SOCIAL SELF-REGULATION - EXPLORING THE RELATIONS BETWEEN CHILDRENS SOCIAL RELATIONSHIPS, ACADEMIC SELF-REGULATION, AND SCHOOL PERFORMANCE

I argue that the ability to monitor and regulate one's social interact ions, or social self-regulation, may in part explain the well-document ed association between children's performance at school and their soci al competence. Research about social relationships has identified that many of the same overarching social cognitive factors found to be imp ortant for regulation of academic work are also important for social r elationships. These similarities suggest that there may be an underlyi ng process that is shared for individual's self-regulation of academic and social engagement. The apparent parallels between domains are ill ustrated through the mapping of research regarding children's social c ompetence on to social cognitive models of academic self-regulation. F uture directions for research, based on these theoretical speculations , are presented.