Integration of Cognition and Emotion

Part I. Cognition, Biology, and Methods

  1. Megan M. McClelland1,
  2. Claire Cameron Ponitz2,
  3. Emily E. Messersmith3,
  4. Shauna Tominey1

Published Online: 20 SEP 2010

DOI: 10.1002/9780470880166.hlsd001015

The Handbook of Life-Span Development

The Handbook of Life-Span Development

How to Cite

McClelland, M. M., Ponitz, C. C., Messersmith, E. E. and Tominey, S. 2010. Self-Regulation. The Handbook of Life-Span Development. I:15.

Author Information

  1. 1

    Oregon State University, Corvallis, Oregon

  2. 2

    University of Virginia, Charlottesville, Virginia

  3. 3

    University of North Carolina at Chapel Hill, Chapel Hill, North Carolina

Publication History

  1. Published Online: 20 SEP 2010


The present chapter examines self-regulation across the life span with a focus on integrating cognition and emotion. First, we situate self-regulation in a theoretical context and describe the conceptual foundations that have informed its study across multiple sources of influence, settings, and over time. We then discuss how self-regulation has been defined and operationalized in diverse fields over the life span including developmental, personality, cognitive, and educational perspectives. Next, we review measurement issues including the what, where, and how to assessing self-regulation from a multidimentional perspective. Finally, we discuss the development of self-regulation over the life span and conclude the chapter with common themes, implications, and future directions for research and intervention.


  • self-regulation;
  • cognition;
  • emotion;
  • development;
  • life span;
  • measurement