implementing the plan

in the present study the role of self-regulation in the social adjustment of high school students was investigated. Two hundred and twenty four male students completed the Self-Regulation Questionnaire (Miller & Brown, 1991), the California Social Adjustment subscale (Thorpe, Clark, & Tiegs, 1953) and the Cowell Social Adjustment Index (Cowell, 1958). Regression analysis and correlation were used for analyzing data. Among selfregulation subscales only three subscales of evaluating the information, implementing the plan and receiving relevant information were significant predictors of social adjustment. These findings suggest that male adolescents required information and goal setting more than other self-regulation dimensions to regulate adjusted relationships with social environment. Thus, the agency, effectiveness and independence of male adolescents should be taken into consideration, and traditional view of the family control and its limiting role should be moderated.