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Self-control has been defined in many ways--as willpower, self-discipline, or conscientiousness.

But however we define it, self-control is about being able to regulate yourself.

Can easily you resist distractions? Receive a grip on your own emotions? Inhibit your impulses? Delay gratification and plan ahead?

To a sizable degree, the answer is determined by your developmental level.
Clearly, little kids lack the self-control of older people. Self-control develops over the years, with some of the most important changes happening between the ages of 3 and 7.

But there is a lot of individual variation too. Several kids have more trouble regulating themselves, and they suffer for it.

Youngsters with poor self-control and planning skills are more likely to have aggressive patterns problems (Raaijmakers et 's 2008; Ellis et 's 2009). They are also very likely to experience anxiety and depression (Martel et al 2007; Eisenberg et al 2010).
Above the long term, thoughtless kids are more likely to become obese, very likely to smoke, and more likely to become dependent on alcohol or drugs (Sutin et 's 2011; Moffit et approach 2011).
They are more likely to commit offences and less likely to become wealthy (Moffit et al 2011). They may even suffer shorter life-spans (Kern et al 2009).

And what about college?

To get along in the classroom, kids need to pay attention, follow directions, stay motivated, and control their impulses.
And so we may expect self-control to play an important role in academic achievement.

Latest studies support the concept.

To get example, Megan McClelland and her colleagues tracked over 300 preschoolers across the school year. They found that children with advanced self-regulation skills at the beginning of the university developed better academic skills with time (McClelland et approach 2007).

A subsequent review of young children in four countries-- China, Southerly Korea, Taiwan and the United States--reports that kids with more robust self-regulation skills had bigger vocabularies and better test scores in mathematics and early literacy skills.

So, just how do we foster self discipline in children?
Skeptics might state that we can't. Personality geneticists are discovering links between certain genes and impulsive behavior (Reif et al 2009). Attention problems seem to be to be highly heritable (Smith et ing 2009). Maybe self-discipline just runs in the family, and you've either received it or else you don't.

Although there's valid reason to deny this idea. Just because there is a hereditary basis for a feature doesn't mean you aren't modify it. And up to date experimental studies suggest that parents and teachers can have a profound effect on the development of self-discipline.
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