Self-Regulation Competence as a Superpower
An Integrated Framework for K-12
Bibliographic Data
| ID | 22419916 |
|---|---|
| Authors | Ulrich Trautwein (0000-0003-0647-0057, University of Tübingen, corresponding author), Joséphine Eberhart (0000-0002-3650-5452, Harvard University), Charlotte Dignath (0000-0002-1707-8731, Goethe University Frankfurt), Cavan V Bonner (0000-0003-2402-3912, University of Illinois Urbana-Champaign), Brent W Roberts (0000-0002-3244-1164, University of Illinois Urbana-Champaign) |
| Year | 2026 |
| Volume | 38 |
| Issue | 1 |
| Publication date | 2026-12-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Psychology Review (JOURNAL) |
| Journal identifiers | ISSN: 1040-726X • E-ISSN: 1573-336X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10648-026-10190-z |
| OpenAlex | W7166536622 |
| Language | EN |
| References cited | 195 |
Self-regulation competence is known to be a critical driver of academic achievement, mental health, and lifelong success. However, research on education and educational practice in K-12 remains fragmented in that groups of researchers focus on conceptualizations from different traditions, including self-regulated learning (SRL), executive functions (EFs) and personality psychology (e.g., conscientiousness), and there is limited cross-talk between these groups. In this article, we propose an integrated multicomponent model that unifies these perspectives and conceptualizes self-regulation competence as a developmental “superpower” that is both predictive of a broad range of outcomes and amenable to educational support. We examine three core propositions: (1) Self-regulation competence—broadly defined—predicts important cognitive, social, and emotional outcomes in school and across the life span; (2) SRL, EFs, and conscientiousness show considerable conceptual and empirical overlap, supporting their integration into a comprehensive framework; and (3) self-regulation competence can be effectively fostered through targeted and embedded educational interventions. To fully develop and exploit the superpower qualities of self-regulation competence, promoting self-regulation competence should become a guiding principle of education systems. High-quality teaching—characterized by effective classroom management, cognitive activation, and student support—and whole-school approaches are needed to orchestrate the promotion of self-regulation competence in real-world educational contexts.
Cognition · Conscientiousness · Educational psychology · Empirical research · Experiential learning · Lifelong learning · Personality · Behavioral Health and Interventions · Education, Achievement, and Giftedness · Innovative Teaching and Learning Methods
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| Citation velocity | historical |
|---|---|
| Highly cited | No |