Research and theory on the role of top-down self-regulation (TDSR) in children’s developmental outcomes has received considerable attention in the last few decades. In this review, we distinguish TDSR (and overlapping self-regulatory processes) from bottom-up regulation. With a particular focus on Eisenberg et al.’s body of work, we review evidence for the role of individual differences in children’s TDSR to a variety of developmental outcomes. Children’s TDSR processes are consistently inversely related to externalizing problems and internalizing problems, although less consistently for the latter. Moreover, TDSR processes are positively associated with social competence, empathy-related responding and prosocial outcomes, and school-related outcomes. We briefly review complexities in these associations, such as bidirectional relations, mediators, and moderators. Key areas for future work are also discussed.

A prominent argument in the political correctness debate is that people feel pressure to publicly espouse sociopolitical views they do not privately hold, and that such misrepresentations might render public discourse less vibrant and informative. This paper formalizes the argument in terms of social image and evaluates it experimentally in the context of college campuses. The results show that (i) social image concerns drive a wedge between the sensitive sociopolitical attitudes that college students report in private and in public; (ii) public utterances are indeed less informative than private utterances; and (iii) information loss is exacerbated by (partial) audience naïveté.