Intentional Self-Regulation and Executive Functions
Overlap and Uniqueness in Predicting Positive Development Among Youth in Iceland
Bibliographic Data
| ID | 11670625 |
|---|---|
| Authors | Steinunn Gestsdóttir (0000-0002-3037-7939, University of Iceland, Reykjavík, Iceland, corresponding author), G John Geldhof (0000-0001-5505-0572, Oregon State University, Corvallis, OR, USA), Freyja Birgisdóttir (University of Iceland, Reykjavík, Iceland), Jóhanna C Andrésdóttir (University of Iceland, Reykjavík, Iceland) |
| Year | 2022 |
| Volume | 43 |
| Issue | 5 |
| Pages | 545-576 |
| Publication date | 2022-07-09 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | The Journal of Early Adolescence (JOURNAL) |
| Journal identifiers | ISSN: 0272-4316 • E-ISSN: 1552-5449 |
| Publisher | SAGE Publishing (PUBLISHER • US) |
| DOI | 10.1177/02724316221113355 |
| OpenAlex | W4284960048 |
| Language | EN |
| Citations received | 1 |
| References cited | 55 |
This study examined relations between intentional self-regulation (ISR) and executive functions (EFs) among 84 Icelandic youth in Grade 6 (mean age 11.7 years; 51% girls) and their contributions to healthy and problematic outcomes a year later. ISR was indicated by the Selection, Optimization and Compensation model (SOC) and Self-Regulated Learning (SRL). EF was indicated by attention shifting, inhibition, and working memory (WM). Only WM was related to ISR. Furthermore, ISR tended to uniquely predict Grade 6 outcomes, but the inverse was less true. In Grade 7, EF but not ISR uniquely predicted national test scores, and symptoms of depression and anxiety, whereas ISR remained a stronger predictor of Positive Youth Development (PYD) and risk behavior. These findings suggest a limited relation between ISR and EF, and that ISR is important to the general well-being of youth, whereas EFs may play a role in the development of problems and academic achievement
Anxiety · Cognition · Depression (economics · Developmental psychology · Executive functions · Icelandic · Positive Youth Development · Psychiatry · Working memory · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Motivation and Self-Concept in Sports · Psychology · Youth Development and Social Support
A Developmental Perspective on Executive Function
Handbook of Life Course Health Development
Skills underlying mathematics
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Developmental Stability and Change in Self-Regulation From Childhood to Adolescence
Executive functions and self-regulation
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The Autonomous-Relational Self
Children's Reading Comprehension Ability
The Relation Between Self-Regulated Learning and Academic Achievement Across Childhood and Adolescence
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The Illusion of Conscious Will
Positive Development in Adolescence
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High Self‐Control Predicts Good Adjustment, Less Pathology, Better Grades, and Interpersonal Success
What Drives Positive Youth Development? Assessing Intentional Self-Regulation as a Central Adolescent Asset
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A meta-analysis of the convergent validity of self-control measures
The Adolescent Self-Regulatory Inventory
Longitudinal Analysis of a Very Short Measure of Positive Youth Development
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Working memory capacity and the self-regulation of emotional expression and experience
Life-management strategies of selection, optimization and compensation
Behavioral inhibition, sustained attention, and executive functions
| Unique citing works | 1 |
|---|---|
| Citations per year | 1 |
| Citation span | 2025 - 2025 (1) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 1 |