Organization and development of self-understanding and self-regulation: Toward a general theory.

By Andreas Demetriou. 2000

169 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5b33ae74f253b69014ccd6c326f56920dc142a0b

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In Developmental and Educational Psychology

In Social Psychology

Citations in the corpus

Hiding in Plain Sight: The Stages of Mastery/Self-Regulation in Vygotsky's Cultural-Historical Theory (2009, background): “…conditions: (a) a selfmonitoring system that updates information about the individual’s particular state or activity; (b) a self-system that includes the individual’s nature, history, tendencies, and preferences, and (c) self-modification skills and strategies (Demetriou, 2000, pp. 209–210).”
The development of emotional and behavioral self-regulation and their effects on academic achievement in childhood (2018, background): “Although external social variables are important to the development of self-regulation, children can have their own agency in the sense that the development of one facet of self-regulation might enhance the development of other facets (Cicchetti & Tucker, 1994; Demetriou, 2000).”
How cognitive, metacognitive, motivational and emotional self‐regulation influence school performance in adolescence and early adulthood (2010, background): “It is from the beginning of adolescence that persons become planful with regard to their short- and long-term goals and thus able to subordinate their thoughts and behaviour to the attainment of these goals at the age of 13 or 14 years (Demetriou 2000).”
Linking Self-Regulation and Risk Proneness to Risky Sexual Behavior: Pathways through Peer Pressure and Early Substance Use (2006, background): “Aspects that require more abstract thinking, such as the capacity to envision long-term goals and to regulate one’s behavior in line with those goals, like- ly do not develop until late childhood or adolescence (Demetriou, 2000).”
Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach (2013, background): “Demetriou (2000) states that a profound planning incorporating the strategies and actions needed to attain goals and subgoals, and a time plan that specifies when strategies and actions are to be applied is not present before the age of 9.”
Educating the Developing Mind: Towards an Overarching Paradigm (2011, background): “The core mechanisms of consciousness involve monitoring processes ensuring (1) awareness of the current goal, (2) an evaluative function which regularly compares the present state with the goal, and (3) a control function which registers discrepancies between the present state and the goal and sugge”
Can we be intelligent about intelligence?: Why education needs the concept of plastic general ability (2007, background): “…processes), “executive control processes” (i.e., selection, orchestration, and planning of actions, overt or mental), “theory of mind”, and Sternberg’s (1985) metacomponents denote processes that belong to and serve complementary functions in this system (Demetriou, 2000; Demetriou & Kazi, 2006).”
Development of Emotional Intelligence: Towards a Multi-Level Investment Model (2003, background): “Demetriou [2000] describes the development of mindful, metacognitive self-”
Handbook of Self-Regulation of Learning and Performance (2011, background): “Changes in these factors impact how children regulate themselves at different ages; thus the development of self-regulation is a complex result of changes in the regulatory processes themselves and changes in factors infl uencing the regulatory processes (Demetriou, 2000).”
Early predictors of self‐regulation in middle childhood (2006, background): “Caregiving interactions play a major role in this transition, with neonates and young infants initially relying heavily on interactions with their caregivers for assistance with basic physical, emotional, and cognitive regulatory tasks, like the soothing of emotional distress and the focusing of att”
Positive Development in Adolescence: The Development and Role of Intentional Self-Regulation (2008, background): “…infancy and childhood, many of the capacities necessary for intentional self-regulation, especially in the form of regulating behavior in accordance with long-term goals, may for the most part be acquired and developed in adolescence [Demetriou, 2000; Kopp, 1982; Raffaelli, Crockett, & Shen, 2005].”
The relationship between the big-five model of personality and self-regulated learning strategies. (2007, background): “Although research has shown that self-regulation develops from early childhood to adolescence (Demetriou, 2000; Weinstein, Husman, & Dierking, 2000), training and intervention studies have lent support to the arguments that self-regulation can be successfully taught to students of all grade levels, ”