Being able to plan, problem solve, and make decisions. These skills are necessary for learning and succeeding academically in school.


Cognitive Self-Regulation

Being able to control emotions depending on the situation and foster motivation to reach a goal. This helps most with adapting to new environments and rules. 


Emotional Self-Regulation

There are two types of self-regulation that are differentiated in research.
- Cognitive Self-Regulation
- Emotional Self-Regulation

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Being able to control your time, schedule, behaviors and to adapt to situations in order to obtain a personal goal.

Self-Regulation

McClelland, M. M., Ponitz, C. C., Messersmith, E., & Tominey, S. (2010). Self-Regulation: The Integration of Cognition and Emotion. Handbook of life-span development, 1, 509-553. 

Self-Regulation: The Integration of Cognition and Emotion

Self regulation library

Planning, monitoring and adapting thoughts, feelings and actions to the process of ataining a personal goal. This is important for organizing learning schedules and regulating daily academic life and learning time. When students are not in a physical school location, self-regulated learning is even more important to make up for the lack of external structure to the school day.

Self-Regulated Learning

Bergen-Cico, D., Razza, R., & Timmins, A. (2015). Fostering self-regulation through curriculum infusion of mindful yoga: A pilot study of efficacy and feasibility. Journal of Child and Family Studies, 24(11), 3448–3461. https://doi.org/10.1007/s10826-015-0146-2

Fostering self-regulation through curriculum infusion of mindful yoga: A pilot study of efficacy and feasibility

Types of Self-Regulation

Inhibitory control is an aspect of self-regulation and executive function that is especially important for children upon entering school since it can help with learning what to do in a school environment that is different from what they are used to at home. Low levels of inhibitory control have been associated with worse academics.

Inhibitory Control in Elementary-School Years

Children who are diagnosed with ADHD are more at risk to struggle with emotional regulation (self-regulation) due to their social hardships associated with their developmental disorder. 

Self-regulation and ADHD

Research shows evidence that self-regulation is a predictor of academic growth and some improved academic skills, such as math and reading. This social emotional development occurs in preschool aged children and will develop alongside executive functioning.

The Link Between Self-Regulation and Academic Growth and Achievement

The marshmallow test is a famous experiment by Walter Mischel designed to assess self-regulation in young children. In the study, a preschooler was left alone in a room with a single marshmallow on a table. The child was given a choice: eat the one marshmallow immediately, or wait for the researcher to return and receive a second marshmallow as a larger reward.

Mischel's Marshmallow Test

A student's primary goal is to improve their physical fitness by running a 5k race in two months. They often feel tired after work and are tempted to watch TV instead of training. Which of the following actions best demonstrates the use of self-regulation to achieve their goal?

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