Background
Self-regulation (SR) is defined as "…intrinsic processes aimed at adjusting mental and physiological state adaptively to context. [It] encompasses cognitive control, emotion regulation, and top-down and bottom-up processes that alter emotion, behavior, or cognition to attempt to enhance adaptation (or to achieve an explicit or implicit goal or goal state)” (p. 364) [The conceptual hierarchical model of SR. The arrows indicate that a reciprocal relationship between basal and complex SR sub-facets is assumed. The line width indicates that the influence of basal on complex sub-facets is assumed to be stronger than vice versaCommencing in early childhood, SR skills dynamically develop during different stages of life at varying paces. Adolescence (i.e., from puberty till the early twenties; [There is consensus that the degree, differentiation, and interconnectedness of SR skills continue to unfold until young adulthood [Research has consistently indicated positive associations between SR and various positive developmental outcomes, such as physical and mental health, well-being, or career success [However, a comprehensive meta-analysis on the role of SR in childhood and adolescence [We will address these research gaps in the continuation of our prospective PIER-study (“Potsdam Intrapersonal Developmental Risk Study”) that has already captured the development from 6 to 13 years through three measurement points and will be extended to include the critical developmental period of late adolescence (16–21 years). Adding further measurement points will contribute to a comprehensive understanding of SR development from childhood to adolescence and its meaning for other areas of development.