ROLES OF SELF-REGULATION IN THE INTERPERSONAL COGNITION PROCESS OF JAPANESE CHILDREN
 
Nakata, S., Aichi Gakuin University and Shiomi, K., Hyogo Graduate University of Teacher Education, Japan
 
This study examines the roles of self-regulation in the interpersonal cognition process. It also seeks to identify problems in conventional studies and considers the validity of new methods of study. The study begins by offering a perspective for reintegrating studies on sociality and studies on self, which in the past have been technically distinct, in different fields. The study also provides a basis for understanding the process of qualitative modification process concerning self-regulation, and considers the direction of future studies. To construct a new theory a new theory of self-regulation, this study has noted the significance of fostering self-efficacy as a factor for controlling self-regulation. It also examines self-regulation from the following four perspectives: (1) The relationship between self-regulation and goal achievement behavior. (2) The study of self-regulation interpreted from the perspective of social psychology. (3) Self-regulation and interpersonal cognition. And (4)Self- regulation and the social interaction process. It also examines the roles of self-regulation in the interpersonal cognition process of Japanese children, based on the Japanese cultural background, from the perspective of cultural psychology. Key words: self-regulation, interpersonal cognition process, self-efficacy, measurement method.