Personality and Self‐Regulation

Abstract

Because people are not in complete control of the physical and social environments they encounter in daily life, it is inevitable that discrepancies arise between what their identities, goals, and preferences lead them to expect or desire in specific situations and what transpires in those situations. People generally find such discrepancies at least mildly and temporarily unsettling, because they call into question their understanding of how the world works (or could work) or their understanding of their own goals, motives, or behavior. When these discrepancies arise, they generally are met with swift and decisive actions aimed at aligning expectations or desires and reality. These actions, collectively referred to as self-regulation, are the natural, often automatic response of healthy individuals to salient discrepancies between expectation and reality as they perceive it. They may involve cognition or behavior, and almost always are attended by affect.Effective self-regulation is the bedrock of healthy psychological functioning. People who routinely are successful at self-regulation benefit from a sense of psychological stability and personal control that allows them to manage their perceptions of themselves and how they are perceived by others. Their behavior typically reflects salient goals and adopted standards of behavior. Departures from these desired states are handled smoothly and effectively. People who routinely fail at self-regulation enjoy none of the psychological benefits that derive from a sense of psychological stability and control and struggle with mild to severe forms of psychopathology. Effective self-regulation, by which people control their thoughts, feelings, and behaviors, is essential for adaptive functioning.The recognition that self-regulation is of central importance in adaptive functioning has inspired a large literature on the antecedents, correlates, and consequences of

Individual Differences in Situation Awareness: Validation of the Situationism Scale

“…Recently, researchers have made strides in integrating the literatures of self-regulation with adult personality models (Hoyle, 2010). Several measures have been developed to assess such differences in self-regulatory “strength,” and results tend to suggest that greater behavior-control is associated with more optimal outcomes for adults (Tangney, Baumeister, & Boone, 2004), as well as children (Gibbons et al, 2012; Mischel, Shoda, & Rodriguez, 1989).…”

Addressing complexities in self-regulated learning: a focus on contextual factors, contingencies, and dynamic relations

“…2, SRL does not occur independently of regulatory processes unrelated to learning (Hoyle 2010;Kaplan 2004;Schmeichel and Baumeister 2004). For example, social relationships and non-academic situations influence one's capacity to engage academically; any learning task in which a student self-regulates occurs within a classroom or school context that exists in a neighborhood, within a country's policies, and at a particular time.…”

“…In this introduction, we define contextual factors, contingencies, and dynamic relations, chronicle their emergence as key components of SRL theories, and consider how the articles from this special issue reflect these themes. We propose the integrated Self-Regulated Learning (iSRL) model, which draws on work from the social and clinical sciences (Gross 2008;Gross and John 2003;Hoyle 2010;Schmeichel and Baumeister 2004) to situate our discussion of SRL within the broader lifecontext of the individual (Bowers et al 2011;Bronfenbrenner 1977Bronfenbrenner and Ceci 1994) and use the iSRL model to demonstrate how SRL processes in a learning task can be affected by factors that are outside of the immediate context (e.g., neighborhood, family, school, course) where SRL is observed. We also consider the time scale at which SRL phenomena are observed and propose that the use of a common time scale can help reconcile research on a single SRL phenomenon observed using differently focused methods of observation.…”

Parental Education and Aggressive Behavior in Children: A Moderated-Mediation Model for Inhibitory Control and Gender

“…This ability is part of the temperamental dimension of effortful control (Rothbart and Bates, 2006), and it plays a very important role in a considerable number of outcomes, exerting its effects over time (Casey et al, 2011). With respect to aggression, lower levels have been found in preschoolers, children, and adolescents with higher inhibitory control (Kochanska and Knaack, 2003; Raaijmakers et al, 2008; Eisenberg et al, 2009, 2010; Hoyle, 2010; Vuontela et al, 2013; Qiao et al, 2016). For instance, Eisenberg et al (2009) found that inhibitory control clearly predicted externalizing problems such as aggression in elementary school.…”