Mapping the Development of Self­-Regulation: A Multi­Factorial, Multi­Method Approach

• Author(s) / Creator(s)

  • Kotelnikova, Yuliya

• SSHRC IDG awarded 2023: Youth, and in particular boys, who struggle with developing skills to regulate their emotions and behavior are frequently viewed as “problematic,” “lazy,” “disruptive,” and “all over the place” in classrooms, on playgrounds, and at family dinners. Indeed, youth who struggle with self­regulation are at increased risk for short­ and long­term educational, professional, and interpersonal challenges. Further, our understanding of development of self­regulation is complicated by the lack of integration of two disparate yet equally relevant research literatures that have existed mainly independently in the fields of developmental psychology and cognitive europsychology. We aim to integrate these two research traditions to develop a unified, developmentally informed model of self­regulation to characterize its childhood development. Findings will contribute to developmental psychology, neuropsychology, clinical psychology, and pedagogy by yielding a better understanding of developmental trajectories of self­regulation, which may further inform expectation setting in educational environments and training for psychologists and educators.

• Date created

  2023-02-02

• Subjects / Keywords

  • Insight Development Grant
  • SSHRC
  • IDG
  • Education
  • Educational Psychology
  • Social Work
  • Family
  • Self-Regulation
  • Preschoolers
  • Effortful Control
  • Executive Functioning
  • Measure Development
  • Behovioral Tasks
  • Multi-Method Assessment
  • Multi-Informant Assessment
  • Child Development
  • Educational Success
  • Mental Health
  • Canada
  • United States

• Type of Item

  Research Material

• DOI

  https://doi.org/10.7939/r3-yhc4-6y82

• License

  ©️Kotelnikova, Yuliya. All rights reserved other than by permission. This document embargoed to those without UAlberta CCID until 2027.