Self-Regulation During Adolescence: Variations Associated with Individual ↔ Context Relations

Edmond P. Bowers, G. John Geldhof, Paul A. Chase, Richard M. Lerner, Steinunn Gestsdóttir, Jennifer Brown Urban

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

2 Scopus citations


Self-regulation is a topic of enormous theoretical and empirical interest to developmental scientists, as evidenced by the number of articles, review chapters, and books or monographs pertinent to self-regulatory processes that have appeared in the literature in recent years. Self-regulation refers to the rules or laws governing individual conduct (the functioning of the self) and is understood to pertain to the individual's engagement with his or her ecology or context. Self-regulation processes include the cognitive, emotional, and behavioral facets of the individual; involve both organismic (physiological) and intentional functioning; reflect both fluid and crystallized individual attributes; and are the personological component of the mutually influential relations between the individual and the context (represented as individual. ↔. context relations, or what Brandtstädter terms 'developmental regulations'). Accordingly, self-regulation constitutes the fundamental process of human development and encompasses much more than other self-governance constructs, such as self-control, grit, soft skills, or noncognitive skills. As such, self-regulation constitutes a process with both basic adaptive significance and important implications for human health.

Original languageEnglish
Title of host publicationInternational Encyclopedia of the Social & Behavioral Sciences: Second Edition
PublisherElsevier Inc.
Number of pages6
ISBN (Electronic)9780080970875
ISBN (Print)9780080970868
StatePublished - 26 Mar 2015


  • Adolescence
  • Developmental regulations
  • Intentional self-regulation
  • Positive youth development
  • Self-regulation


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