Handbook of Personality and Self-Regulation by Rick H. Hoyle

By Rick H. Hoyle

The Handbook of character and Self-Regulation integrates scholarly examine on self-regulation within the character, developmental, and social psychology traditions for a extensive viewers of social and behavioral scientists drawn to the approaches in which humans keep watch over, or fail to manage, their very own behavior.

  • Examines self-regulation because it affects and is inspired through simple character procedures in basic adults
  • Offers 21 unique contributions from an across the world revered crew of students within the fields of character and self-regulation
  • Explores the motives and outcomes of insufficient self-regulation and the capability in which self-regulation can be improved
  • Integrates empirical findings on easy character qualities with findings encouraged by means of rising versions of self-regulation
  • Provides a entire, updated, and stimulating view of the sector for college kids and researchers in a variety of disciplines

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Extra resources for Handbook of Personality and Self-Regulation

Example text

Mahwah, NJ: Erlbaum. Kagan, J. (1997). Temperament and reactions to the unfamiliar. Child Development, 68, 139–143. , Murray, K. , & Harlan, E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36, 220–232. Krueger, R. , Moffitt, T. , & Stouthamer-Loeber, M. (1996). Delay of gratification, psychopathology, and personality: Is low self-control specific to externalizing problems? Journal of Personality, 64, 107–129.

However, when attentional control and inhibitory control have been examined, we and other researchers have not always found significant, positive relations between positive emotions and effortful control (parents’ reports on multiple types of positive emotions — Lengua, 2002, 2003; positive expressivity in a social context, Liew, Eisenberg, & Reiser, 2004). This lack of significance should be interpreted with caution because positive emotionality typically was measured with only one indicator of positive emotion in each study.

Spinrad et al. noted that the method of observation used in this study might not fully account for social play entrance and exit. Children classified as reticent in this study 30 Nancy Eisenberg et al. may have eventually entered the group. In fact, Asendorpf (1990) contended that the majority of children engage in onlooking from a distance and parallel play before interacting with groups of peers. Relations between attentional control and internalizing problems (and shyness). Aspects of effortful control may relate differently to internalizing problems.

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