Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review.

Abstract

This meta-analysis explores whether self-regulation in childhood relates to concurrent and subsequent levels of achievement, interpersonal behaviors, mental health, and healthy living. A comprehensive literature search identified 150 studies that met inclusion criteria (745 effect sizes; total n = 215,212). Data were analyzed using inverse-variance weighted random effects meta-analysis. Mean effect sizes from 55 meta-analyses provided evidence that self-regulation relates to 25 discrete outcomes. Results showed that self-regulation in preschool (∼age 4) was positively associated with social competency, school engagement, and academic performance, and negatively associated with internalizing problems, peer victimization, and externalizing problems, in early school years (∼age 8). Self-regulation in early school years was positively related to academic achievement (math and literacy), and negatively related to externalizing problems (aggressive and criminal behavior), depressive symptoms, obesity, cigarette smoking and illicit drug use, in later school years (∼age 13). Results also showed that self-regulation in early school years was negatively related to unemployment, aggressive and criminal behavior, depression and anxiety, obesity, cigarette smoking, alcohol and substance abuse, and symptoms of physical illness in adulthood (∼age 38). Random effects metaregression identified self-regulation measurement as the most important moderator of pooled mean effects, with task-based assessments and teacher-report assessments often showing stronger associations than parent-report assessments. Overall, findings from this meta-analysis provide evidence that self-regulation in childhood can predict achievement, interpersonal behaviors, mental health, and healthy living in later life.

Proximal and distal predictors of self-regulatory change in children aged 4 to 7 years

“…Thus the study makes an important contribution toward prevention and intervention efforts by identifying the most salient and high-potential factors to target for self-regulation interventionists taking a holistic approach to supporting self-regulatory growth in young children. Substantial research and theory supports both acute and persistent associations of self-regulation with learning and academic skills [33] with self-regulation typically positioned as a predictor of academic skills. In a related finding, but with self-regulation as the outcome, in our model pre-academic skills were one of the strongest predictors of self-regulation growth.…”

Caregiver-mediated interventions to support self-regulation among infants and young children (0-5): A protocol for a realist review

“…Self-regulation is an umbrella term used to refer to a variety of top-down and bottom-up processes implicated in the capacity to flexibly regulate behaviour, cognition, and emotion. 1 2 Across developmental stages, healthy self-regulation is consistently associated with better mental health and adaptive functioning and improved human capital [3][4][5][6] while self-regulatory difficulties are a risk factor for later mental and physical health problems. [5][6][7][8] For example, self-regulatory difficulties in early childhood are associated with rapid weight gain through to early adolescence, 9 while longitudinal studies have demonstrated that adults with no history of psychiatric diagnoses have significantly greater self-regulation in childhood than those with lifetime history of mental health problems.…”

“…1 2 Across developmental stages, healthy self-regulation is consistently associated with better mental health and adaptive functioning and improved human capital [3][4][5][6] while self-regulatory difficulties are a risk factor for later mental and physical health problems. [5][6][7][8] For example, self-regulatory difficulties in early childhood are associated with rapid weight gain through to early adolescence, 9 while longitudinal studies have demonstrated that adults with no history of psychiatric diagnoses have significantly greater self-regulation in childhood than those with lifetime history of mental health problems. 4 Differences in early self-regulation have been implicated in resilience to early adversity [10][11][12] even when controlling for IQ and socioeconomic status.…”

Severity of Anxiety During COVID-19 Outbreak and Its Relationship with self-related skills of Executive Functions in Children

“…Self-regulation is de ned as the ability to suppress dominant impulses to moderate thoughts, behaviors, and emotions (16). Emotional self-regulation, which is based on the concept proposed by GROSS and THOMPSON 2007, comprises situation selection, situation modi cation, attentional deployment, cognitive change, and response modulation.…”

“…The results of a meta-analysis suggested that high levels of self-regulation are associated with lower levels of anxiety in children (16). Another study reported that children with less emotional self-regulation are more likely to experience anxiety and depression than other children (19).…”