Introduction

Abstract

Developmental conceptualizations emphasize coping as regulation under stress. From this perspective, coping describes how people manage and coordinate their behavior, emotion, and attention under stress. These processes have been studied under many labels, including self-regulation and behavioral, emotion, attention, and action regulation. Narrow bands of this work focus on age-graded changes in how these processes function under stress. These theoretical and empirical efforts can orient and enrich the developmental study of coping.