Development of self-regulation in context
Development of self-regulation in context
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自我监管的发展
DOI：
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发表时间：
2013
期刊：
影响因子：
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通讯作者：
Anika Fäsche
中科院分区：
文献类型：
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作者：
Tobias Heikamp;G. Trommsdorff;Anika Fäsche
在这篇文章中，我们的目标是从儿童发展的角度来帮助理解意向性的局限性。在这里，我们将意向性定义为目标导向的代理行为。意图包括对目标和组织行为的手段以及针对特定目标的手段的认知表征(即，行动计划；见Gollwitzer，2012；Wieber，Thürmer和Gollwitzer，本卷)。意图还包括为了达到预期结果而追求目标的动机(Bratman，1999；Malle，Mosse和Baldwin，2001；Iomasello，Carpenter，Call，Behne和Moll，2005)。更准确地说，我们把自我调节作为构成人类行为的故意行为。我们认为自我调节是指在实现目标的过程中，随着时间的推移和跨越不同情景背景引导目标导向行为的动机和能力，以便将意图转化为行为并实现预期的结果(Karoly，1993)。自我调节作为有意的行为，在整个发展过程中可能会受到内部因素(如气质)和外部因素(如父母教养)的限制。在这方面，意向性的限制可能会导致不完全的目标实现(Suchodoletz和Achtziger，2011；Wieber，Gollwitzer和Seebaü，2011)。环境条件可以对自我调节的发展产生积极和消极的影响。互动主义的观点指出了个体在动态的人-环境系统中的积极作用(发展语境主义；勒纳和沃尔斯，1999；马格努森和斯塔廷，2006)。认知、情绪和动机变量(例如，自我表征)和潜在的生物过程被认为塑造了个人与其环境的互动，反之亦然(另见布莱尔和麦金农，本书)。自我调节是通过个体在一生发展过程中在不同环境中的有意活动来发展的。参照Bronfenbrenner的生物生态学方法(Bronfenbrenner和Ceci，1994)，儿童的微系统与周围环境相互作用，例如在家庭或学校环境中。它包含双向效应
In this articIe, we aim to contribute to an understanding of the limits of intentionality from a child development perspective. Here, we define intentionality as goal-directed agentie behavior. Intentions encompass cognitive representations of goals and of means that organize behavior and that are directed to a particular goal (i.e., action plan; see Gollwitzer, 2012; Wieber, Thürmer and Gollwitzer, this volume). Intentions also incIude the motivation to pursue a goal in order to achieve a desired outcome (Bratman, 1999; Malle, Moses and Baldwin, 2001; Iomasello, Carpenter, Call, Behne and Moll, 2005). More precisely, we focus on self-regulation as intentional behavior that is constitutive for human agency. We conceive of self-regulation as the motivation and ability to guide goal-directed behavior over time and across different situational contexts in the process of goal attainment in order to transfer intentions into behavior and to achieve a desired result (Karoly, 1993). Self-regulation as intentional behavior can be limited by internal (e.g., temperament) and extern al factors (e.g., parenting) throughout development. In this regard, limits of intentionality may induce incomplete goal attainment (Suchodoletz and Achtziger, 2011; Wieber, Gollwitzer and Seebaß, 2011). Contextual conditions can have positive and negative influences on the development of self-regulation. Interactionist perspectives point to the active role of the agentie individual within adynamie person-environment system (developmental contextualism; Lerner and Walls, 1999; Magnusson and Stattin, 2006). Cognitive, emotional, and motivational variables (e.g., self-representations) and underlying biological processes are assumed to shape individuals' interactions with their environments, and vice versa (see also Blair and McKinnon, this volume). Self-regulation develops through individuals' intentional activities in different contexts during development throughout the life-span. Referring to Bronfenbrenner's bioecological approach (Bronfenbrenner and Ceci, 1994), the child's mierosystem interacts reciprocally with the immediate environment, for instance in the family or the school context. Ihis incIudes bidirectional effects
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影响因子：
4.6
作者：
G. Kochanska;Terri L. Tjebkes;David R. Forman
通讯作者：
G. Kochanska;Terri L. Tjebkes;David R. Forman
影响因子：
1.8
作者：
Suchodoletz;Achtziger
通讯作者：
Achtziger
如果-那么计划可以帮助学龄儿童忽略有吸引力的干扰
影响因子：
1.8
作者：
Wieber;Suchodoletz;Heikamp;Trommsdorff;Gollwitzer
通讯作者：
Gollwitzer
影响因子：
2.6
作者：
Rhoades BL;Greenberg MT;Lanza ST;Blair C
通讯作者：
Blair C
影响因子：
7.7
作者：
通讯作者：
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