Learning adequate self-regulation skills, i.e., the ability to modulate affect, behavior, and cognition, is an important goal in the development of children and adolescents. Poor self-regulation is a central problem in a range of behavioral- and emotional problems. It is therefore important to study predictors of self-regulation. We know relatively little about the etiology of these individual differences, although studies do indicate that parental self-regulation is related to child self-regulation, and that this association is at least partly explained by parenting practices. We are conducting a series of studies aimed at examining the contribution of parental characteristics (i.e., parenting and parental self-regulation) on the development of self-regulation in early childhood, middle childhood, and adolescence.