Self Regulation

Self-regulation involves a number of cognitive skills including:

  • Attention to the trigger that has ‘set them off’
  • Recognising their emotional response
  • Shifting attention or focus away from the trigger
  • Remembering social rules or effective ways to behave
  • Deciding how to behave

 

 

‘If students have well developed self-regulation skills they can modulate their levels of energy, motivation, frustration tolerance and anxiety so they can more readily access their cognitive resources (attention, memory, problem solving, language, planning, organisation and self-monitoring) and direct these toward new learning and stronger academic performance’.

‘If students have well developed self-regulation skills they can modulate their levels of energy, motivation, frustration tolerance and anxiety so they can more readily access their cognitive resources (attention, memory, problem solving, language, planning, organisation and self-monitoring) and direct these toward new learning and stronger academic performance’.

What does well developed self-regulation look like?


Ref:
Stein, J. Emotional Self Regulation: A critical component of executive function. Chapter in Meltzer, L. (2010) Promoting Executive Function in the Classroom. The Guildford Press, New York.