Wesarg-Menzel C, Ebbes R, et al. Development and socialization of self-regulation from infancy to adolescence Flashcards
the conceptual framework of socialization pathways
social agents (parents, teachers, peers) -> self-regulatory abilities & goals/motivation -> selfregulation
self-regulation predicts…
- academic achievements
- social skills
- risky behaviours
- physical health
- unemployment
- internalizing and externalizing problems
hoe hangen ability en goals/motivation samen in self-regulation?
we argue that each individual has a certain ability for self-regulation that develops over time. Yet a person’s goals and motivation influence whether and how the ability for self-regulation is translated into concrete actions (the process of self-regulation) and, consequently - what outcomes can be expected from the self-regulation process
self-regulatory abilities =
cognitive and emotional-affective processes that individuals employ to exercise deliberate, effortful control over their behaviours, emotions and cognitions
self-regulatory abilities comprise:
- reactive control processes (in response to unforseen triggers) and proactive control processes (in anticipation and preparation to resolve problems)
- metacognitive strategies for effective selection, use and coordination of proactive and reactive control processes
self-regulation abilities employed for the regulation of behaviour in neutral contexts (planning) is different from abilities for the regulation of emotions
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In case of conflict of competing goals, individuals are most likely to ….
pursue a higher-order goal (tied towards a sense of self-identity, to being something)
than a lower-order goal (concrete, related to doing something).
definitie goals & motivation
- goals = the outcome someone is striving for
- motivation = the drive to obtain a certain outcome, an internal state that arouses, directs, and maintains behavior toward a certain goal
extrinsic vs intrinsic motivation
- Extrinsic motivation can be driven by compliance, rewards, and punishment (external), by avoiding guilt or shame, or by enhancing one’s self-worth (introjected), by the utility of that behavior for personally valued goals (identified), or by the perception that the behavior is consistent with endorsed values and aspects of the self (integrated).
- Intrinsic motivation refers to the engagement with an activity for the inherent satisfaction derived from the activity itself or the congruence with one’s current needs for competence, relatedness, and autonomy
motivation is influenced by…
- self-efficacy beliefs
- sense of control over the outcome
distal contextual factors playing a role in self-regulation:
poverty, neighborhood violence, household chaos, urbanization, and cultural background
self-regulation trends during adolescence
self-regulation tends to decrease in early adolescence (from ages 12 to 14) and then increases over the cours of middle adolescence into adulthood. many risk behaviours have their onset in adolescence
biological basis for risk taking in adolescents
adolescents have a heightened sensitivity to socioemotional cues through a maturational imbalance:
- there is heightened sensation seeking arising from a hyperactive reward system on the one hand,
- and a more slowly maturing cognitive control system on the other hand
- a hyposensitive avoidance system
Consequently, the pursuit of goals that are directed to risky behaviors can, counterintuitively, also be indicative of successful selfregulation (Kopetz & Orehek, 2015). For example, if adolescents want to belong to a peer group, they can undertake risky behaviors (e.g., bullying, substance abuse, vandalization), if that contributes to their goal of group membership and comes from reasoned action. Altogether, developments in ability and goal-orientation together, make adolescents highly susceptible for carrying out risky behaviors.
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We argue that socialization processes—via abilities, and via goals and motivation—are necessary for self-regulation to
develop from being largely co-regulated by parents in infancy to being an independent, yet socially-calibrated process in adolescence
involving multiple proximal agents.
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hoe ontstaat complex self-regulatory abiltiies
these are preceded by developments in simple abilities!
(eg. improvements in executive functioning lead to development of endogenous attention control mechanisms).
When making the distinction between reactive and proactive control processes and metacognitive strategies, two insights emerged:
- proactive use of executive functions and metacognitive strategies are predominantly language-based
- proactive control processes and metacognitive strategies involve the active maintenance of personal goals and contextual demands
goals and motivation trends throughout childhood
Infants and toddlers mostly focus on short-term goals concerning the self (e.g., regulating
physiological states), the immediate environment (e.g., seeking proximity to the caregiver), and gaining autonomy in relation to their immediate environment.
With age, children expand their set of personally relevant goals and gradually learn to balance among competing goals (e.g., academic performance, social relationships).
Furthermore, goals become more diverse and abstract, and span to the more distant future.
From childhood onward, the motivation to self-regulate becomes more intentional, driven by self-efficacy beliefs and a shift from external to more internal forms of motivation to pursue personally valued goals.
Immediate to long-term goals, from extrinsic to intrinsic motivation!
reciprocal relations between childs’ self-regulation and their social environment
Greater levels of frustration, impulsivity, irritability, and less advanced effortful control skills during childhood and adolescence were found more likely to elicit negative parenting behaviors such as anger, intrusiveness and hostility that in turn further reinforce these child-specific temperamental characteristics
Our findings indicate that self-regulation development is driven by the interplay between abilities, goals, and motivation, which are shaped by social agents. Together, the two socialization pathways allow self-regulation to develop from being largely co-regulated in infancy primarily by parents to an independent, yet socially-calibrated process in adolescence involving multiple proximal agents. This meta-review features a valuable first step to identify the development of selfregulation as a multi-facetted, inherently social process.
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