2011/12/28 by Nancy Eisenberg, Michael J. Sulik
Psychology · Social Sciences · #Bullying, Victimization, and Aggression #Child and Adolescent Psychosocial and Emotional Development #Early Childhood Education and Development
paper · doi:10.1177/0098628311430172
openalex publication_date 2011/12/28 · openalex created_date 2025/10/10 · openalex updated_date 2026/07/22
In this article, the authors review basic conceptual issues in research on children's emotion-related self-regulation, including the differentiation between self-regulation that is effortful and voluntary and control-related processes that are less amenable to effortful control. In addition, the authors summarize what researchers know about developmental changes in self-regulatory capacities, give examples of various methods used to assess these abilities, and summarize findings on the relations between self-regulation or effortful control and positive adjustment and maladjustment. Finally, the authors discuss some strategies for effectively teaching students about emotion regulation.