How College Students Understand Self-Control Development 1 How College Students Understand Their Self-Control Development: A Qualitative Analysis Cara Cliburn Allen, Baylor University Perry Glanzer, Baylor University Abstract Recent research has shown the importance of the positive benefits of high-levels of self- control for both individuals and society. Yet, we know only a limited amount about how college students understand and apply self-control. This qualitative study examined how a national sample of 75 students defined self-control, whether or not they believed that they had developed self-control in college, and where they found help developing it. The analysis illuminated situational strategies that students found helpful in strengthening the self-control muscle, such as advice from faculty and scheduling. The findings also affirm the important role that trusted relationships play in self-control development and guidance. Self-control has not always had the most positive of reputations. As Peterson and Seligman (2004) wrote, people with self-control are often saddled with negative social stereotypes such as being “overly restrained, cautious, uptight, and not spontaneous” (p. 508). Yet, despite being one of the virtues with a negative reputation, self-control is currently receiving an increasing amount of positive attention (Tough, 2016). The bulk of positive attention has focused on the benefits that high levels of self-control produce for both individuals and society. Individuals with high levels of self-control have been shown to be better relationship partners, have better interpersonal skills, display fewer pathological symptoms, have higher self-esteem (Tangney, Baumeister, & Boone, 2004), are less likely to abuse alcohol or drugs, are less likely to be overweight (Peterson & Seligman, 2004), achieve greater academic success (Duckworth &