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SELF-REGULATION IN ADOLESCENCE - Coggle Diagram
SELF-REGULATION IN ADOLESCENCE
1) SOCIAL COGNITION AS CONTEXT FOR SELF-REGULATION
The control capacity in relationship to social environment
Drastically change in adolescence
Increased sensitivity to evaluation
Development of perspective-taking
Increasing of role of peer approval
Role of social context in defining our goals
2) EXECUTIVE FUNCTION AND INDIVIDUAL DIFFERENCES
Let possible self-regulation
Work in a conscious way with different grades of awarness
They are not directly observable
Two types of classification
First type
Key cognitive functions
Working memory, inhibition, cognitive flexibility
Higher order cognitive functions
Planning & organization, emotion regulation, self-monitoring, problem solving
Second type
Cool functions
More cognitive (dorso-lateral PFC)
Hot functions
More socio-emotional (ventro-medial PFC)
Not reading and meta-cognition
Development
In adolescence period of skills and responsabilites acquisition
Behaviour protracted-changes associated with brain changes (goal-directed and social behaviour areas)
Adolescence, with pre-scholar period, is an important sensitive period
Individual differences are visible in the behaviour
Differences between cool-hot tasks
Marshmallow Test can make evident them
Behaviour variation are normal (the same in executive functions)
Many indicators such as quality of life and economic success
3) DUAL SYSTEMS AND SOCIO-AFFECTIVE DEVELOPMENT
During adolescence appears problems in goal-directed and social behavior
Two systems
Cognitive Control System
Protracted development until adulthood
Socio-emotional System
Reaching the peak during the adolescence and then decreasing
Greater reward reactivity associated with risk taking
In particular with peer presence
Neural networks are in part merged
4) INTEGRATING SELF- AND OTHER- ORIENTED DEVELOPMENT
Development of social brain during the adolescence
Temporal discounting and preference for adolescence for shorter delayed period
Role of peer presence
5) CLASSROOM IMPLICATIONS
Effortful control and impulsivity
Impulsivity can help students but goes against attention and persistence
Social exclusion
Associated with worste reading and GPA scores
Belonging practices with minority communities
6) CONCLUSION AND SUMMARY
Cooperative learning is related to EF and social cognition (requires them)
So, educational implications
The individual development is based on skills, wills and sensitivity