For this week’s discussion, we were to explore how inclusive, positive, and safe learning environments are established, watch and read the resources regarding self-regulation and self-control. Then, in our initial post:
- Identify the four types of self-regulation.
- Discuss the difference between self-regulation and self-control.
Resources
Watch
- Self-Regulation Skills: Why They Are Fundamental – Video
- Demonstrating Self-Regulation With Tone of Voice – Video
Read
- Enhancing Social-Emotional Learning with Self-Regulation for Learning
- Self-Regulation vs. Self-Control: The reason for the profound differences lies deep inside the brain.
- Why It’s ‘Self-Reg,’ Not Self-Control, That Matters Most For Kids
Response
Self-regulation is a complex process that involves managing one’s thoughts, emotions, and behaviors to achieve personal goals. It can be divided into four main types:
- Behavioral Self-Regulation involves controlling one’s actions and behaviors to align with personal standards and goals. It includes resisting impulses, staying focused on tasks, and persisting in facing challenges (Zimmerman, 2000).
- Emotional Self-Regulation refers to the ability to manage and regulate one’s emotional responses to different situations. It involves recognizing and understanding one’s emotions and using strategies to cope with negative emotions and enhance positive ones (Gross, 2014).
- Cognitive Self-Regulation involves controlling one’s thoughts and cognitive processes. It includes planning, setting goals, monitoring progress, and adjusting strategies as needed. It also involves metacognitive skills, such as self-reflection and self-awareness (Ochsner & Gross, 2005).
- Social Self-Regulation relates to the ability to regulate one’s behavior in social situations. It involves understanding social norms and expectations, managing interpersonal interactions, and adapting behavior to fit social contexts (Nigg, 2017).
The difference between self-regulation and self-control:
- Self-regulation is a broader concept that encompasses the management of one’s thoughts, emotions, and behaviors to achieve long-term goals. It involves a range of strategies and skills, including self-monitoring, goal setting, and self-reflection. Self-regulation is context-dependent and can vary across different situations and domains (Zimmerman, 2000).
- Self-Control: This is a more specific aspect of self-regulation that focuses on resisting short-term temptations and impulses to achieve longer-term goals. It is often associated with willpower and the capacity to delay gratification (Baumeister & Vohs, 2004).
In effect, self-control can be seen as a component of self-regulation, specifically related to resisting immediate desires, while self-regulation is a broader construct that involves managing various aspects of the self to achieve overarching objectives.
References:
Baumeister, R. F., & Vohs, K. D. (2004). Self-regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115-128. DOI: 10.1111/j.1751-9004.2007.00001.x
Gross, J. J. (2014). Emotion regulation: Conceptual and practical issues. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 3-20). Guilford Press. DOI: 10.1017/CBO9781107415324.004
Nigg, J. T. (2017). Annual research review: On the relations among self-regulation, self-control, executive functioning, effortful control, cognitive control, impulsivity, risk-taking, and inhibition for developmental psychopathology. Journal of Child Psychology and Psychiatry, 58(4), 361-383. DOI: 10.1111/jcpp.12675
Ochsner, K. N., & Gross, J. J. (2005). The cognitive control of emotion. Trends in Cognitive Sciences, 9(5), 242-249. DOI: 10.1016/j.tics.2005.03.010
Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13-39). Academic Press. DOI: 10.1016/B978-012109890-2/50031-7
