Implications of Unconnected Micro, Molecular, and Molar Level Research in Psychology: The Case of Executive Functions, Self-Regulation, and External Regulation

Abstract

The proliferation of research production in Psychology as a science has been increasing exponentially. This situation leads to the necessity of organizing the research production into different levels of analysis that make it possible to delimit each research domain. The objective of this analysis is to clearly distinguish the different levels of research: micro-analysis, molecular, and molar. Each level is presented, along with an analysis of its benefits and limitations. Next, this analysis is applied to the topics of Executive Functions , Self-Regulation , and External Regulation . Conclusions, limitations, and implications for future research are offered, with a view toward a better connection of research production across the different levels, and an allusion to ethical considerations.

The Role of Gender and Age in the Emotional Well-Being Outcomes of Young Adults

“…Furthermore, future research should aim at addressing the contextual factors involved in the development of well-being outcomes. As mentioned, research in Psychology should focus on the different micro, molecular and molar levels [ 17 ]. The interaction in real and various contexts is usually left aside by emphasizing the individual and personal traits.…”

“…The challenging aspect of this stage is that youth act as scriptwriters of their own pathway, relying on their own resources, qualities, and abilities, when facing their contexts [ 16 ]. In order to understand the multiple factors that influence young adults we must distinguish between domains [ 8 , 17 ] and promote the elementary supports they need in order to reach some degree of cognitive and psychological maturity, as well as some degree of resilience.…”

“…In the vulnerable period of the transition to adulthood, goal achievement and healthy behaviors require major cognitive and behavioral efforts [ 89 ]. Self-regulation helps young people be more tolerant of the adversities and failures of young adulthood [ 17 ]. It plays a protective role from exploration practices such as alcohol consumption [ 90 ], risky sexual practices [ 91 ], and other compensatory behaviors typical of this age.…”

“…Together with self-control, self-regulation predicts positively personal, emotional, and cognitive well-being [ 92 ]. Circumstances are also part of the process of acquiring self-regulation: there is an interaction between the individual and the context [ 17 , 93 ].…”

Applying the SRL vs. ERL Theory to the Knowledge of Achievement Emotions in Undergraduate University Students

“…Similarly, it shows that students with high self-regulation call for and are more committed to highly regulatory contexts. This step forward in the interactive, contextualized study of students' achievement emotions represents progress toward consolidating contextualized (i.e., third level) molar psycho-educational models in real settings, and not only knowledge about relations between achievement emotions and personality variables, in molecular-level models (de la Fuente et al, 2019). This contribution allows us to more accurately and interactively reconceptualize the relative weight of variables pertaining to the subject and to the teaching context, when explaining university students' experiences with achievement emotions.…”