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Assessing Self-regulation: a Guide for Out-of-school Time Program Practitioners
| Content Provider | Semantic Scholar |
|---|---|
| Author | Bandy, Tawana Moore, Kristin Anderson |
| Copyright Year | 2010 |
| Abstract | BACKGROUND As children and youth develop, the capacity to regulate their emotions and behavior represents a shift from vulnerability to competence. 1,2 Learning to actively control emotions and behavior begins in early childhood. For example, children in the early grades learn to wait quietly or raise their hand before speaking. As children grow older, the process of self-regulation continues as they become more able to think about what they are doing and react accordingly, such as controlling their anger or resisting the urge to cry. 3 Increasingly, research is finding associations between young people’s success in controlling their behavior and emotions, and their social competence, school success, and healthy eating habits. 4 In contrast, research finds that children and adolescents who exhibit poor self-regulation skills are at greater risk for peer rejection, social problems, delinquency, and obesity. 5 For these reasons, it is important to build and improve the self-regulation capacity of children and youth. Out-of-school time programs can play an important role in these efforts. |
| File Format | PDF HTM / HTML |
| DOI | 10.1037/e620582010-001 |
| Alternate Webpage(s) | https://www.childtrends.org/wp-content/uploads/2010/10/Child_Trends-2010_10_05_RB_AssesSelfReg.pdf |
| Alternate Webpage(s) | https://www.childtrends.org/wp-content/uploads/2010/10/2010-23AssesSelfReg1.pdf |
| Alternate Webpage(s) | http://www.childtrends.org/wp-content/uploads/2010/10/Child_Trends-2010_10_05_RB_AssesSelfReg.pdf |
| Alternate Webpage(s) | https://doi.org/10.1037/e620582010-001 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
