Self-Control in School-Age Children

REFERENCES

• Achtziger, A., Martiny, S. E., Oettingen, G., & Gollwitzer, P. M. (2012). Meta-cognitive processes in the self-regulation of goal pursuit. In P. Brinol & K. DeMarree (Eds.), Social meta-cognition. Frontiers of social psychology (pp. 121–141). New York, NY: Psychology Press.
   Google Scholar
• Adriaanse, M. A., Oettingen, G., Gollwitzer, P. M., Hennes, E. P., de Riddler, D. T. D., & de Wit, J. B. F. (2010). When planning is not enough: Fighting unhealthy snacking habits by mental contrasting with implementation intentions (MCII). European Journal of Social Psychology, 40, 1277–1293.
   Web of Science ®Google Scholar
• Anderson, L., & Prawat, R. (1983). Responsibility in the classroom: A synthesis of research on teaching self-control. Educational Leadership, 40(7), 62–66.
   Web of Science ®Google Scholar
• Ariely, D. (2008). Predictably irrational: The hidden forces that shape our decisions. New York, NY: HarperCollins.
   Google Scholar
• Ariely, D., & Wertenbroch, K. (2002). Procrastination, deadlines, and performance: Self-control by precommitment. Psychological Science, 13, 219–224.
   PubMed Web of Science ®Google Scholar
• Aristotle. (1999). Nicomachean ethics (T. Irwin, Trans.; 2nd ed.). Indianapolis, IN: Hackett.
   Google Scholar
• Autin, F., & Croizet, J. C. (2012). Improving working memory efficiency by reframing metacognitive interpretation of task difficulty. Journal of Experimental Psychology: General, 141, 610–618. doi: 10.1037/a0027478
   PubMed Web of Science ®Google Scholar
• Baker, R. C., & Kirschenbaum, D. S. (1993). Self-monitoring may be necessary for successful weight control. Behavior Therapy, 24, 377–394.
   Web of Science ®Google Scholar
• Bandura, A. (1965). Influence of models’ reinforcement contingencies on the acquisition of imitative responses. Journal of Personality and Social Psychology, 1, 589–595.
   PubMed Web of Science ®Google Scholar
• Bandura, A. (1976). Self-reinforcement: Theoretical and methodological considerations. Behaviorism, 4, 135–155.
   Google Scholar
• Bandura, A., & Mischel, W. (1965). Modifications of self-imposed delay of reward through exposure to live and symbolic models. Journal of Personality and Social Psychology, 2, 698–705.
   PubMed Web of Science ®Google Scholar
• Barratt, E. S. (1965). Factor analysis of some psychometric measures of impulsiveness and anxiety. Psychological Reports, 16, 547–554.
   PubMed Web of Science ®Google Scholar
• Barratt, E. S. (1972). Anxiety and impulsiveness: Toward a neuropsychological model. In C. D. Spielberger (Ed.), Anxiety: Current trends in theory and research (Vol. 1, pp. 195–222). New York, NY: Academic.
   Google Scholar
• Baumeister, R. F., Bratslavsky, E., Muraven, M., & Tice, D. M. (1998). Ego depletion: Is the active self a limited resource? Journal of Personality and Social Psychology, 74, 1252–1265.
   PubMed Web of Science ®Google Scholar
• Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1994). Losing control: How and why people fail at self-regulation (Vol. 307). San Diego, CA: Academic.
   Google Scholar
• Baumeister, R. F., Schmeichel, B. J., & Vohs, K. D. (2007). Self-regulation and the executive function: The self as controlling agent. In A. W. Kruglanski & E. T. Higgins (Eds.), Social psychology: Handbook of basic principles (pp. 516–539). New York, NY: Guilford.
   Google Scholar
• Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current Directions in Psychological Science, 16, 351–355.
   Web of Science ®Google Scholar
• Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37, 558–573.
   Web of Science ®Google Scholar
• Berk, L. E., Mann, T. D., & Ogan, A. T. (2006). Make-believe play: Wellspring for development of self-regulation. In D. Singer, R. Gollwitzer, & K. Hirsh-Parek (Eds.), Play-learning: How play motivates and enhances children's cognitive and social-emotional growth (pp. 74–100). New York, NY: Oxford University Press.
   Google Scholar
• Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78, 647–663.
   PubMed Web of Science ®Google Scholar
• Bodrova, E., & Leong, D. J. (2001). Educational effectiveness of a Vygotskian approach to preschool education: A randomized trial. Geneva, Switzerland: International Bureau of Education.
   Google Scholar
• Bodrova, E., & Leong, D. J. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Upper Saddle River, NJ: Pearson Education.
   Google Scholar
• Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In Handbook of self-regulation of learning and performance (pp. 408–425). New York, NY: Routledge.
   Google Scholar
• Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18, 199–210.
   Web of Science ®Google Scholar
• Bonson, K. R., Grant, S. J., Contoreggi, C. S., Links, J. M., Metcalfe, J., Weyl, H. L., …, & London, E. D. (2002). Neural systems and cue-induced cocaine craving. Neuropsychopharmacology, 26, 376–386.
   PubMed Web of Science ®Google Scholar
• Boysen, S. T., & Berntson, G. G. (1995). Responses to quantity: perceptual versus cognitive mechanisms in chimpanzees (Pan troglodytes). Journal of Experimental Psychology: Animal Behavior Processes, 21, 82.
   PubMed Web of Science ®Google Scholar
• Burke, L. E., Wang, J., & Sevick, M. A. (2011). Self-monitoring in weight loss: a systematic review of the literature. Journal of the American Dietetic Association, 111, 92–102.
   PubMed Web of Science ®Google Scholar
• Burnette, J. L., O’Boyle, E. H., VanEpps, E. M., Pollack, J. M., & Finkel, E. J. (2013). Mind-sets matter: A meta-analytic review of implicit theories and self-regulation. Psychological Bulletin, 139, 655–701.
   PubMed Web of Science ®Google Scholar
• Butler, E. A., Egloff, B., Wilhelm, F. H., Smith, N. C., Erickson, E. A., & Gross, J. J. (2003). The social consequences of expressive suppression. Emotion, 3, 48–67.
   PubMed Web of Science ®Google Scholar
• Carlson, S. M., & Beck, D. M. (2009). Symbols as tools in the development of executive function. In A. Winsler, C. Fernyhough, & I. Montero (Eds.), Private speech, executive functioning, and the development of verbal self-regulation (pp. 163–175). New York, NY: Cambridge University Press.
   Google Scholar
• Carlson, S. M., Davis, A. C., & Leach, J. G. (2005). Less is more: Executive function and symbolic representation in preschool children. Psychological Science, 16, 609–616.
   PubMed Web of Science ®Google Scholar
• Carver, C. S., & Scheier, M. F. (1998). On the self-regulation of behavior (Vol. 439). New York, NY: Cambridge University Press.
   Google Scholar
• Chen, C., & Stevenson, H. W. (1989). Homework: A cross-cultural examination. Child Development, 60, 551–561.
   PubMed Web of Science ®Google Scholar
• Christiansen, S., Oettingen, G., Dahme, B., & Klinger, R. (2010). A short goal-pursuit intervention to improve physical capacity: A randomized clinical trial in chronic back pain patients. Pain, 149, 444–452.
   PubMed Web of Science ®Google Scholar
• Cohen, A.-L., Bayer, U. C., Jaudas, A., & Gollwitzer, P. M. (2008). Self-regulatory strategy and executive control: implementation intentions modulate task switching and Simon task performance. Psychological Research 72, 12–26.
   PubMed Web of Science ®Google Scholar
• Cohen, J. D. (2005). The vulcanization of the human brain: A neural perspective on interactions between cognition and emotion. The Journal of Economic Perspectives, 19(4), 3–24. doi:10.1257/089533005775196750
   Web of Science ®Google Scholar
• Cole, P. M., Bruschi, C. J., & Tamang, B. L. (2002). Cultural differences in children's emotional reactions to difficult situations. Child Development, 73, 983–996.
   PubMed Web of Science ®Google Scholar
• Corno, L. (2001). Volitional aspects of self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 191–225). Mahwah, NJ: Erlbaum.
   Google Scholar
• Corno, L. (2011). Studying self-regulation habits. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 361–375). New York, NY: Routledge.
   Google Scholar
• Corno, L., & Mandinach, E. B. (2004). What we have learned about student engagement in the past twenty years. Big Theories Revisited, 4, 299–328.
   Google Scholar
• Crum, A. J., Salovey, P., & Achor, S. (2013). Rethinking stress: The role of mindsets in determining the stress response. Journal of Personality and Social Psychology, 104, 716–733.
   PubMed Web of Science ®Google Scholar
• Cunningham, W. A., Zelazo, P. D., Packer, D. J., & Van Bavel, J. J. (2007). The iterative reprocessing model: A multilevel framework for attitudes and evaluation. Social Cognition, 25, 736–760.
   Web of Science ®Google Scholar
• de Castro, B., Veerman, J. W., Koops, W., Bosch, J. D., & Monshouwer, H. J. (2002). Hostile attribution of intent and aggressive behavior: A meta-analysis. Child Development, 73, 916–934.
   PubMed Web of Science ®Google Scholar
• Depue, R. A., & Collins, P. F. (1999). Neurobiology of the structure of personality: Dopamine, facilitation of incentive motivation, and extraversion. Behavioral and Brain Sciences, 22, 491–569.
   PubMed Web of Science ®Google Scholar
• Diamond, A., & Lee, K. (2011). Interventions shown to aid executive function development in children 4 to 12 years old. Science, 333, 959–964.
   PubMed Web of Science ®Google Scholar
• Dimmitt, C., & McCormick, C. B. (2012). Metacognition in education. In K. R. Harris, S. Graham, T. Urdan, C. B. McCormick, G. M. Sinatra, & J. Sweller (Eds.), APA educational psychology handbook, Vol 1: Theories, constructs, and critical issues (pp. 157–187). Washington, DC: American Psychological Association.
   Google Scholar
• Dodge, K. A., Godwin, J., & The Conduct Problems Prevention Research Group. (2013). Social-information-processing patterns mediate the impact of preventetive intervention on adolescent antisocial behavior. Psychological Science, 24, 456–465.
   PubMed Web of Science ®Google Scholar
• Doyle, T. J., Friedmann, P. D., & Zywiak, W. H. (2013). Management of patients with alcohol dependence in recovery: Options for maintenance and anticipating and managing relapse in primary care. In R. Saitz (Ed.), Addressing unhealthy alcohol use in primary care (pp. 85–92). New York, NY: Springer.
   Google Scholar
• Duckworth, A. L., & Allred, K. M. (2012). Temperament in the classroom. In M. Zenter & R. L. Shiner (Eds.), Handbook of temperament (pp. 627–644). New York, NY: Guilford.
   Google Scholar
• Duckworth, A. L., & Carlson, S. M. (2013). Self-regulation and school success. In F. M. E. Grouzet, U. Muller, & B. W. Sokol (Eds.), Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 208–230). New York, NY: Cambridge University Press.
   Google Scholar
• Duckworth, A. L., Gollwitzer, A., Kirby, T., & Oettingen, G. (2010). From fantasy to action: Mental Contrasting with Implementation Intentions (MCII) improves report card grades and school attendance among disadvantaged children. Social Psychological and Personality Science, 4, 745–753.
   Google Scholar
• Duckworth, A. L., Grant, H., Loew, B., Oettingen, G., & Gollwitzer, P. M. (2011). Self-regulation strategies improve self-discipline in adolescents: Benefits of mental contrasting and implementation intention. Educational Psychology, 31, 17–26.
   Web of Science ®Google Scholar
• Duckworth, A. L., Tsukayama, E., & Kirby, T. (2013). Is it really self-control? Examining the predictive power of the delay gratification task. Personality and Social Psychology Bulletin, 39, 843–855.
   PubMed Web of Science ®Google Scholar
• Duckworth, A. L., Tsukayama, E., & May, H. (2010). Establishing causality using longitudinal hierarchical linear modeling: An illustration predicting achievement from self-control. Social Psychological and Personality Science, 1, 311–317.
   PubMed Web of Science ®Google Scholar
• Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational Psychologist, 46, 6–25.
   Web of Science ®Google Scholar
• Eilam, B., & Aharon, I. (2003). Students’ planning in the process of self-regulated learning. Contemporary Educational Psychology, 28, 304–334.
   Web of Science ®Google Scholar
• Eisenberg, N., Duckworth, A. L., Spinrad, T. L., & Valiente, C. (2012). Conscientiousness: Origins in childhood? Developmental Psychology, 50, 1331–1349.
   PubMed Web of Science ®Google Scholar
• Eisenberg, N., Hofer, C., Sulik, M. J., & Spinrad, T. L. (2014). Self-regulation, effortful control, and their socioemotiona correlates. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 157–172). New York, NY: Guilford.
   Google Scholar
• Eisenberg, N., Smith, C. L., Sadovsky, A., & Spinrad, T. (Eds.). (2004). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In R. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation research, theory and applications (pp. 259–282). New York, NY: Guilford.
   Google Scholar
• Eisenberg, N., Valiente, C., Spinrad, T. L., Cumberland, A., Liew, J., Reiser, M., …, & Losoya, S. H. (2009). Longitudinal relations of children's effortful control, impulsivity, and negative emotionality to their externalizing, internalizing, and co-occurring behavior problems. Developmental Psychology 45, 988–1008.
   PubMed Web of Science ®Google Scholar
• Engle, R. A., Lama, D. P., Meyera, X. S., & Nixa, S. E. (2012). How does expansive framing promote transfer? Several proposed explanations and a research agenda for investigating them. Educational Psychologist, 47, 215–231.
   Web of Science ®Google Scholar
• Epictetus. (1983). The handbook (N. P. White, Trans.). Indianapolis, IN: Hackett.
   Google Scholar
• Evenden, J. L. (1999). Varieties of impulsivity. Psychopharmacology, 146, 348–361.
   PubMed Web of Science ®Google Scholar
• Eysenck, S. B., Pearson, P. R., Easting, G., & Allsopp, J. F. (1984). Age norms for impulsiveness, venturesomeness and empathy in children. Personality and Individual Differences, 6, 613–619.
   Web of Science ®Google Scholar
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906–911.
   Web of Science ®Google Scholar
• Frankfurt, H. G. (1971). Freedom of the will and the concept of a person. The Journal of Philosophy, 68, 5–20.
   Google Scholar
• Franklin, B. (1996). The art of virtue (3rd ed.). Eden Prairie, MN: Acorn. (Original work published 1760)
   Google Scholar
• Freud, S. (1920). Introductory lectures on psychoanalysis. New York, NY: W. W. Norton.
   Google Scholar
• Fujita, K. (2011). On conceptualizing self-control as more than the effortful inhibition of impulses. Personality and Social Psychology Review, 15, 352–366.
   PubMed Web of Science ®Google Scholar
• Fujita, K., & Carnevale, J. J. (2012). Transcending temptation through abstraction. Current Directions in Psychological Science, 21, 248–252. doi:10.1177/0963721412449169
   Web of Science ®Google Scholar
• Fujita, K., Trope, Y., Liberman, N., & Levin-Sagi, M. (2006). Construal levels and self-control. Journal of Personality and Social Psychology, 90, 351–367.
   PubMed Web of Science ®Google Scholar
• Gilbert, D. T. & Wilson, T. D. (2007). Prospection: Experiencing the future. Science, 317, 1351–1354.
   PubMed Web of Science ®Google Scholar
• Gollwitzer, P. M. (1999). Implementation intentions: Strong effects of simple plans. American Psychologist, 54, 493–503.
   Web of Science ®Google Scholar
• Gross, J. J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, 271.
   Google Scholar
• Gross, J. J., & Levenson, R. W. (1993). Emotional suppression: Physiology, self-report, and expressive behavior. Journal of Personality and Social Psychology, 64, 970–986. doi:10.1037/0022-3514.64.6.970
   PubMed Web of Science ®Google Scholar
• Gross, J. J., & Levenson, R. W. (1997). Hiding feelings: The acute effects of inhibiting negative and positive emotion. Journal of Abnormal Psychology, 106, 95–103. doi:10.1037//0021-843X.106.1.95
   PubMed Web of Science ®Google Scholar
• Gross, J. J., & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. In J. J. Gross (Ed.), Handbook of emotion regulation (pp. 3–23). New York, NY: Guilford.
   Google Scholar
• Herrmann, P. A., Legare, C. H., Harris, P. L., & Whitehouse, H. (2013). Stick to the script: The effect of witnessing multiple actors on children's imitation. Cognition, 129, 536–543.
   PubMed Web of Science ®Google Scholar
• Hofmann, W., Baumeister, R. F., Förster, G., & Vohs, K. D. (2012). Everyday temptations: An experience sampling study of desire, conflict, and self-control. Journal of Personality and Social Psychology, 102, 1318.
   PubMed Web of Science ®Google Scholar
• Hofmann, W., Friese, M., & Strack, F. (2009). Impulse and self-control from dual-systems perspective. Perspectives on Psychological Science, 4, 162–176.
   Web of Science ®Google Scholar
• Hofmann, W., & Kotabe, H. (2012). A general model of preventive and interventive self-control. Social and Personality Psychology Compass, 6, 707–722. doi:10.1111/j.1751-9004.2012.00461.x
   Google Scholar
• Hofmann, W., & Van Dillen, L. (2012). Desire: The new hot spot in self-control research. Current Directions in Psychological Science, 21, 317–322. doi:10.1177/0963721412453587
   Web of Science ®Google Scholar
• Hogue, A., & Steinberg, L. (1995). Homophily of internalized distress in adolescent peer groups. Developmental Psychology, 31, 897–906.
   Web of Science ®Google Scholar
• Homer. (1961). The Odyssey (R. Fitzgerald, Trans.). New York, NY: Doubleday.
   Google Scholar
• Inzlicht, M., & Legault, L. (2014). No pain, no gain: How distress underlies effective self-control (and unites diverse social psychological phenomena). In J. Forgas & E. Harmon-Jones (Eds.), The control within: motivation and its regualtion (pp. 115–136). New York, NY: Psychology Press.
   Google Scholar
• Inzlicht, M., & Schmeichel, B. J. (2012). What is ego depletion? Toward a mechanistic revision of the resource model of self-control. Perspectives on Psychological Science, 7, 450–463. doi:10.1177/1745691612454134
   Web of Science ®Google Scholar
• James, W. (1890). The principles of psychology (Vol. II). New York, NY: Holt.
   Google Scholar
• James, W. (1899). Talks to teachers on psychology and to students on some of life's ideals. New York, NY: Holt.
   Google Scholar
• Jamieson, J. P., Mendes, W. B., Blackstock, E., & Schmader, T. (2010). Turning the knots in your stomach into bows: Reappraising arousal improves performance on the GRE. Journal of Experimental Social Psychology, 46, 208–212.
   PubMed Web of Science ®Google Scholar
• Jansen, A., Theunissen, N., Slechten, K., Nederkoorn, C., Boon, B., Mulkens, S., & Roefs, A. (2003). Overweight children overeat after exposure to food cues. Eating Behaviors, 4, 197–209. doi:10.1016/S1471-0153(03)00011-4
   PubMedGoogle Scholar
• Job, V., Dweck, C. S., & Walton, G. M. (2010). Ego depletion—Is it all in your head? Implicit theories about willpower affect self-regulation. Psychological Science, 21, 1686–1693.
   PubMed Web of Science ®Google Scholar
• Job, V., Walton, G. M., Bernecker, K., & Dweck, C. S. (in press). Implicit theories about willpower predict self-regulation and grades in everyday life. Journal of Personality and Social Psychology.
   Web of Science ®Google Scholar
• Johnston, W. A., & Dark, V. J. (1986). Selective attention. Annual Review of Psychology, 37, 43–75.
   Web of Science ®Google Scholar
• Kandel, D. B. (1978). Homophily, selection, and socialization in adolescent friendships. American Journal of Sociology, 84, 427–436.
   Web of Science ®Google Scholar
• Karoly, P. (1993). Mechanisms of self-regulation: A systems view. Annual Review of Psychology, 44, 23–52.
   Web of Science ®Google Scholar
• Kavanagh, D. J., Andrade, J., & May, J. (2004). Imaginary relish and exquisite torture: The elaborated intrusion theory of desire. Psychological Review, 112, 446–467.
   Web of Science ®Google Scholar
• Kelley, A. E. (2004). Memory and addiction: Shared neural circuitry and molecular mechanisms. Neuron, 44, 161–179.
   PubMed Web of Science ®Google Scholar
• Kendall, P. C. (1977). On the efficacious use of verbal self-instructional procedures with children. Cognitive Therapy and Research, 1, 331–341.
   Google Scholar
• Kirk, D., Oettingen, G., & Gollwitzer, P. M. (2013). Promoting integrative bargaining: Mental contrasting with implementation intentions. International Journal of Conflict Management, 24, 148–165.
   Web of Science ®Google Scholar
• Kolovelonis, A., Goudas, M., Hassandra, M., & Dermitzaki, I. (2012). Self-regulated learning in physical education: Examining the effects of emulative and self-control practice. Psychology of Sport and Exercise, 13, 383–389.
   Web of Science ®Google Scholar
• Korotitsch, W. J., & Nelson-Gray, R. O. (1999). An overview of self-monitoring research in assessment and treatment. Psychological Assessment, 11, 415–425.
   Web of Science ®Google Scholar
• Krampe, H., Stawicki, S., Wagner, T., Bartels, C., Aust, C., Rüther, E., …, & Ehrenreich, H. (2006). Follow-up of 180 alcoholic patients for up to 7 years after outpatient treatment: Impact of alcohol deterrents on outcome. Alcoholism: Clinical and Experimental Research, 30, 86–95.
   PubMed Web of Science ®Google Scholar
• Kross, E., Duckworth, A., Ayduk, O., Tsukayama, E., & Mischel, W. (2011). The effect of self-distancing on adaptive versus maladaptive self-reflection in children. Emotion, 11, 1032–1039. doi:10.1037/a0021787
   PubMed Web of Science ®Google Scholar
• Kross, E., & Grossmann, I. (2011). Boosting wisdom: Distance from the self enhances wise reasoning, attitudes, and behavior. Journal of Experimental Psychology: General, 14, 43–48.
   Google Scholar
• Kumar, S. M. (2003). An introduction to Buddhism for the cognitive-behavioral therapist. Cognitive and Behavioral Practice, 9, 40–43.
   Google Scholar
• Kurzban, R., Duckworth, A. L., Kable, J. W., & Myers, J. (2013). An opportunity cost model of subjective effort and task performance. Behavioral and Brain Sciences, 36, 661–726.
   PubMed Web of Science ®Google Scholar
• LaGrand, L. E. (1969). Discipline in the secondary schools. New York, NY: Parker.
   Google Scholar
• Lillard, A. (2012). Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs. Journal of School Psychology, 50, 379–401.
   PubMed Web of Science ®Google Scholar
• Luty, J. (2006). What works in alcohol use disorders? Advances in Psychiatric Treatment, 12, 13–22.
   Google Scholar
• Magen, E., & Gross, J. J. (2007). Harnessing the need for immediate gratification: Cognitive reconstrual modulates the reward value of temptations. Emotion, 7, 415–428.
   PubMed Web of Science ®Google Scholar
• Magen, E., & Gross, J. J. (2010). Getting our act together: Toward a general model of self-control. In R. Hassin, K. Ochsner, & Y. Trope (Eds.), Self control in society, mind and brain (pp. 335–353). Oxford, England: Oxford University Press.
   Google Scholar
• Mann, T., de Riddler, D., & Fujita, K. (2013). Self-regulation of health behavior: Social psychological approaches to goal setting and goal striving. Health Psychology, 32, 487–498.
   PubMed Web of Science ®Google Scholar
• Mann, T., & Ward, A. (2007). Attention, self-control, and health behaviors. Current Directions in Psychological Science, 16, 280–283.
   Web of Science ®Google Scholar
• McCaslin, M., & Hickey, D. T. (2001). Self-regulated learning and academic achievement: A Vygotskian view. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement (pp. 227–252). Mahwah, NJ: Erlbaum.
   Google Scholar
• McFall, R. M. (1970). Effects of self monitoring on normal smoking behavior. Journal of Consulting and Clinical Psychology, 35, 135–142.
   PubMed Web of Science ®Google Scholar
• Meichenbaum, D. H., & Goodman, J. (1971). Training impulsive children to talk to themselves: A means of developing self-control. Journal of Abnormal Psychology, 77, 115–126.
   PubMed Web of Science ®Google Scholar
• Milkman, K. L., Minson, J., & Volpp, K. (2014). Holding the Hunger Games hostage at the gym: An evaluation of temptation bundling. Management Science, 60, 283–299.
   Google Scholar
• Milkman, K. L., Rogers, T., & Bazerman, M. H. (2008). Harnessing our inner angels and demons: What we have learned about want/should conflicts and how that knowledge can help us reduce short-sighted decision making. Perspectives on Psychological Science, 3, 324–338.
   Web of Science ®Google Scholar
• Mischel, H. N., & Mischel, W. (1983). The development of children's knowledge of self-control strategies. Child Development, 54, 603–619.
   Web of Science ®Google Scholar
• Mischel, W. (1981). Metacognition and the rules of delay. In J. H. Flavell & L. Ross (Eds.), Social cognitive development: Frontiers and possible futures (pp. 240–272). New York, NY: Cambridge University Press.
   Google Scholar
• Mischel, W. (2014). The marshmallow test: Mastering self-control. New York, NY: Little, Brown.
   Google Scholar
• Mischel, W., & Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay of gratification. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (pp. 99–129). New York, NY: Guilford.
   Google Scholar
• Mischel, W., & Baker, N. (1975). Cognitive appraisals and transformations in delay behavior. Journal of Personality and Social Psychology, 31, 254–261.
   Web of Science ®Google Scholar
• Mischel, W., & Ebbesen, E. B. (1970). Attention in delay of gratification. Journal of Personality and Social Psychology, 16, 329–337.
   Web of Science ®Google Scholar
• Mischel, W., Ebbesen, E. B., & Zeiss, A. R. (1972). Cognitive and attentional mechanisms in delay of gratification. Journal of Personality and Social Psychology, 21, 204–218.
   PubMed Web of Science ®Google Scholar
• Mischel, W., & Patterson, C. J. (1976). Substantive and structural elements of effective plans for self-control. Journal of Personality and Social Psychology, 34, 942–950.
   Web of Science ®Google Scholar
• Mischel, W., Shoda, Y., & Peake, P. K. (1988). The nature of adolescent competencies predicted by preschool delay of gratification. Journal of Personality and Social Psychology, 54, 687–696.
   PubMed Web of Science ®Google Scholar
• Mischel, W., Shoda, Y., & Rodriguez, M. L. (1989). Delay of gratification in children. Science, 244, 933–938.
   PubMed Web of Science ®Google Scholar
• Moffitt, T. E., Arseneault L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., …, & Caspia, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of the Sciences of the United States of America, 108, 2693–2698.
   Google Scholar
• Moore, B., Mischel, W., & Zeiss, A. (1976). Comparative effects of the reward stimulus and its cognitive representation in voluntary delay. Journal of Personality and Social Psychology, 34, 419–424.
   Web of Science ®Google Scholar
• Morgan, M. (1985). Self-monitoring of attained subgoals in private study. Journal of Educational Psychology, 77, 623–630.
   Web of Science ®Google Scholar
• Mukhopadhyay, A., & Johar, G. V. (2005). Where there is a will, is there a way? Effects of lay theories of self-control on setting and keeping resolutions. Journal of Consumer Research, 31, 779–786.
   Web of Science ®Google Scholar
• Nelson, T., Narens, L. M. J., & Shimamura, A. P. (1994). Metacognition: Knowing about knowing. Cambridge, MA: MIT Press.
   Google Scholar
• Niaura, R. S., Rohsenow, D. J., Binkoff, J. A., Monti, P. M., Pedraza, M., & Abrams, D. B. (1988). Relevance of cue reactivity to understanding alcohol and smoking relapse. Journal of Abnormal Psychology, 97, 133.
   PubMed Web of Science ®Google Scholar
• Nisbett, R. E., Aronson, J., Blair, C., Dickens, W., Flynn, J., Halpern, D. F., & Turkheimer, E. (2012). Intelligence: New findings and theoretical developments. American Psychologist, 67, 130–159.
   PubMed Web of Science ®Google Scholar
• Nurmi, J. E. (1991). How do adolescents see their future? A review of the development of future orientation and planning. Developmental Review, 1(11), 1–59.
   Web of Science ®Google Scholar
• Nurmi, J. E. (2005). Thinking about and acting upon the future: Development of future orientation across the life span. In A. Strathman & J. Joireman (Eds.), Understanding behavior in the context of time: Theory, research, and application (pp. 31–57). Mahwah, NJ: Erlbaum.
   Google Scholar
• Ochsner, K., & Gross, J. J. (2014). The neural bases of emotion and emotion regulation: A valuation perspective. In J. J. Gross (Ed.), Handbook of emotion regulation (2nd ed., pp. 23–42). New York, NY: Guilford.
   Google Scholar
• Oettingen, G. (2012). Future thought and behaviour change. European Review of Social Psychology, 23, 1–63.
   Web of Science ®Google Scholar
• Paluck, E. L., & Shepherd, H. (2012). The salience of social referents: A field experiment on collective norms and harassment behavior in a school social network. Journal of Personality and Social Psychology, 103, 899–915.
   PubMed Web of Science ®Google Scholar
• Papies, E. K., & Hamstra, P. (2010). Goal priming and eating behavior: Enhancing self-regulation by environmental cues. Health Psychology, 29, 384–388.
   PubMed Web of Science ®Google Scholar
• Patterson, C. J., & Mischel, W. (1975). Plans to resist distraction. Developmental Psychology, 11, 369–378.
   Web of Science ®Google Scholar
• Patterson, C. J., & Mischel, W. (1976). Effects of temptation-inhibiting and task-facilitating plans on self-control. Journal of Personality and Social Psychology, 33, 209–217.
   Web of Science ®Google Scholar
• Peake, P. K., Hebl, M., & Mischel, W. (2002). Strategic attention deployment for delay of gratification in working and waiting situations. Developmental Psychology, 38, 313–326.
   PubMed Web of Science ®Google Scholar
• Perry, R. P., Hechter, F. J., Menec, V. H., & Weinberg, L. E. (1993). Enhancing achievement motivation and performance in college students: An attributional retraining perspective. Research in Higher Education, 34, 687–723.
   Web of Science ®Google Scholar
• Pintrich, P. R., & de Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82, 33–40. doi:10.1037/0022-0663.82.1.33
   Web of Science ®Google Scholar
• Plummer, B. D., Galla, B. M., D’Mello, S. K., & Duckworth, A. L. (2013, May). Development and validation of a modern persistence performance task. Paper presented at the 25th annual convention of the Association for Psychological Science, Washington, DC.
   Google Scholar
• Poston, W. S. C., & Foreyt, J. P. (2000). Successful management of the obese patient. American Family Physician, 61, 3615–3622.
   PubMed Web of Science ®Google Scholar
• Pronin, E., Olivola, C. Y., & Kennedy, K. A. (2008). Doing unto future selves as you would do unto others: Psychological distance and decision making. Personality and Social Psychology Bulletin, 34, 224–236.
   PubMed Web of Science ®Google Scholar
• Rachlin, H. (2000). The science of self-control. Cambridge, MA: Harvard University Press.
   Google Scholar
• Richards, J. M., & Gross, J. J. (2000). Emotion regulation and memory: The cognitive costs of keeping one's cool. Journal of Personality and Social Psychology, 79, 410–424. doi:10.1037/0022-3514.79.3.410
   PubMed Web of Science ®Google Scholar
• Rodriguez, M. L., Mischel, W., & Shoda, Y. (1989). Cognitive person variables in the delay of gratification of older children at risk. Journal of Personality and Social Psychology, 57, 358–367.
   PubMed Web of Science ®Google Scholar
• Rogers, P. J., & Hill, A. J. (1989). Breakdown of dietary restraint following mere exposure to food stimuli: Interrelationships between restraint, hunger, salivation, and food intake. Addictive Behaviors, 14, 387–397. doi:10.1016/0306-4603(89)90026-9
   PubMed Web of Science ®Google Scholar
• Romer, D., Duckworth, A. L., Sznitman, S., Sunhee, P. (2010). Can adolescents learn self-control? Delay of gratification in the development of control over risk taking. Prevention Science 11, 319–330.
   PubMed Web of Science ®Google Scholar
• Rosen, L. D., Carrier, M. L., & Cheever, N. A. (2013). Facebook and texting made me do it: Media-induced task-switching while studying. Computers in Human Behavior, 29, 948–958. doi:10.1016/j.chb.2012.12.001
   Web of Science ®Google Scholar
• Rosenbaum, M. S., & Drabman, R. S. (1979). Self-control training in the classroom: A review and critique. Journal of Applied Behavior Analysis, 12, 467–485.
   PubMed Web of Science ®Google Scholar
• Rothbart, M. K., Ahadi, S. A., Hersey, K. L., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children's Behavior Questionnaire. Child Development, 72, 1394–1408.
   PubMed Web of Science ®Google Scholar
• Rothbart, M. K., & Rueda, M. R. (2005). The development of effortful control. In U. Mayr, E. Awh, & S. W. Keele (Eds.), Developing individuality in the human brain (pp. 167–188). Washington, DC: American Psychological Association.
   Google Scholar
• Rotter, J. B. (1966). Generalized expectancies for internal versus external control of reinforcement. Psychological Monographs, 80, 1–28.
   PubMedGoogle Scholar
• Rozin, P., Scott, S., Dingley, M., Urbanek, J. K., Jiang, H., & Kaltenbach, M. (2011). Nudge to nobesity I: Minor changes in accessibility decrease food intake. Judgment and Decision Making, 6, 323–332.
   Web of Science ®Google Scholar
• Rueda, M. R., Posner, M. I., & Rothbart, M. K. (2005). The development of executive attention: Contributions to the emergence of self-regulation. Developmental Neuropsychology, 28, 573–594.
   PubMed Web of Science ®Google Scholar
• Sagotsky, G., Patterson, C. J., & Lepper, M. R. (1978). Training children's self-control: A field experiment in self-monitoring and goal-setting in the classroom. Journal of Experimental Child Psychology, 25, 242–253.
   Web of Science ®Google Scholar
• Sansone, C., Weir, C., Harpster, L., & Morgan, C. (1992). Once a boring task always a boring task? Interest as a self-regulatory mechanism. Journal of Personality and Social Psychology, 63, 379–390.
   PubMed Web of Science ®Google Scholar
• Schelling, T. C. (1978). Egonomics, or the art of self-management. The American Economic Review, 68, 290–294. doi:10.2307/1816707
   Web of Science ®Google Scholar
• Schelling, T. C. (1984). The intimate contest for self-command. Harvard Institute of Economic Research.
   Google Scholar
• Schwartz, J., Mochon, D., Wyper, L., Maroba, J., Patel, D., & Ariely, D. (2014). Healthier by precommitment Psychological Science, 25, 538–546.
   PubMed Web of Science ®Google Scholar
• Schroeder, J. R., Latkin, C. A., Hoover, D. R., Curry, A. D., Knowlton, A. R., & Celentano, D. D. (2001). Illicit drug use in one's social network and in one's neighborhood predicts individual heroin and cocaine use. Annals of Epidemiology, 11, 389.
   PubMed Web of Science ®Google Scholar
• Schwebel, A. I., & Cherlin, D. L. (1972). Physical and social distancing in teacher–pupil relationships. Journal of Educational Psychology, 63, 543–550.
   Web of Science ®Google Scholar
• Seligman, M. E. P. (1990). Learned optimism: The skills to conquer life's obstacles, large and small. New York, NY: Random House.
   Google Scholar
• Seligman, M. E. P., Railton, P., Baumeister, R. F., & Sripada, C. (2013). Navigating into the future or driven by the past. Perspectives on Psychological Science, 8, 119–141. doi:10.1177/1745691612474317
   Web of Science ®Google Scholar
• Sesame Workshop. (Producer). (2013). Cookie Monster learns a lesson from Tom Hiddleston [Video file]. Available from https://www.youtube.com/watch?v=b_ubVVnWglk
   Google Scholar
• Sethi, A., Mischel, W., Aber, J. L., Shoda, Y., & Rodriguez, M. L. (2000). The role of strategic attention deployment in development of self-regulation: Predicting preschoolers’ delay of gratification from mother—toddler interactions. Developmental Psychology, 36, 767–777.
   PubMed Web of Science ®Google Scholar
• Shakespeare, W. (2008). Hamlet (J. Bate & E. Rasmussen, Eds.). New York, NY: Modern Library.
   Google Scholar
• Sheppes, G., & Gross, J. J. (2011). Is timing everything? Temporal considerations in emotion regulation. Personality and Social Psychology Review, 15, 319–331.
   PubMed Web of Science ®Google Scholar
• Simons, D. J., & Ambinder, M. S. (2005). Change blindness theory and consequences. Current Directions in Psychological Science, 14, 44–48.
   Web of Science ®Google Scholar
• Singer, J. L., & Singer, D. G. (2006). Preschoolers’ imaginative play as precursor of narrative consciousness. Imagination, Cognition and Personality, 25, 97–117.
   Google Scholar
• Steinberg, L. (2007). Risk-taking in adolescence: New perspectives from brain and behavioral science. Current Directions in Psychological Science, 16, 55–59.
   Web of Science ®Google Scholar
• Steinberg, L., Graham, S., O’Brien, L., Woolard, J., Cauffman, E., & Banich, M. (2009). Age differences in future orientation and delay discoutning. Child Development, 80, 28–44.
   PubMed Web of Science ®Google Scholar
• Strayhorn, J. M. (2002a). Self-control: Theory and research. Journal of the American Academy of Child & Adolescent Psychiatry, 41, 7–16.
   PubMed Web of Science ®Google Scholar
• Strayhorn, J. M. (2002b). Self-control: Toward systematic training programs. Journal of the American Academy of Child and Adolescent Psychiatry, 41, 17–27.
   PubMed Web of Science ®Google Scholar
• Tangney, J. P., Baumeister, R. F., & Boone, A. L. (2004). High self-control predicts good adjustment, less pathology, better grades, and interpersonal success. Journal of Personality, 72, 271–322.
   PubMed Web of Science ®Google Scholar
• Taylor, S. E., Pham, L. B., Rivkin, I. D., & Armor, D. A. (1998). Harnessing the imagination: Mental simulation, self-regulation, and coping. American Psychologist, 53, 429–439. doi:10.1037/0003-066x.53.4.429
   PubMed Web of Science ®Google Scholar
• Thaler, R. H., & Sunstein, C. R. (2008). Nudge: Improving decisions about health, wealth, and happiness. New Haven, CT: Yale University Press.
   Google Scholar
• Trope, Y., & Liberman, N. (2010). Construal level theory of psychological distance. Psychological Review, 117, 440–463.
   PubMed Web of Science ®Google Scholar
• Tsukayama, E., Duckworth, A. L., & Kim, B. E. (2012). Resisting everything except temptation: Evidence and an explanation for domain-specific impulsivity. European Journal of Personality, 26, 318–334. doi:10.1002/per.481
   Web of Science ®Google Scholar
• Tsukayama, E., Duckworth, A. L., & Kim, B. E. (2013). Domain-specific impulsivity in school-age children. Developmental Science, 16, 879–893.
   PubMed Web of Science ®Google Scholar
• Tsukayama, E., Toomey, S. L., Faith, M. S., & Duckworth, A. L. (2010). Self-control as a protective factor against overweight status in the transition from childhood to adolescence. Archives of Pediatrics and Adolescent Medicine, 164, 631–635.
   PubMed Web of Science ®Google Scholar
• Vitaro, F., Brendgen, M., Larose, S., & Tremblay, R. E. (2005). Kindergarten disruptive behaviors, protective factors, and educational achievement by early adulthood. Journal of Educational Psychology, 97, 617–629.
   Web of Science ®Google Scholar
• Vygotsky, L. (1978). Play and its role in the mental development of the child. In M. Cole (Ed.), Soviet developmental psychology (pp. 76–99). White Plains, NY: M. E. Sharpe. (Original work published 1933)
   Google Scholar
• Walberg, H. J. (1969). Physical and psychological distance in the classroom. The School Review, 77, 64–70.
   Web of Science ®Google Scholar
• Wansink, B. (2007). Mindless eating: Why we eat more than we think. New York, NY: Bantam.
   Google Scholar
• Wansink, B., Painter, J. E., & Lee, Y. K. (2006). The office candy dish: proximity's influence on estimated and actual consumption. International Journal of Obesity, 30, 871–875.
   Web of Science ®Google Scholar
• Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Thousand Oaks, CA: Sage.
   Google Scholar
• Weiss, F. (2005). Neurobiology of craving, conditioned reward and relapse. Current Opinion in Pharmacology, 5, 9–19.
   PubMed Web of Science ®Google Scholar
• White, J. L., Moffitt, T. E., Caspi, A., Bartusch, D. J., Needles, D. J., & Stouthamer-Loeber, M. (1994). Measuring impulsivity and examining its relationship to delinquency. Journal of Abnormal Psychology, 103, 192–205.
   PubMed Web of Science ®Google Scholar
• White, R. E., Shearer, A., Gross, J. J., & Duckworth, A. L. (2014). Situation modification strategies in college students. Manuscript in preparation.
   Google Scholar
• Whitebread, D. (2010). Play, metacognition and self-regulation. In P. Broadhead, J. Howard, & E. Wood (Eds.), Play and learning in the early years: From research to practice (pp. 161–176). London, England: Sage.
   Google Scholar
• Whiteside, S. P., & Lynam, D. R. (2001). The Five Factor Model and impulsivity: Using a structural model of personality to understand impulsivity. Personality and Individual Differences, 30, 669–689.
   Web of Science ®Google Scholar
• Whiteside, S. P., Lynam, D. R., Miller, J. D., & Reynolds, S. K. (2005). Validation of the UPPS impulsive behaviour scale: A four-factor model of impulsivity. European Journal of Personality, 19, 559–574.
   Web of Science ®Google Scholar
• Wills, T. A., & Stoolmiller, M. (2002). The role of self-control in early escalation of substance use: A time-varying analysis. Journal of Consulting and Clinical Psychology 70, 986–997.
   PubMed Web of Science ®Google Scholar
• Winne, H. P. & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Erlbaum.
   Google Scholar
• Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational Psychologist, 38, 189–205.
   Web of Science ®Google Scholar
• Yeager, D. S., & Dweck, C. S. (2012). Mindsets that promote resilience: When students believe that personal characteristics can be developed. Educational Psychologist, 47, 302–314.
   Web of Science ®Google Scholar
• Yeager, D. S., Purdie-Vaughns, V., Garcia, J., Apfel, N., Brzustoski, P., Master, A., …, & Cohen, G. L. (2014). Breaking the cycle of mistrust: Wise interventions to provide critical feedback across the racial divide. Journal of Experimental Psychology: General, 14, 804–824.
   Web of Science ®Google Scholar
• Zimmerman, B. J. (1990). Self-regulated learning and academic achievement: An overview. Educational Psychologist, 25, 3–17.
   Web of Science ®Google Scholar
• Zimmerman, B. J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33, 73–86.
   Web of Science ®Google Scholar
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic.
   Google Scholar
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methedological developments, and future prospects. American Educational Research Journal, 45, 166–183.
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Kitsantas, A. (2014). Comparing students’ self-discipline and self-regulation measures and their prediction of academic achievement. Contemporary Educational Psychology, 39, 145–155.
   Google Scholar