Studies of trait self-control reveal the predictive power of early assessments for later life outcomes including health, wealth, and education ( Casey et al., 2011 Moffitt et al., 2011). Trait self-control ( de Ridder et al., 2011) refers to aspects of our underlying biology that are typically consistent and long lasting over a life time. The first is between trait and state self-control. In considering the capacity for self-control, it is important to make two further distinctions. The key difference, then, is that self-control-but not self-regulated learning-always involves a conflict experienced and managed by the individual between short- and long-term goals. Self-regulated learning, in contrast, focuses on the strategies used to monitor progress, obtain feedback, and garner support in the service of attaining social-emotional and academic goals ( Cole et al., 2018). Self-control entails the ability to regulate emotions, attention, and behavior when conflict emerges between two competing options, one available immediately, and one delayed into the future ( Baumeister et al., 2007 Duckworth et al., 2019). The focus in this paper is exclusively on self-control because it is less familiar to many educators, but clearly enhances and complements the work on self-regulated learning ( Wery and Nietfeld, 2010 Korinek and deFur, 2016). Though there is overlap among these terms, the capacities they pick out are distinctive, including the methodologies for assessing and enhancing them ( Duckworth et al., 2014 Milyavskaya et al., 2019). The traditions of cognitive science and education tend to split when it comes to terminology, with the former more consistently using self-control while the latter uses self-regulated learning ( Nigg, 2016). Parts 2 and 3 discuss, respectively, methods for assessing and strengthening self-control. Part 1 clarifies some of the core conceptual issues surrounding the capacity for self-control, focusing especially on distinctions that make a difference to understanding and enhancing a child's growth. The good news is that the mind and brain sciences have developed simple, effective strategies to assess, and strengthen self-control that are ideal for helping all children, whether in general or special education. These behaviors impede personal and peer learning, whether the content is social-emotional or academic. Throughout development, children are commonly challenged by emotional dysregulation, impulsivity, and risk-taking-behavioral indicators of poor self-control. Part three focuses on ways to strength self-control, including simple strategies that help create habits and reduce conflict with competing temptations. Part two reviews a family of methods designed to assess different aspects of self-control. ![]() ![]() Part one discusses current thinking about the nature of self-control, focusing on the paired distinctions between (i) trait and state, as well as (ii) volitional and impulsive processes. This paper reviews the relevant theoretical concepts and practical applications. This research has significant implications for educators, providing strategies for assessing and strengthening self-control. Several decades of research in the mind and brain sciences inform understanding of self-control, both as a trait and state. Commonly implicated in such interfering behaviors are problems of self-control. Risk-Eraser, West Falmouth, MA, United StatesĬhildren often show signs of dysregulation, impulsivity, and risk-taking-behaviors that interfere with learning and growth.
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