Abstract The concept of self‐regulation has received heightened attention as a key mechanism that predicts a variety of developmental outcomes throughout the life span. Although researchers have focused on self‐regulation from a diverse set of perspectives, it is clear that self‐regulation has important implications for individual health and well‐being starting early in life. In the fields of child psychology and developmental science, an emphasis on Relational‐Developmental‐Systems ( RDS ) illuminates how self‐regulation contributes to individual development. This chapter reflects the RDS theoretical orientation and focuses on major issues in the study of self‐regulation in childhood and adolescence. We start by situating the study of self‐regulation within the RDS context and discussing key conceptual issues that guide researchers’ understanding of the development of self‐regulation. We then define self‐regulation and reviews research on important correlates of self‐regulation including academic achievement, motor processes, intelligence, and risk factors. Next, we discuss cross‐cultural variation in these skills and person‐context relations. We conclude by discussing self‐regulation from the perspective of RDS and next steps for studying self‐regulation in context, improving intervention efforts, and advancing analytical and measurement methods.
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