p. 88; Converse, Piccone, & Tocci, , p. 65; Farley & Kim‐Spoon, , p. 434; Fischer, Greitemeyer, & Frey, , p. 1309; Muraven & Baumeister, , p. 247); and—self‐referentially—“regulation of the self, by the self” (Bown & White, , p. 434; Cukrowicz & Joiner, , p. 160; Duckworth, , p. 2639; Effeney, Carroll, & Bahr, , p. 774; Flouri, Midouhas, & Joshi, , p. 1044; Forgas, Baumeister, & Tice, , p. 4; Gawrilow et al., , p. 806; Hofer, Busch, & Kärtner, , p. 211; McDermott & Fox, , p. 91; McKee, Ntoumanis, & Taylor, , p. 300; Sheldon, Joiner, Pettit, & Williams, , p. 305; punctuation, emphasis, and cited provenance varies). The result is that different interpretations are being reflected in the scholarly literature (cf.…”
Self-regulation is of interest both to psychologists and to teachers. But what the word means is unclear. To define it precisely, two studies examined the American Psychological Association's system of controlled vocabulary-specifically, the 447 associated terms it presents-and used techniques from the Digital Humanities to identify 88 closely related concepts and six broad conceptual clusters. The resulting analyses show how similar ideas are interrelated: self-control, self-management, self-observation, learning, social behavior, and the personality constructs related to self-monitoring. A full-color network map locates these concepts and clusters relative to each other. It also highlights some of the interests of different audiences, which can be described heuristically using two axes that have been labeled abstract versus practical and self-oriented versus other-oriented.
“…There is a problem with self‐regulation. The concept is extremely popular, but its definition is ambiguous: “management of the self, by the self” (e.g., Hammerberg, , p. 366; Martin & McLellan, , p. 135); “control over the self, by the self” (Audiffren & André, in press, p. 2; Baumeister & Exline, , p. 30; Carlson, , p. 88; Converse, Piccone, & Tocci, , p. 65; Farley & Kim‐Spoon, , p. 434; Fischer, Greitemeyer, & Frey, , p. 1309; Muraven & Baumeister, , p. 247); and—self‐referentially—“regulation of the self, by the self” (Bown & White, , p. 434; Cukrowicz & Joiner, , p. 160; Duckworth, , p. 2639; Effeney, Carroll, & Bahr, , p. 774; Flouri, Midouhas, & Joshi, , p. 1044; Forgas, Baumeister, & Tice, , p. 4; Gawrilow et al., , p. 806; Hofer, Busch, & Kärtner, , p. 211; McDermott & Fox, , p. 91; McKee, Ntoumanis, & Taylor, , p. 300; Sheldon, Joiner, Pettit, & Williams, , p. 305; punctuation, emphasis, and cited provenance varies). The result is that different interpretations are being reflected in the scholarly literature (cf.…”
Self-regulation is of interest both to psychologists and to teachers. But what the word means is unclear. To define it precisely, two studies examined the American Psychological Association's system of controlled vocabulary-specifically, the 447 associated terms it presents-and used techniques from the Digital Humanities to identify 88 closely related concepts and six broad conceptual clusters. The resulting analyses show how similar ideas are interrelated: self-control, self-management, self-observation, learning, social behavior, and the personality constructs related to self-monitoring. A full-color network map locates these concepts and clusters relative to each other. It also highlights some of the interests of different audiences, which can be described heuristically using two axes that have been labeled abstract versus practical and self-oriented versus other-oriented.
“…Specifically, Caspi et al . 's () notions of cumulative continuity and interactional continuity provided theoretical guidance for identifying potential pathways to career outcomes (see also Converse et al ., ). Cumulative continuity involves individuals’ dispositions guiding them in selecting and creating their environments, which then sustain those dispositions (e.g., outgoing individuals selecting social environments that support their outgoing nature).…”
Section: Introductionmentioning
confidence: 97%
“…Additionally, based on the job characteristics model (Hackman & Oldham, ), performing complex jobs may lead to positive psychological states (e.g., meaningfulness of work) that are associated with motivation and satisfaction. Indeed, this work dimension is positively related to income (Converse et al ., ), as well as well‐being and job‐related attitudes including job satisfaction (Judge et al ., ; Morgeson & Humphrey, ). Hypothesis 7 : Job complexity is positively related to (a) income and (b) job satisfaction.…”
Section: Introductionmentioning
confidence: 99%
“…Similarly, these low expectations from others and from oneself may hinder advancement in work settings (e.g., because they undermine one's motivation to strive for job‐related mastery). Empirical work generally supports this contention, finding a relationship between adolescent behaviour and educational attainment (e.g., Albrecht & Albrecht, ; Converse et al ., ). Hypothesis 5 : Delinquency is negatively related to (a) education and (b) job complexity.…”
Section: Introductionmentioning
confidence: 99%
“…Organizations may provide more resources, such as training or certification, and recognition, in the form of promotion or increased salary, to more educated individuals, leading to a greater sense of accomplishment (intrinsic) as well as greater tangible outcomes (extrinsic). Supporting these arguments, previous research has found that higher educational attainment is associated with greater job complexity (Converse et al ., ), income, and career satisfaction (Ng et al ., ). Hypothesis 6 : Education is positively related to (a) job complexity, (b) income, and (c) job satisfaction.…”
Physical attractiveness, cognitive ability, and self‐control predict many important outcomes but are rarely examined in combination, particularly in the context of career success. Drawing from Judge et al.'s (2009, J. Appl. Psychol., 94, 742) model of income antecedents and Caspi et al.'s (1989, J. Pers., 57, 375) concepts of cumulative and interactional continuity, this study investigated the pathways leading from these characteristics to career outcomes. Specifically, we developed a model with links involving (1) attractiveness, intelligence, and self‐control; (2) self‐evaluations, delinquent behaviours, educational attainment, and job complexity; and (3) income and job satisfaction. The model was examined with data from three waves of the National Longitudinal Study of Adolescent Health. Results supported a slightly modified model, with major findings indicating attractiveness, intelligence, and self‐control measured during adolescence predicted later self‐evaluations or delinquent behaviour; these variables predicted later education level; education level predicted job complexity; and job complexity predicted income and job satisfaction. Implications related to this integrated model are discussed.
Practitioner points
Interventions might focus on enhancing self‐control‐related skills in adolescents in an effort to improve later work‐related outcomes.
Core self‐evaluations and delinquent tendencies could also be targeted during adolescence to influence life pathways relevant to career outcomes.
Identifying early childhood behavioral problems associated with economic success/failure is essential for the development of targeted interventions that enhance economic prosperity through improved educational attainment and social integration. OBJECTIVE To test the association between kindergarten teacher-rated assessments of inattention, hyperactivity, opposition, aggression, and prosociality in boys with their employment earnings at age 35 to 36 years as measured by government tax return data. DESIGN, SETTING, AND PARTICIPANTS A 30-year prospective follow-up study analyzing low socioeconomic neighborhoods in Montreal, Quebec, Canada. Boys aged 5 to 6 years attending kindergarten in low socioeconomic neighborhoods were recruited. Teacher-rated behavioral assessments were obtained for 1040 boys. Data were collected from April 1984 to December 2015. Analysis began January 2017. MAIN OUTCOMES AND MEASURES Mixed-effects linear regression models were used to examine the association between teacher ratings of inattention, hyperactivity, opposition, aggression, and prosociality at age 6 years and individual earnings obtained from government tax returns at age 35 to 36 years. The IQ of the child and family adversity were adjusted for in the analysis. RESULTS Complete data were available for 920 study participants (mean age at follow-up was 36.3 years). Mean (SD) personal earnings at follow-up were $28 865.53
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