ABSTRACT
Self-control, also referred to in the literature as impulse control, effortful control, and inhibitory control, is often discussed as part of a broader theory of self-regulation. This chapter offers an understanding of self-control as a reflexive, fast, and stimulus-dependent system that has its origins in temperament. This type of control is different from cognitive control which has origins in executive function, although the two are intertwined. The chapter traces the development of self-control and highlights its importance in achieving personal goals and protecting well-being in childhood and adolescence. It includes the review of studies that have utilized the delay of gratification task, assessments of self-control, and performance on inhibitory motoric tasks to demonstrate long-lasting connections between self-control and academic and social outcomes in childhood and beyond. The chapter discusses the unique role of self-control in predicting academic outcomes in comparison to IQ and explains the difficulties some adolescents have with impulse control. It concludes with general recommendations that enhance self-control in children of all ages.
