The development of self- and emotional regulatory processes
helps children to regulate their behavior based on their cultural
context and to develop positive social relationships. This handbook
brings together heretofore disparate literatures on self- and
emotional regulation, brain and physiological processes, mastery
motivation, and atypical development to highlight how mastery
motivation is related to self-regulation and to clarify the
relation between these various processes. Authors from a variety of
countries and backgrounds provide an integrated, up-to-date review
of the research and the key theoretical models to demonstrate how
these processes relate to cultural and individual differences in
both typical and atypical development. The renowned editors, all
experts in a particular domain of self-regulation, provide section
opening chapters that review the literature, provide a perspective
that explains the findings, and suggest directions for future
research. Although the focus is on quantitative studies, some
qualitative findings and research using brain imaging methodologies
are included.
"
Outstanding features include:
- "
- Reviews the development of self and emotional regulation from
infancy through adolescence.
- Contributors from various countries and backgrounds provide an
integrative review of the literature to guide the direction of
future research.
- Features contributions from those who have had a strong impact
on self-regulation research.
- Reviews research on developmental disorders that have
implications for self-regulation.
There are four sections. Section one introduces the development
of self- and emotional regulation. This section reviews how
self-regulation adapts based on personal and culturally-based goals
and how individual differences predispose some to behavior
disorders. Socialization influences are examined including a look
at when typical regulation processes go awry. Section 2 examines
physiological and brain processes as they relate to the development
of typical and atypical processes, along with neurocognitive
development of performance monitoring" "and how" "these processes
change over time, cortical activation differences, and behavioral
and electrocortical measures of attentional bias. Section 3 reviews
the development of self-regulation and mastery motivation including
a review of the Dimensions of Mastery Questionnaire (DMQ),
cross-national comparisons, and what the DMQ can tell us about
self-regulation. The section concludes with a look at the
development of self-regulation and mastery motivation in
individuals with a developmental disability. Section 4 examines
self-regulation in atypical development and evidence-based
treatment approaches in children with ADHD, autism, and Down
syndrome.
This book is intended for researchers, graduate students, and
practitioners in psychology, neuroscience, human development, and
education interested in the development of self and emotional
regulatory processes.
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