Can coaching contribute to the development of self-regulation? Similarities and differences between these two processes

ABSTRACT

The ability to self-regulate is considered an essential skill for negotiating twenty-first-century challenges. However, despite the progress made in understanding self-regulation, its application in certain areas remains scarce. To remedy this situation, this paper intends to examine the relationship between coaching and self-regulation. Semi-structured interviews were conducted with 15 coaches in order to gather information regarding the phases of coaching, the critical elements concerning its implementation, and the changes that are perceived in clients. The findings indicated that coaching and self-regulation share elements, such as certain constituent phases, a focus on goal-achievement, and an interest in personal development and, consequently, in people’s well-being. This study concludes that both processes could benefit from each other through sharing their theoretical bases and the structure of their respective practical interventions.

KEYWORDS:

• Coaching
• self-regulation
• self-regulated learning
• goals attainment

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Jhon Baquero Barato

Jhon Baquero Barato is currently a PhD student in the Psychology Doctorate programme at the Universidad Autónoma de Madrid (Autonomous University of Madrid). He has a Master Degree in Psychology of Excellence in Business and Education from Ludwig Maximilians Universität – University of Munich and a Bachelor Degree in Psychology from Universidad de los Andes. His research interest include investigating how can coaching enable the development of self-regelation as a whole, and also how coaching can benefit the regulation of beliefs and motivation.

María Rodríguez Moneo

María Rodríguez Moneo has a PhD in Psychology from the Universidad Autónoma de Madrid (Autonomous University of Madrid), where she works as a tenured professor in the Department of Basic Psychology and as deputy director of the University Institute of Education Sciences. As a researcher, in various national and foreign projects, she has focused on the topics of learning, motivation and teacher training. She has several publications (books, book chapters and national and foreign articles) and more than thirty participations in national and international scientific congresses and meetings. She has taught a large number of courses and conferences at national and foreign universities.