Abstract
Neuropsychology shows us that adolescent maturation involves three areas: ejective functions, personal identity, and socialization and this maturation is not reached without emotion regulation. If we look at what this emotion regulation is made up of, psychology will tell us motivation, stress, resilience, emotional cognition, self-control, and habits are fields in which emotion regulation is useful. All of them are looking at the same thing but from different points of view. We can consider forming good habits as the outcome of reached emotional regulation by continued effort of self-control. Currently, neuroscience has seen habit like motor routine and for that reason links habits with corticostriatal pathways, but this is a narrow view of habit. In this opinion article we propose others cerebral process that fit better with a more general conception of the habit. This is developed during adolescence through emotion regulation, so education could be crucial to reach healthy or unhealthy habit.
Highlights
Jose Víctor Orón Semper *Edited by: Jose Angel Lombo, Pontifical University of the Holy Cross, Italy Reviewed by: Jose Angel Lombo, Pontifical University of the Holy Cross, Italy Tomas Alonso Ortiz, UCM, Spain Francisco Ceric, Universidad del Desarrollo, Chile
Neuropsychology shows us that adolescent maturation involves three areas: ejective functions, personal identity, and socialization and this maturation is not reached without emotion regulation
If we look at what this emotion regulation is made up of, psychology will tell us motivation, stress, resilience, emotional cognition, self-control, and habits are fields in which emotion regulation is useful
Summary
Edited by: Jose Angel Lombo, Pontifical University of the Holy Cross, Italy Reviewed by: Jose Angel Lombo, Pontifical University of the Holy Cross, Italy Tomas Alonso Ortiz, UCM, Spain Francisco Ceric, Universidad del Desarrollo, Chile. Neuroscience has seen habit like motor routine and for that reason links habits with corticostriatal pathways, but this is a narrow view of habit In this opinion article we propose others cerebral process that fit better with a more general conception of the habit. This is developed during adolescence through emotion regulation, so education could be crucial to reach healthy or unhealthy habit. Habit makes reference to an internal state that we can reach through voluntary repetition, and favor to behave in a given way, if we want it to (Bernacer and Giménez-Amaya, 2013; Bernacer et al, 2014) This frees us to pay attention to all the processes and allows us to focus on other processes. This makes us orientated to behave in one way (Dweck, 2000)
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