Self-Regulation: Learning Across Disciplines

Booth, Ailbhe; Hennessy, Eilis; Doyle, Orla

doi:10.1007/s10826-018-1202-5

Cited by 10 publications

(5 citation statements)

References 118 publications

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“…Moreover, variability in terms can be justified due to processes of developmental maturation and change over time. For example, initially reactive forms of self-control in children develop into more intentional and flexible forms of self-regulation (Montroy et al, 2016 ; Booth et al, 2018 ). There are thus multiple challenges in moving forward toward a consensual definition, including differences in terminology (which can vary according to discipline or field of study), differences in focus, and aspects of developmental change.…”

Section: Conceptualizing Social-emotional Competencesmentioning

confidence: 99%

Towards an Integrative Taxonomy of Social-Emotional Competences

Schoon

2021

Front. Psychol.

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Social-emotional competences are critical for positive development and significantly predict educational and occupational attainment, health, and well-being. There is however a lack of consensus about the number of core competences, and how these are defined and operationalized. This divergence in approach challenges future research as well as the scientific usefulness of the construct. In an effort to create an integrative framework, this focused review evaluates different approaches of conceptualizing and assessing social-emotional competences. Building on shared conceptions, an integrative taxonomy “DOMASEC” is introduced, specifying core domains and manifestations of social-emotional competences that bridge across frameworks focusing on social and emotional learning, personality traits (such as the Big Five) and self-determination theory. Core domains include intrapersonal, interpersonal and task-oriented competencies, differentiating between affective, cognitive, and behavioral manifestations of competences across these domains. It is argued that the integrative taxonomy facilitates the conceptual specification of key constructs, that it helps to better organize the multitude of terms and definitions used, and to guide the conceptualization and operationalization of social-emotional competences and their various facets.

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Section: Conceptualizing Social-emotional Competencesmentioning

confidence: 99%

Towards an Integrative Taxonomy of Social-Emotional Competences

Schoon

2021

Front. Psychol.

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“…In addition, the structural organization of different narrow-band operationalizations can support and inform the validity of a construct definition. Throughout the years, self-regulation has been operationalized by various methods, depending on the discipline of study (see Booth et al, 2018; Duckworth & Kern, 2011). The present study will use self-report questionnaires for adults that are less costly and can be used more efficiently in large-scale community research and in forensic populations.…”

Section: Defining Self-regulationmentioning

confidence: 99%

Self-regulation all bass-ackwards: Similarities and differences in component structure in community and forensic psychiatric populations.

Billen

Garofalo

Bogaerts

2022

Psychological Assessment

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Self-regulation is a multifaceted construct that is defined as the ability to change thoughts, emotions, and behavior to achieve a desired state or effect. Despite its relevance for forensic psychology and other fields within psychology, its complexity and varied operationalization make it difficult to compare and draw conclusions from research. The present study aimed to elucidate the construct of self-regulation by applying a Bass-Ackwards component analysis to multiple scales of self-regulatory components in both a general population sample of males (n = 200) and females (n = 118) and in a forensic psychiatric sample (n = 94). Results indicated that although there are some differences between the component structure in each group, three general components of self-regulation emerged, capturing emotion regulation, risk behavior, and cognitive regulation. This suggests that although sample-specific measures might be useful, any comprehensive measure of self-regulation should contain elements of each of these three domains. This study contributes to clinical practice by emphasizing that interventions aimed at increasing self-regulation should focus on emotion regulation, risk behavior, and cognitive regulation. Public Significance StatementThe current manuscript investigated the structure of self-regulation across a sample of community men and women and a sample of forensic patients. Findings showed that although structure varied, an emotional, behavioral, and cognitive elements were seen in each sample. These findings can help to guide future research and instrument development, making sure self-regulation is measured as a multidimensional construct.

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“…Organised and predictable home environments provide children with a context where they can develop their self-regulation skills (McClelland et al, 2018 [38] ). Interactions between children and their parents and caregivers help children to understand their emotions and to regulate their behaviour.…”

Section: Children's Skills In Self-regulationmentioning

confidence: 99%

Technical note

2020

Early Learning and Child Well-Being

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Self-Regulation: Learning Across Disciplines

Cited by 10 publications

References 118 publications

Towards an Integrative Taxonomy of Social-Emotional Competences

Towards an Integrative Taxonomy of Social-Emotional Competences

Self-regulation all bass-ackwards: Similarities and differences in component structure in community and forensic psychiatric populations.

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