Self-Regulation and the Transition to Adulthood  
	Ann Owens, University of Chicago, IL
	Barbara Schneider, University of Chicago, IL

Longitudinal interview data from 50 adolescents reveal that an early sense of 
realism, or knowledge about requirements of one’s future goals, contributes to 
adolescents’ self-regulation, or willingness to regulate actions to achieve those 
goals. Self-regulation, in turn, is associated with adolescents’ engagement in 
career-related activities. These internal resources, rather than background 
characteristics, most robustly predict engagement in activities related to future 
goals.