Self-regulation involves three intertwined domains: cognitive, emotional, and behavioral, each supporting and enhancing the others. The cognitive and emotional domains lay the groundwork for regulated behavior and actions.

  • Cognitive self-regulation involves several key processes such as focused attention, executive functioning, goal-setting, self-monitoring, attributions and appraisals, problem-solving, perspective-taking (such as future orientation), and decision-making;
  • Emotional self-regulation pertains to actively managing intense and unpleasant emotions, resulting in adaptive functioning during emotionally charged situations. It necessitates awareness and understanding of one's feelings and includes strategies for self-calming and managing internal distress. This domain also supports empathy and compassion for oneself and others;
  • Behavioral self-regulation involves adhering to rules, delaying gratification, persistence, impulse control, resolving conflicts, employing active coping strategies (such as engaging in physical activity, deep breathing, or seeking support), and engaging in goal-oriented behaviors (like organizing time to complete tasks).
Emotional, Behavioral and Cognitive regulation
Adapted from Murray, D. W., Rosanbalm, K., Christopoulos, C., Hamoudi, A. (2015)

Cognitive and emotional regulation serve as foundational components for behavioral regulation, working together in an adaptive feedback loop that responds to environmental cues. The development of self-regulation is seen as a process where experiences shape and guide growth, enhancing an individual's ability to act beneficially across different contexts and situations.

People with high self-regulation skills carefully observe and consider their own behaviors, continually asking themselves “Does this strategy work for me in this situation?” and act upon what they have learned. This means that they learn to decrease negative behaviors and increase positive behaviors.


References

  • Murray, D. W., Rosanbalm, K., Christopoulos, C., & Hamoudi, A. (2015). Self-regulation and toxic stress: Foundations for understanding self-regulation from an applied developmental perspective (Report #2015-21). Washington, DC: Office of Planning, Research and Evaluation, Administration of Children and Families, US Department of Health and Human Services;
  • Blair, C., & Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. In K. D. Vohs & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and applications (2nd ed., pp. 300–320). The Guilford Press.