Regulation of attention, behaviour or emotion in relation to goals. Measures of executive function, temperament, waiting behaviour and classroom engagement can overlap without being interchangeable.
Processes influencing the course, intensity or expression of emotional responses. What is useful depends on the situation and goal; successful regulation does not require suppression of every unpleasant emotion.
Changing the interpreted meaning of an event in a way that changes its emotional implications. An experiment that alters interpretation can support a causal role for cognitive appraisal; it does not by itself show that appraisal is necessary for every emotion.
Foregoing an immediate outcome in favour of a preferred later one. Waiting can depend on control, strategy, current motivation and expectations that the later outcome will occur.[ref]
Cognitive and attentional mechanisms in delay of gratification by Walter Mischel and others. Journal of Personality and Social Psychology 21, 204–218; experimental manipulations of attention during waiting
A task offering an immediate edible reward or a larger or preferred reward after waiting. Reward visibility, instructions, experimenter reliability and the maximum permitted waiting time affect its interpretation; a duration is not automatically a pure measure of self-control.
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