I’ve written and shared tons on the importance of self-control (see Best Posts About Helping Students Develop Their Capacity For Self-Control).
Recently, there’s been more attention devoted to the idea of “self-regulation” than to “self-control.” Though some researchers put a lot effort into distinguishing the two (see Why It’s ‘Self-Reg,’ Not Self-Control, That Matters Most For Kids and Self-Regulation vs. Self Control), I’m not entirely convinced that most educators distinguish between them in our practice.
At least based on my understanding of the difference – and feel free to correct me if I’m wrong – it seems that some researchers are saying self-control is the surface behavior that is being exhibited and self-regulation is more looking at the root causes of that self-control or lack of it.
It seems obvious to me that when we consider self-control issues in the classroom, we also want to look at its various causes. But, again, maybe I’m missing something.
Whatever the case, however, a new study has come out reinforcing its importance.
Here’s an excerpt: