Review of selfcontrol3/23/2023 We define self-control as the self-initiated regulation of thoughts, feelings, and actions when enduringly valued goals conflict with momentarily more gratifying goals. ![]() ![]() Last, we suggest especially promising directions for future research and practice. We summarize empirical evidence suggesting that self-control entails deploying strategic maneuvers either to strengthen impulses that are congruent with academic goals or to weaken competing impulses. 2014), we explain how impulses of any kind are generated in a recursive cycle that includes four stages: situation, attention, appraisal, and response. Using the process model of self-control ( Duckworth et al. We then turn to evidence that more self-controlled students thrive academically at every level of formal schooling, from kindergarten through university. Next, we explain why self-control is particularly relevant to carrying out the diverse tasks of what Corno & Mandinach (2004) call studenting. What have we learned about self-control and academic achievement? To answer this question, we begin by defining self-control and distinguishing it from related constructs, including conscientiousness, self-regulated learning, and compliance with authority. In recent decades, our understanding of the mechanisms underlying self-control has advanced well beyond early descriptions of will ( Webb 1915). Teachers have long held that self-control is necessary for academic achievement ( Dewey 1938).
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