Self-regulation is a key behavior that enables individuals to manage their emotions, thoughts, and actions in order to achieve goals, maintain healthy relationships, and live a productive life. This essential element of psychological well-being has been the focus of numerous psychological studies, with the aim of better understanding the processes involved in self-regulation and how to improve it. This article will review the literature on self-regulation, with a particular focus on the concept of “executive functioning” and its role in self-regulation.
Self-regulation is defined as the ability to modify one’s behavior to meet internalized goals and values (Baumeister & Vohs, 2004). It involves the capacity to control emotions, resist impulses, and direct behavior toward a desired end. Self-regulation has been linked to various positive outcomes, including success in school and work, effective leadership, and strong interpersonal relationships (Baumeister & Vohs, 2004; Guglielmo & Baumeister, 2012).
Executive functioning is a set of cognitive processes related to self-regulation that includes working memory, cognitive flexibility, inhibition (the ability to override impulsive responses), and goal-directed behavior (Barkley, 1997). Research has suggested that executive functions are a key component of successful self-regulation, as they allow individuals to focus on relevant tasks and inhibit irrelevant distractions (Diamond, 2013). Executive functioning skills are believed to be developed during childhood and adolescence, and can be improved through practice and training (Diamond, 2013).
Studies have found a positive correlation between executive functioning and self-regulation in both adults and children (Gao, Gao, & Shi, 2016; Kim & Diamond, 2002). For example, Gao et al. (2016) found that higher levels of executive functioning were associated with better self-regulation in a sample of college students. Similarly, Kim and Diamond (2002) found that children with higher levels of executive functioning were better able to resist impulses and delay gratification.
Self-regulation can also be improved through certain interventions, such as mindfulness training (Gross, 2015). Mindfulness training involves the practice of non-judgmental awareness of one’s thoughts, feelings, and bodily sensations in order to increase self-awareness and self-regulation (Gross, 2015). Studies have found that mindfulness training can improve executive functioning skills, such as working memory and cognitive flexibility (Chiesa et al., 2016).
In conclusion, self-regulation is a key behavior that is essential for psychological well-being. Executive functioning is a key component of successful self-regulation, and can be improved through practice and training. Mindfulness training is an intervention that can also help to improve executive functioning and self-regulation. Future research should continue to explore the processes involved in self-regulation and how to improve it.
References
Barkley, R. A. (1997). Behavioral inhibition, sustained attention, and executive functions: Constructing a unifying theory of ADHD. Psychological Bulletin, 121(1), 65-94.
Baumeister, R. F., & Vohs, K. D. (2004). Handbook of self-regulation: Research, theory, and applications. New York, NY: Guilford Press.
Chiesa, A., Serretti, A., & Jakobsen, J. C. (2016). Mindfulness: Top-down or bottom-up emotion regulation strategy? Clinical Psychology Review, 47, 15-24.
Diamond, A. (2013). Executive functions. Annual Review of Psychology, 64, 135-168.
Gao, X., Gao, Y., & Shi, Y. (2016). Executive functions predict self-regulation in Chinese college students. Psychological Reports, 118(3), 795-807.
Gross, J. J. (2015). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 3-20). New York, NY: Guilford Press.
Guglielmo, R., & Baumeister, R. F. (2012). Self-regulation in interpersonal relationships. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (2nd ed., pp. 709-724). New York, NY: Guilford Press.
Kim, B. S., & Diamond, A. (2002). The role of medial prefrontal cortex in inhibitory control and cognitive flexibility. Current Opinion in Neurobiology, 12(2), 231-235.