WorldWideScience

Sample records for self-regulated swarms societal

  1. Self-regulating and self-evolving particle swarm optimizer

    Science.gov (United States)

    Wang, Hui-Min; Qiao, Zhao-Wei; Xia, Chang-Liang; Li, Liang-Yu

    2015-01-01

    In this article, a novel self-regulating and self-evolving particle swarm optimizer (SSPSO) is proposed. Learning from the idea of direction reversal, self-regulating behaviour is a modified position update rule for particles, according to which the algorithm improves the best position to accelerate convergence in situations where the traditional update rule does not work. Borrowing the idea of mutation from evolutionary computation, self-evolving behaviour acts on the current best particle in the swarm to prevent the algorithm from prematurely converging. The performance of SSPSO and four other improved particle swarm optimizers is numerically evaluated by unimodal, multimodal and rotated multimodal benchmark functions. The effectiveness of SSPSO in solving real-world problems is shown by the magnetic optimization of a Halbach-based permanent magnet machine. The results show that SSPSO has good convergence performance and high reliability, and is well matched to actual problems.

  2. Swarm.

    Science.gov (United States)

    Petersen, Hugh

    2002-01-01

    Describes an eighth grade art project for which students created bug swarms on scratchboard. Explains that the project also teaches students about design principles, such as balance. Discusses how the students created their drawings. (CMK)

  3. Assessing self-regulation strategies

    DEFF Research Database (Denmark)

    de Vet, Emely; de Ridder, Denise T. D.; Stok, Marijn

    2014-01-01

    intake and background characteristics. In study 3, the TESQ-E was administered twice within four weeks to evaluate test-retest reliability (n = 140). Study 4 was a cross-sectional survey (n = 93) that assessed the TESQ-E and related psychological constructs (e.g., motivation, autonomy, self-control). All...... general self-regulation and motivation measures. Conclusions: The TESQ-E provides a reliable and valid measure to assess six theory-based self-regulation strategies that adolescents may use to ensure their healthy eating....

  4. Is self-regulation possible

    International Nuclear Information System (INIS)

    Barkenbus, J.N.

    1983-01-01

    The Nuclear Regulatory Commission's increasingly prescriptive regulation of the nuclear industry can have deleterious effects, perhaps the most serious being the shift in responsibility for safety from the utility to the NRC. Several factors account for this type of regulation including the nature and structure of the nuclear industry, public opinion and bureaucratic incentives, and the nature of the technology itself. The opportunities to create heightened industry self-regulation (performance-based regulation) deserve further examination. The key to self-regulation is to structure incentives so that it is clearly within the nuclear utilities' interests to build and operate nuclear power facilities in the safest manner possible. 27 references

  5. On self regulation and laughter

    DEFF Research Database (Denmark)

    Buhl, Mie

      Abstract: The paper addresses the new premises for being a professional in the increasing virtual reality of universities. The new premises are being exemplified with the expansion of the professional duties of the university scholar to extend beyond merely acting as a disseminator of knowledge...... that video streaming increases self regulation and laughter. The discussions are based on empirical material in relation to both video streamed teaching sessions and online discussions....

  6. Self-regulation in securities markets

    OpenAIRE

    Carson, John

    2011-01-01

    This paper canvasses the trends in self-regulation and the role of self-regulation in securities markets in different parts of the world. The paper also describes the conditions in which self-regulation might be an effective element of securities markets regulation, particularly in emerging markets. Use of self-regulation and self-regulatory organizations is often recommended in emerging m...

  7. Emotional Intelligence of Self Regulated Learners

    Science.gov (United States)

    Rathore, Ami

    2018-01-01

    The study was conducted on self regulated learners of senior secondary school. The main objectives of the study were to find out significant dimensions of emotional intelligence held by self regulated learners. To compare the emotional intelligence dimensions of self regulated learners, in terms of subject and gender. To find out the relationship…

  8. Self-regulation through Goal Setting

    DEFF Research Database (Denmark)

    Koch, Alexander; Nafziger, Julia

    self-control problems. We show how goals permit self-regulation, but also that they are painful self-disciplining devices. Greater self-control problems therefore lead to stronger self-regulation through goals only up to a certain point. For severely present-biased preferences, the required goal...... for self-regulation is too painful and the individual rather gives up....

  9. Drone Swarms

    Science.gov (United States)

    2017-05-25

    Conversely, drone swarms have significant vulnerabilities and challenges, including electronic and cyber threats (hacking), legal and ethical ...Factors Affecting Success and selection in Goshawk Attacks on Woodpigeons,” Journal of Animal Ecology , Vol. 47, No. 2 (Jun., 1978), p 449-460 6 fish...organizational limitations, and ethical and legal constraints. This chapter answers what utility drone swarms bring to the military by examining

  10. Reflection amplifiers in self-regulated learning

    NARCIS (Netherlands)

    Verpoorten, Dominique

    2012-01-01

    Verpoorten, D. (2012). Reflection amplifiers in self-regulated learning. Doctoral thesis. November, 9, 2012, Heerlen, The Netherlands: Open Universiteit (CELSTEC). Datawyse / Universitaire Pers Maastricht.

  11. Fostering Self-Regulation in Distributed Learning

    Science.gov (United States)

    Terry, Krista P.; Doolittle, Peter

    2006-01-01

    Although much has been written about fostering self-regulated learning in traditional classroom settings, there has been little that addresses how to facilitate self-regulated learning skills in distributed and online environments. This article will examine some such strategies by specifically focusing on time management. Specific principles for…

  12. Self-regulation in the mining industry

    DEFF Research Database (Denmark)

    Sinding, Knud; Peck, Philip

    2013-01-01

    Many industries have established their own systems for self-regulation. They often do so when companies involved in the industry operate in countries where financial, technical, environmental and social regulation is weak and when the industry is challenged by legitimacy issues related to behaviour...... in one of these areas. One industry that has progressed unevenly down the road of self-regulation in these areas is mining. Developing self-regulation for mines and mining companies involves difficult questions of scope, rules, membership, assessment criteria and performance evaluation. While self-regulation...... may bring benefits to members, they are likely to take a long time coming; but when they do arrive they may be substantial. Using a range of theoretical and empirical results from research on self-regulation, performance rating and corporate strategy, this paper analyses the strategic and operational...

  13. Executive functions and self-regulation.

    Science.gov (United States)

    Hofmann, Wilhelm; Schmeichel, Brandon J; Baddeley, Alan D

    2012-03-01

    Self-regulation is a core aspect of adaptive human behavior that has been studied, largely in parallel, through the lenses of social and personality psychology as well as cognitive psychology. Here, we argue for more communication between these disciplines and highlight recent research that speaks to their connection. We outline how basic facets of executive functioning (working memory operations, behavioral inhibition, and task-switching) may subserve successful self-regulation. We also argue that temporary reductions in executive functions underlie many of the situational risk factors identified in the social psychological research on self-regulation and review recent evidence that the training of executive functions holds significant potential for improving poor self-regulation in problem populations. Copyright © 2012 Elsevier Ltd. All rights reserved.

  14. Self-Regulation in Language Learning.

    Science.gov (United States)

    Tseng, Wen-Ta; Liu, Heidi; Nix, John-Michael L

    2017-04-01

    Self-regulated learning has been a widely researched subject for decades in educational psychology. Different instruments have been developed to understand learners' self-regulated learning in a specific subject domain. This study developed a measurement scale to assess English-as-a-foreign-language learners' self-regulatory capacity in English language learning and further examined the effects of gender on English-as-a-foreign-language learners' self-regulatory capacity. A series of psychometric analyses including exploratory factor analysis, confirmatory factor analysis, and full structural equation modeling were undertaken to answer the research questions raised. The findings suggest that the scale can attain high reliability and strong validity in two different samplings, and the underlying construct of self-regulation in English language learning is shown to be multidimensional with a significant impact by gender. Theoretical and pedagogical implications are further put forward in light of the research findings.

  15. Implementation in International Business Self-Regulation

    DEFF Research Database (Denmark)

    Porter, Tony; Ronit, Karsten

    2015-01-01

    Self-regulation by business is increasingly common internationally, but the effective implementation of international rules often continues to be seen as something that only states can carry out. We argue that more exclusively private forms of effective implementation can be constructed in self......-regulation. Drawing on research in private international law, public policy implementation and self-regulation, we identify four distinct implementation sequences: monitoring, compliance, adjudication, and sanctioning. These sequences are sometimes constituted in response to deliberate integrated plans, but also come...... together in a decentralized manner. Many international business actors devise ways to carry out the sequences in order to implement rules that are important for them, reflecting a functional logic of implementation that is creative and pragmatic, and together constitute an important stage in the policy...

  16. Learner autonomy, self regulation and metacognition

    Directory of Open Access Journals (Sweden)

    Feryal Çubukcu

    2009-10-01

    Full Text Available Different theories try to explain why some students are more successful than the others. Phenomenologists (Mc Combs, 1989 study self concepts of the students and find such students prone to achieve more. Attributional Theorists (Dweck, 1986; Weiner, 2005 focus on personal outcome such as effort or ability. Metacognitive theorists (Pressley, 2000; Schunk, Pintrich & Meece, 2007 examine students’ self regulated learning strategies whereas Constructivists (Maxim, 2009; Paris & Byrnes, 1989 believe supportive environments are important to be successful. In this study, the metacognitive theory will be given more importance and the purpose of the article is to find the correlation between self regulation, metacognition and autonomy.

  17. Knowledge Visualization for Self-Regulated Learning

    Science.gov (United States)

    Wang, Minhong; Peng, Jun; Cheng, Bo; Zhou, Hance; Liu, Jie

    2011-01-01

    The Web allows self-regulated learning through interaction with large amounts of learning resources. While enjoying the flexibility of learning, learners may suffer from cognitive overload and conceptual and navigational disorientation when faced with various information resources under disparate topics and complex knowledge structures. This study…

  18. Student teachers' self-regulated learning

    NARCIS (Netherlands)

    Endedijk, M.D.

    2010-01-01

    The focus of this thesis is on student teachers’ self-regulated learning in a dual learning programme, in which learning in practice and at university are combined. These programmes, especially one-year post-graduate teacher education programmes only form a very time-limited intervention in the

  19. Self-Regulation Competence in Music Education

    Science.gov (United States)

    Ludovico, Luca Andrea; Mangione, Giuseppina Rita

    2014-01-01

    This work starts from a systematic review about music education and self-regulation during learning processes. Then the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts in order to rethink the structure of a didactic e-book for instrumental…

  20. Comparing certification and self-regulation

    Czech Academy of Sciences Publication Activity Database

    Mysliveček, Jan

    -, č. 361 (2008), s. 1-37 ISSN 1211-3298 Institutional research plan: CEZ:MSM0021620846 Keywords : quality assurance * asymetry of information * self-regulation Subject RIV: AH - Economics http://www.cerge-ei.cz/pdf/wp/Wp361.pdf

  1. Comparing certification and self-regulation

    Czech Academy of Sciences Publication Activity Database

    Mysliveček, Jan

    -, č. 361 (2008), s. 1-37 ISSN 1211-3298 Institutional research plan: CEZ:AV0Z70850503 Keywords : quality assurance * asymetry of information * self-regulation Subject RIV: AH - Economics http://www.cerge-ei.cz/pdf/wp/Wp361.pdf

  2. Swarm Verification

    Science.gov (United States)

    Holzmann, Gerard J.; Joshi, Rajeev; Groce, Alex

    2008-01-01

    Reportedly, supercomputer designer Seymour Cray once said that he would sooner use two strong oxen to plow a field than a thousand chickens. Although this is undoubtedly wise when it comes to plowing a field, it is not so clear for other types of tasks. Model checking problems are of the proverbial "search the needle in a haystack" type. Such problems can often be parallelized easily. Alas, none of the usual divide and conquer methods can be used to parallelize the working of a model checker. Given that it has become easier than ever to gain access to large numbers of computers to perform even routine tasks it is becoming more and more attractive to find alternate ways to use these resources to speed up model checking tasks. This paper describes one such method, called swarm verification.

  3. The Self-Regulated Learning Model and Music Education

    OpenAIRE

    Maja Marijan

    2017-01-01

    Self-regulation and self-regulated learning (SRL) are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be...

  4. Self-regulation: the need to succeed

    International Nuclear Information System (INIS)

    Sorenson, G.C.

    1985-01-01

    The nuclear industry has long complained that it is over-regulated. Others - including the regulator - are now beginning to accept this complaint and acknowledge that perhaps the industry is over regulated and something should be done to provide relief. It is clear that regulation will not simply go away. The industry is perceived by some as one that cannot be trusted and must be closely regulated or serious health and safety consequences will result. Headlines claiming coverup of design deficiencies, allegations concerning construction problems, cheating on exams, mismanagement, intimidation of QA/QC personnel, etc., do little to dispel these concerns for the layman. This paper looks at two areas that must be considered in attempting to decrease the amount of regulator-imposed activities and increase self-regulation: 1) establish greater trust and confidence in the industry's ability to do a good job and be responsible for self-regulation; and 2) establish industry initiatives to regulate itself

  5. Self-regulation, ego depletion, and inhibition.

    Science.gov (United States)

    Baumeister, Roy F

    2014-12-01

    Inhibition is a major form of self-regulation. As such, it depends on self-awareness and comparing oneself to standards and is also susceptible to fluctuations in willpower resources. Ego depletion is the state of reduced willpower caused by prior exertion of self-control. Ego depletion undermines inhibition both because restraints are weaker and because urges are felt more intensely than usual. Conscious inhibition of desires is a pervasive feature of everyday life and may be a requirement of life in civilized, cultural society, and in that sense it goes to the evolved core of human nature. Intentional inhibition not only restrains antisocial impulses but can also facilitate optimal performance, such as during test taking. Self-regulation and ego depletion- may also affect less intentional forms of inhibition, even chronic tendencies to inhibit. Broadly stated, inhibition is necessary for human social life and nearly all societies encourage and enforce it. Copyright © 2014 Elsevier Ltd. All rights reserved.

  6. Self-regulating the effortful "social dos".

    Science.gov (United States)

    Cortes, Kassandra; Kammrath, Lara K; Scholer, Abigail A; Peetz, Johanna

    2014-03-01

    In the current research, we explored differences in the self-regulation of the personal dos (i.e., engaging in active and effortful behaviors that benefit the self) and in the self-regulation of the social dos (engaging in those same effortful behaviors to benefit someone else). In 6 studies, we examined whether the same trait self-control abilities that predict task persistence on personal dos would also predict task persistence on social dos. That is, would the same behavior, such as persisting through a tedious and attentionally demanding task, show different associations with trait self-control when it is framed as benefitting the self versus someone else? In Studies 1-3, we directly compared the personal and social dos and found that trait self-control predicted self-reported and behavioral personal dos but not social dos, even when the behaviors were identical and when the incentives were matched. Instead, trait agreeableness--a trait linked to successful self-regulation within the social domain--predicted the social dos. Trait self-control did not predict the social dos even when task difficulty increased (Study 4), but it did predict the social don'ts, consistent with past research (Studies 5-6). The current studies provide support for the importance of distinguishing different domains of self-regulated behaviors and suggest that social dos can be successfully performed through routes other than traditional self-control abilities. (PsycINFO Database Record (c) 2014 APA, all rights reserved).

  7. Physiological Self-Regulation and Adaptive Automation

    Science.gov (United States)

    Prinzell, Lawrence J.; Pope, Alan T.; Freeman, Frederick G.

    2007-01-01

    Adaptive automation has been proposed as a solution to current problems of human-automation interaction. Past research has shown the potential of this advanced form of automation to enhance pilot engagement and lower cognitive workload. However, there have been concerns voiced regarding issues, such as automation surprises, associated with the use of adaptive automation. This study examined the use of psychophysiological self-regulation training with adaptive automation that may help pilots deal with these problems through the enhancement of cognitive resource management skills. Eighteen participants were assigned to 3 groups (self-regulation training, false feedback, and control) and performed resource management, monitoring, and tracking tasks from the Multiple Attribute Task Battery. The tracking task was cycled between 3 levels of task difficulty (automatic, adaptive aiding, manual) on the basis of the electroencephalogram-derived engagement index. The other two tasks remained in automatic mode that had a single automation failure. Those participants who had received self-regulation training performed significantly better and reported lower National Aeronautics and Space Administration Task Load Index scores than participants in the false feedback and control groups. The theoretical and practical implications of these results for adaptive automation are discussed.

  8. Cold neutron source with self-regulation

    International Nuclear Information System (INIS)

    Kawai, T.

    2003-01-01

    A way to increase the cold neutron flux is to cool moderator from where cold neutrons are extracted. Although various kinds of cooling system are considered, the closed thermo-siphon cooling system is adopted in many institutes. The notable feature of this system is to be able to keep the liquid level stable in the moderator cell against thermal disturbances, by using self-regulation, which allows a stable supply of cold neutrons. The main part of the closed thermo-siphon consists of a condenser, a moderator transfer tube and moderator cell, which is called the hydrogen cold system. When an extra heat load is applied to the hydrogen cold system having no flow resistance in a moderator transfer tube, the system pressure rises by evaporation of liquid hydrogen. Then the boiling point of hydrogen rises. The liquefaction capacity of the condenser is increasing with a rise of temperature, because a refrigerating power of the helium refrigerator increases linearly with temperature rise of the system. Therefore, the effect of thermal heat load increase is compensated and cancelled out. The closed thermo-siphon has this feature generally, when the moderator transfer tube is designed to be no flow resistance. The report reviews the concept of self-regulation, and how to design and construct the cold neutron source with self-regulation. (author)

  9. Swarm Intelligence systems

    International Nuclear Information System (INIS)

    Beni, G.

    1994-01-01

    We review the characteristics of Swarm Intelligence and discuss systems exhibiting it. The recently developed mathematical description of Swarm behavior is also reviewed and discussed. The self-organization of Swarms is described as the reconfiguring asynchronously and conservatively of a distribution. Swarm reconfigurations are based on producing distributions that are solutions to systems of linear equations. Conservation and asynchronicity are related, respectively, to the global and local nature of the Swarm problem. The conditions for the convergence of the Swarm algorithm are presented. The important point is that, under very general conditions, the Swarm reconfigures in a time which is independent of the size of the Swarm. This fact implies that a centralized controller can never reconfigure as fast as a Swarm provided the size of the Swarm is large enough. This result is related to the unpredictability of the Swarm, a basic property of Swarm Intelligence. Finally, the conditions under which Swarm algorithms become of practical importance are discussed and examples given. (author)

  10. Do Demanding Conditions Help or Hurt Self-Regulation?

    NARCIS (Netherlands)

    Koole, S.L.; Jostmann, N.B.; Baumann, N.

    2012-01-01

    Although everyday life is often demanding, it remains unclear how demanding conditions impact self-regulation. Some theories suggest that demanding conditions impair self-regulation, by undermining autonomy, interfering with skilled performance and working memory, and depleting energy resources.

  11. Do demanding conditions help or hurt self-regulation?

    NARCIS (Netherlands)

    Koole, S.L.; Jostmann, N.B.; Baumann, N.

    2012-01-01

    Although everyday life is often demanding, it remains unclear how demanding conditions impact self-regulation. Some theories suggest that demanding conditions impair self-regulation, by undermining autonomy, interfering with skilled performance and working memory, and depleting energy resources.

  12. Modeling dynamic swarms

    KAUST Repository

    Ghanem, Bernard; Ahuja, Narendra

    2013-01-01

    This paper proposes the problem of modeling video sequences of dynamic swarms (DSs). We define a DS as a large layout of stochastically repetitive spatial configurations of dynamic objects (swarm elements) whose motions exhibit local spatiotemporal

  13. Proactive and defensive self-regulation in learning

    Directory of Open Access Journals (Sweden)

    Darko Lončarić

    2008-12-01

    Full Text Available Although self-regulation research is fragmented over several interdisciplinary areas and theories, the concept of self-regulation could represent a cohesive force for integrating different areas of psychology, such as clinical, educational, or organisational psychology. This paper focuses on self-regulation within the educational framework and elaborates the concept of self-regulated learning. Current advances in self-regulated learning research indicated that concepts, such as cognition and motivation, need to be integrated into a coherent self-regulation model. Two models that integrate cognitive and motivational constructs are described in this paper, namely the motivational and cognitive self-regulation components described by Pintrich and colleagues (e.g., Garcia & Pintrich 1994, and a six component model of self-regulated learning provided by Boekaerts (1997. These models were used to formulate new and parsimonious organisational constructs that classify self-regulation components into proactive and defensive self-regulation patterns. At the end, the applicative value of the models and the need for further research, regarding the question of specific self-regulation failures (the depressive self-regulation pattern, are being discussed.

  14. 77 FR 4714 - Self-Regulation of Class II Gaming

    Science.gov (United States)

    2012-01-31

    ...: Notice of proposed rulemaking. SUMMARY: This action proposes to amend the NIGC's self-regulation regulations to tailor the self-regulating qualifying criteria to a tribe's regulation of class II gaming activity and more clearly define and streamline the self-regulation certification process. By tailoring the...

  15. 78 FR 37114 - Self-Regulation of Class II Gaming

    Science.gov (United States)

    2013-06-20

    ... Commission) is revising its rules concerning the issuance of certificates for tribal self-regulation of Class... Office of Self Regulation's recommendation and report; and to correct referencing errors in two of its... certificate of self- regulation. 25 U.S.C. 2710(c). The Act authorizes the Commission to ``promulgate such...

  16. The Development of Self-Regulation across Early Childhood

    Science.gov (United States)

    Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

    2016-01-01

    The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and…

  17. Self-Regulated Learning: A Motivational Approach for Learning Mathematics

    Science.gov (United States)

    K., Abdul Gafoor; Kurukkan, Abidha

    2016-01-01

    Self-regulated learning is identified as a fruitful learning strategy as evidenced from the increase in the number of researches in academic self-regulation since year 2000. Knowing to manage one's own learning is helpful in attaining the goals. This analysis of literature on self-regulated learning focuses on the factors that affect…

  18. MAGNAS - Magnetic Nanoprobe SWARM

    DEFF Research Database (Denmark)

    Lubberstedt, H.; Koebel, D.; Hansen, Flemming

    2005-01-01

    This paper presents the Magnetic Nano-Probe Swarm mission utilising a constellation of several swarms of nano-satellites in order to acquire simultaneous measurements of the geomagnetic field resolving the local field gradients. The space segment comprises of up to 4 S/C swarms each consisting...

  19. Self-regulation through Goal Setting

    DEFF Research Database (Denmark)

    Koch, Alexander; Nafziger, Julia

    2011-01-01

    Goals are an important motivator. But little is known about why and how people set them. We address this issue in a model based on two stylized facts. i) Goals serve as reference points for performance. ii) Present-biased preferences create self-control problems. We show the power and limits...... of self-regulation through goals. Goals increase an individual's motivation - but only up to a certain point. And they are painful self-disciplining devices. Greater self-control problems may result in tougher goals; but for a severe present bias goals either lack motivating force, or are too painful...

  20. Targeting self-regulation to promote health behaviors in children.

    Science.gov (United States)

    Miller, Alison L; Gearhardt, Ashley N; Fredericks, Emily M; Katz, Benjamin; Shapiro, Lilly Fink; Holden, Kelsie; Kaciroti, Niko; Gonzalez, Richard; Hunter, Christine; Lumeng, Julie C

    2018-02-01

    Poor self-regulation (i.e., inability to harness cognitive, emotional, motivational resources to achieve goals) is hypothesized to contribute to unhealthy behaviors across the lifespan. Enhancing early self-regulation may increase positive health outcomes. Obesity is a major public health concern with early-emerging precursors related to self-regulation; it is therefore a good model for understanding self-regulation and health behavior. Preadolescence is a transition when children increase autonomy in health behaviors (e.g., eating, exercise habits), many of which involve self-regulation. This paper presents the scientific rationale for examining self-regulation mechanisms that are hypothesized to relate to health behaviors, specifically obesogenic eating, that have not been examined in children. We describe novel intervention protocols designed to enhance self-regulation skills, specifically executive functioning, emotion regulation, future-oriented thinking, and approach bias. Interventions are delivered via home visits. Assays of self-regulation and obesogenic eating behaviors using behavioral tasks and self-reports are implemented and evaluated to determine feasibility and psychometrics and to test intervention effects. Participants are low-income 9-12 year-old children who have been phenotyped for self-regulation, stress, eating behavior and adiposity through early childhood. Study goals are to examine intervention effects on self-regulation and whether change in self-regulation improves obesogenic eating. Copyright © 2017 Elsevier Ltd. All rights reserved.

  1. Self regulation in the methanol industry

    International Nuclear Information System (INIS)

    Hymas, R.; Wilkes, P.

    1995-01-01

    The methanol industry is not known for a high degree of self-regulation, as one can see from a glance at historic price volatility, and historic demand/supply curves. Industry enthusiasts spend considerable effort attempting to improve their understanding of the industry by analyzing the abundance of data produced within the industry about these topics, usually without resulting in any definitive correlations. Rational planning within the industry is hindered by these factors as well as the large number of new production facilities continuously being announced. Against this background however demand has significantly increased, supply has kept up with demand, methanol plants structured on a rational basis have continued to be built, and in spite of wildly fluctuating product prices all established members of the industry apparently flourish. Historic trends, new entrants, and industry achievements are discussed

  2. Self-regulating energy storage system

    Energy Technology Data Exchange (ETDEWEB)

    Eisenhaure, D.B.; Downer, J.R.; Bliamptis, T.E.; Oberbeck, G.A.; Hendrie, S.D.

    1986-10-14

    This patent describes a self-regulating energy storage system which consists of: an a.c. motor/generator including a rotor; a flywheel attached to the motor/generator; means for monitoring the position of the motor/generator rotor; means for resolving current to and from the motor/generator; a pulse width modulated bidirectional inverter interconnecting the motor/generator with a power supply bus having a voltage to be regulated; a summing circuit for determining differences between a reference voltage and the voltage on the power supply bus to be regulated; and a pulse width modulation switch control responsive to the summing circuit, to the means for monitoring, and to the means for resolving.

  3. Compact, self-regulating nuclear power source

    International Nuclear Information System (INIS)

    Peterson, Otis G.; Kimpland, Robert H.

    2008-01-01

    An inherently safe nuclear power source has been designed, that is self-stabilizing and requires no moving mechanical components. Unlike conventional designs, the proposed reactor is self-regulating through the inherent properties of uranium hydride, which serves as a combination fuel and moderator. The temperature driven mobility of the hydrogen contained in the hydride will control the nuclear activity. If the core temperature increases over the set point, the hydrogen is driven out of the core, the moderation drops and the power production decreases. If the temperature drops, the hydrogen returns and the process is reversed. Thus the design is inherently fail-safe and requires only minimal human oversight. The compact nature and inherent safety opens the possibility for low-cost mass production and operation of the reactors. This design has the capability to dramatically alter the manner in which nuclear energy is harnessed for commercial use. (author)

  4. How do older adult drivers self-regulate? Characteristics of self-regulation classes defined by latent class analysis.

    Science.gov (United States)

    Bergen, Gwen; West, Bethany A; Luo, Feijun; Bird, Donna C; Freund, Katherine; Fortinsky, Richard H; Staplin, Loren

    2017-06-01

    Motor-vehicle crashes were the second leading cause of injury death for adults aged 65-84years in 2014. Some older drivers choose to self-regulate their driving to maintain mobility while reducing driving risk, yet the process remains poorly understood. Data from 729 older adults (aged ≥60years) who joined an older adult ride service program between April 1, 2010 and November 8, 2013 were analyzed to define and describe classes of driving self-regulation. Latent class analysis was employed to characterize older adult driving self-regulation classes using driving frequency and avoidance of seven driving situations. Logistic regression was used to explore associations between characteristics affecting mobility and self-regulation class. Three classes were identified (low, medium, and high self-regulation). High self-regulating participants reported the highest proportion of always avoiding seven risky driving situations and the lowest driving frequency followed by medium and low self-regulators. Those who were female, aged 80years or older, visually impaired, assistive device users, and those with special health needs were more likely to be high self-regulating compared with low self-regulating. Avoidance of certain driving situations and weekly driving frequency are valid indicators for describing driving self-regulation classes in older adults. Understanding the unique characteristics and mobility limitations of each class can guide optimal transportation strategies for older adults. Published by Elsevier Ltd.

  5. Particle Swarm Optimization

    Science.gov (United States)

    Venter, Gerhard; Sobieszczanski-Sobieski Jaroslaw

    2002-01-01

    The purpose of this paper is to show how the search algorithm known as particle swarm optimization performs. Here, particle swarm optimization is applied to structural design problems, but the method has a much wider range of possible applications. The paper's new contributions are improvements to the particle swarm optimization algorithm and conclusions and recommendations as to the utility of the algorithm, Results of numerical experiments for both continuous and discrete applications are presented in the paper. The results indicate that the particle swarm optimization algorithm does locate the constrained minimum design in continuous applications with very good precision, albeit at a much higher computational cost than that of a typical gradient based optimizer. However, the true potential of particle swarm optimization is primarily in applications with discrete and/or discontinuous functions and variables. Additionally, particle swarm optimization has the potential of efficient computation with very large numbers of concurrently operating processors.

  6. INVESTIGATING SELF-REGULATED LEARNING HABITS OF DISTANCE EDUCATION STUDENTS

    OpenAIRE

    Ozkan Kirmizi

    2013-01-01

    This study aims at exploring self-regulated learning habits of distance education students. Self-regulation can be defined as a process where learners take the initiative, with or without the guidance of others, in identifying their own needs, formulating goals, exploring resources, focusing on appropriate learning strategies, and evaluating learning outcomes. This study investigates self-regulated learning in terms of goal setting, environment structuring, time management, help seeking, self...

  7. Self-regulation in children and minors in institutional care

    OpenAIRE

    Hrbáčková, Karla; Vávrová, Soňa

    2015-01-01

    The study deals with self-regulation in children and minors (aged 11 to 19 years) living in so-called "total institutions". It examines the degree of self-regulation of behaviour from the perspective of the children and minors themselves and from the perspective of their key workers. Children and minors and their key workers differ significantly in perception of the wards' self-regulation of behaviour in the short and long-term context. The lowest rate of self-regulation in children and minor...

  8. Comparison of societal risks

    International Nuclear Information System (INIS)

    Bennett, C.A.

    1976-01-01

    The utility of the societal risk approach to the design and evaluation of safeguards systems is examined with particular reference to the comparison of the relative effectiveness of various safeguards mechanisms. Research on threat evaluation is reviewed, and the need for further research on consequences is discussed in terms of the extension of the definition of the safeguards objective from system capability to societal consequences and the establishment of public confidence. 14 references

  9. AMBIDEXTER Dynamics and Self-Regulation Capability

    International Nuclear Information System (INIS)

    Oh, Se Kee; Lee, Young Joon; Ham, Tae Kyu; Seo, Myung Hwan; Hong, Sung Taek; Kwon, Tae An

    2009-01-01

    Safety-related events in a nuclear reactor system are mostly incurred by sudden imbalance between their heat source and sink behaviors. Controllability and resiliency are assessed if the system be safely recoverable from the imbalance. Inherent safety characteristics of the reactor should be an ideal design philosophy in this aspect. The AMBIDEXTER safety design was explored with maximum reliance on counteractive responses by the system itself. As for the realization, negative reactivity feedback and fail-safe criteria are the fundamental considerations. Details of how to implement them in the design can be found in the paper accompanied. the reactor and the primary heat exchanger are integrated into a closed loop in the vessel. The fuel salt flows downwardly in the outer core region, gains fission heat and then, rises upwardly through the central inner core region where resonance absorbers face better conversion chance. In the primary heat exchanger, heat transfer between the tube-side fuel salt and the shell-side coolant salt is made. For chemical processing, part of the fuel salt flow is discharged from the heat exchanger and returns to the reactor through bypass line. This paper examines the dynamic performances of the AMBIDEXTER reactor system to investigate the range of its self-regulation capability and safety impacts

  10. A Two Teraflop Swarm

    Directory of Open Access Journals (Sweden)

    Simon Jones

    2018-02-01

    Full Text Available We introduce the Xpuck swarm, a research platform with an aggregate raw processing power in excess of two teraflops. The swarm uses 16 e-puck robots augmented with custom hardware that uses the substantial CPU and GPU processing power available from modern mobile system-on-chip devices. The augmented robots, called Xpucks, have at least an order of magnitude greater performance than previous swarm robotics platforms. The platform enables new experiments that require high individual robot computation and multiple robots. Uses include online evolution or learning of swarm controllers, simulation for answering what-if questions about possible actions, distributed super-computing for mobile platforms, and real-world applications of swarm robotics that requires image processing, or SLAM. The teraflop swarm could also be used to explore swarming in nature by providing platforms with similar computational power as simple insects. We demonstrate the computational capability of the swarm by implementing a fast physics-based robot simulator and using this within a distributed island model evolutionary system, all hosted on the Xpucks.

  11. The Swarm Magnetometry Package

    DEFF Research Database (Denmark)

    Merayo, José M.G.; Jørgensen, John Leif; Friis-Christensen, Eigil

    2008-01-01

    The Swarm mission under the ESA's Living Planet Programme is planned for launch in 2010 and consists of a constellation of three satellites at LEO. The prime objective of Swarm is to measure the geomagnetic field with unprecedented accuracy in space and time. The magnetometry package consists...

  12. Modeling dynamic swarms

    KAUST Repository

    Ghanem, Bernard

    2013-01-01

    This paper proposes the problem of modeling video sequences of dynamic swarms (DSs). We define a DS as a large layout of stochastically repetitive spatial configurations of dynamic objects (swarm elements) whose motions exhibit local spatiotemporal interdependency and stationarity, i.e., the motions are similar in any small spatiotemporal neighborhood. Examples of DS abound in nature, e.g., herds of animals and flocks of birds. To capture the local spatiotemporal properties of the DS, we present a probabilistic model that learns both the spatial layout of swarm elements (based on low-level image segmentation) and their joint dynamics that are modeled as linear transformations. To this end, a spatiotemporal neighborhood is associated with each swarm element, in which local stationarity is enforced both spatially and temporally. We assume that the prior on the swarm dynamics is distributed according to an MRF in both space and time. Embedding this model in a MAP framework, we iterate between learning the spatial layout of the swarm and its dynamics. We learn the swarm transformations using ICM, which iterates between estimating these transformations and updating their distribution in the spatiotemporal neighborhoods. We demonstrate the validity of our method by conducting experiments on real and synthetic video sequences. Real sequences of birds, geese, robot swarms, and pedestrians evaluate the applicability of our model to real world data. © 2012 Elsevier Inc. All rights reserved.

  13. Chinese Parenting Styles and Children's Self-Regulated Learning

    Science.gov (United States)

    Huang, Juan; Prochner, Larry

    2004-01-01

    Self-regulated learning is an important aspect of student learning and academic achievement. Certain parenting styles help children develop self-regulated learning and encourage them to exert control over their own learning. The purpose of this study was to examine the relationship between Chinese parenting style and children's involvement in…

  14. Components of Self-Regulated Learning; Implications for School Performance

    Science.gov (United States)

    Mih, Codruta; Mih, Viorel

    2010-01-01

    Self-regulated school learning behavior includes the activation of a relatively large number of psychological dimensions. Among the most important self-regulation constructs that influence school learning are: learning goals, personal self-efficacy, metacognition and test-anxiety. The adaptive functioning of these is associated with high…

  15. Seminar for Master's Thesis Projects: Promoting Students' Self-Regulation

    Science.gov (United States)

    Miedijensky, Shirley; Lichtinger, Einat

    2016-01-01

    This study presents a thesis seminar model aimed at promoting students' self-regulation. Students' perceptions regarding the contribution of the seminar to their learning process were characterized and the seminar's effect upon their self-regulation expressions was examined. Data was collected using questionnaires and analyzed thematically. The…

  16. Music as Emotional Self-Regulation throughout Adulthood

    Science.gov (United States)

    Saarikallio, Suvi

    2011-01-01

    Emotional self-regulation is acknowledged as one of the most important reasons for musical engagement at all ages. Yet there is little knowledge on how this self-regulatory use of music develops across the life span. A qualitative study was conducted to initially explore central processes and strategies of the emotional self-regulation during…

  17. Enhancement of Self-Regulation, Assertiveness, and Empathy.

    Science.gov (United States)

    Sanz de Acedo Lizarraga, M. Luisa; Ugarte, M. Dolores; Cardelle-Elawar, Maria; Iriarte, M. Dolores; Sanz de Acedo Baquedano, M. Teresa

    2003-01-01

    Examined the effects of teaching self-regulation strategies and social skills to 40 middle school students who presented difficulties in self-reflection, self-inquiry, assertiveness, and empathy. Significant gains were observed in the experimental group in self-regulation of learning, self-control of behavior, assertiveness, empathy, and…

  18. 78 FR 20236 - Self-Regulation of Class II Gaming

    Science.gov (United States)

    2013-04-04

    ... self- regulation. (2) Will coordinate an on-site review and verification of the information submitted... DEPARTMENT OF THE INTERIOR National Indian Gaming Commission 25 CFR Part 518 RIN 3141-AA44 Self... petitions seeking the issuance of a certificate for tribal self-regulation of Class II gaming. DATES...

  19. Board diversity and self-regulation in Dutch pension funds

    NARCIS (Netherlands)

    L. Shi (Lin); L.A.P. Swinkels (Laurens); S.G. van der Lecq (Fieke)

    2016-01-01

    markdownabstractPurpose - The purpose of this paper is to examine the change in pension fund board diversity after self-regulation was introduced, and investigate which pension fund characteristics influence compliance with self-regulation. In addition, the authors analyze whether compliance might

  20. Purpose of Engagement in Academic Self-Regulation

    Science.gov (United States)

    Lichtinger, Einat; Kaplan, Avi

    2011-01-01

    "Academic self-regulation" refers to the self-generated, reflective, and strategic engagement in academic tasks (Zimmerman, 2000). Self-regulation is crucial for academic success, particularly in higher education, where students are required to take increased responsibility for their learning and where the diversity of courses and activities may…

  1. Self-Regulated Strategy Development. What Works Clearinghouse Intervention Report

    Science.gov (United States)

    What Works Clearinghouse, 2017

    2017-01-01

    "Self-Regulated Strategy Development" ("SRSD") is an intervention designed to improve students' academic skills through a six-step process that teaches students specific academic strategies and self-regulation skills. The practice is especially appropriate for students with learning disabilities, the focal population of the…

  2. Linking Maternal Warmth and Responsiveness to Children's Self-Regulation

    Science.gov (United States)

    von Suchodoletz, Antje; Trommsdorff, Gisela; Heikamp, Tobias

    2011-01-01

    The present study demonstrated that a more differentiated view of positive parenting practices is necessary in the study of children's acquisition of self-regulation. Here, the unique contributions of maternal warmth and responsiveness to distress to children's self-regulation were tested in a sample of 102 German mothers and their kindergarten…

  3. Developing Young Children's Self-Regulation through Everyday Experiences

    Science.gov (United States)

    Florez, Ida Rose

    2011-01-01

    Every child is different. Some have difficulty expressing their ideas verbally. Some struggle to get along with peers or follow classroom routines. In each case, however, one thing is the same: improved learning and behavior requires strong self-regulation skills. Children develop foundational skills for self-regulation in the first five years of…

  4. Exploring the factors influencing clinical students' self-regulated learning

    NARCIS (Netherlands)

    Berkhout, Joris J.; Helmich, Esther; Teunissen, Pim W.; van den Berg, Joost W.; van der Vleuten, Cees P. M.; Jaarsma, A. Debbie C.

    2015-01-01

    The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors

  5. Exploring the factors influencing clinical students' self-regulated learning

    NARCIS (Netherlands)

    Berkhout, Joris J.; Helmich, Esther; Teunissen, Pim W.; van den Berg, Joost W.; van der Vleuten, Cees P. M.; Jaarsma, A. Debbie C.

    OBJECTIVES: The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about

  6. The Role of Motivational Strategies in Self-Regulated Learning.

    Science.gov (United States)

    Garcia, Teresa

    1995-01-01

    A discussion of motivational techniques for promoting self-regulated learning in college students focuses on two methods students use to anticipate and negotiate the affective consequences of success and failure. The strategies, defensive pessimism and self-handicapping, are described and a study of their impact on self-regulated learning of 127…

  7. Understanding Children's Self-Regulation within Different Classroom Contexts

    Science.gov (United States)

    Timmons, Kristy; Pelletier, Janette; Corter, Carl

    2016-01-01

    In this study, children's self-regulation was observed, along with other social and academic activities in kindergarten classrooms during whole group, small group, transition and play contexts. We examined how children's self-regulation and engagement differed among classroom grouping, play and transition contexts. Results showed that students…

  8. Self-Regulation through Portfolio Assessment in Writing Classrooms

    Science.gov (United States)

    Mak, Pauline; Wong, Kevin M.

    2018-01-01

    Portfolio assessment (PA) is promulgated as a useful tool to promote learning through assessment. While the benefits of PA are well documented, there is a lack of empirical research on how students' self-regulation can be effectively fostered in writing classrooms, and how the use of PA can develop students' self-regulated capacities. This…

  9. Self-Regulation in Children and Minors in Institutional Care

    Science.gov (United States)

    Hrbackova, Karla; Vavrova, Sona

    2015-01-01

    The study deals with self-regulation in children and minors (aged 11 to 19 years) living in so-called "total institutions". It examines the degree of self-regulation of behaviour from the perspective of the children and minors themselves and from the perspective of their key workers. Children and minors and their key workers differ…

  10. Validation of the Self-Regulation Scale in Chinese Children

    Science.gov (United States)

    Zhou, Ying; Bullock, Amanda; Liu, Junsheng; Fu, Rui; Coplan, Robert J.; Cheah, Charissa S. L.

    2016-01-01

    Psychometric properties of the Chinese version of the Self-Regulation Scale (C-SRS) were examined in a sample of 1,458 third- to eighth-grade students in China. Children completed self-reports of self-regulation, loneliness, depression, and self-esteem, and teachers rated children's school adjustment. Results showed a stable three-factor model…

  11. Introduction: Self-Regulation of Learning in Postsecondary Education

    Science.gov (United States)

    Bembenutty, Hefer

    2011-01-01

    Self-regulation of learning occupies a fundamental place in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their capability to engage in appropriate actions, thoughts, feelings, and behaviors in order to pursue valuable academic goals while self-monitoring and self-reflecting on their progress toward goal…

  12. Adolescents' Self-Regulation Development via the Sensory Room System

    Science.gov (United States)

    Kalimullin, Aydar M.; Kuvaldina, Elana A.; Koinova-Zoellner, Julia

    2016-01-01

    The urgency of the issue stated in this article is caused by the need for mastering skills and patterns of self-regulation when being an adolescent since this time is sensitive for developing processes of personal understanding and evolution. Thus, mastering skills and patterns of self-regulation as a necessary part of the whole ability of…

  13. Self-regulated learning and academic performance in medical education

    NARCIS (Netherlands)

    Lucieer, Susanna M.; Jonker, Laura; Visscher, Chris; Rikers, Remy M. J. P.; Themmen, Axel P. N.

    Content: Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn

  14. Exploring the factors influencing clinical students' self-regulated learning

    NARCIS (Netherlands)

    Berkhout, J.J.; Helmich, E.; Teunissen, P.W.; Berg, J.W. Ten; Vleuten, C.P.M. van der; Jaarsma, A.D.

    2015-01-01

    OBJECTIVES: The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about

  15. Assessing Preschool Teachers' Practices to Promote Self-Regulated Learning

    Science.gov (United States)

    Adagideli, Fahretdin Hasan; Saraç, Seda; Ader, Engin

    2015-01-01

    Recent research reveals that in preschool years, through pedagogical interventions, preschool teachers can and should promote self-regulated learning. The main aim of this study is to develop a self-report instrument to assess preschool teachers' practices to promote self-regulated learning. A pool of 50 items was recruited through literature…

  16. Self-regulated learning and academic performance in medical education.

    Science.gov (United States)

    Lucieer, Susanna M; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

    2016-06-01

    Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn more effectively, it is of interest to investigate whether these skills are related to academic performance. In a cross-sectional design, the Self-Regulation of Learning Self-Report Scale (SRL-SRS) was used to investigate the change in students' self-regulated learning skills. First and third-year students (N = 949, 81.7%) SRL-SRS scores were compared with ANOVA. The relation with academic performance was investigated with multinomial regression analysis. Only one of the six skills, reflection, significantly, but positively, changed during medical school. In addition, a small, but positive relation of monitoring, reflection, and effort with first-year GPA was found, while only effort was related to third-year GPA. The change in self-regulated learning skills is minor as only the level of reflection differs between the first and third year. In addition, the relation between self-regulated learning skills and academic performance is limited. Medical schools are therefore encouraged to re-examine the curriculum and methods they use to enhance their students' self-regulated learning skills. Future research is required to understand the limited impact on performance.

  17. Self-regulation as a type of managerial activity.

    Directory of Open Access Journals (Sweden)

    Anna Algazina

    2017-01-01

    Full Text Available УДК 342.9The subject. In the context of the ongoing administrative reform in the Russian Federation the issue of self-regulation is becoming increasingly important.Introduction of Institute of self-regulation is intended to reduce the degree of state intervention in private spheres of professional activity, to eliminate excessive administrative barriers, reduce government expenditures on regulation and control in their respective areas of operation, which is especially important in the current economic conditions.However, in Russian legal science is no recognized definition of "self-regulation", but a unity of views on the question of the relationship between self-regulation and state regulation of business relations.In this regard, the author attempts to examine the concept of "self-regulation" through the prism of knowledge about public administration.The purpose of the article is to identify the essential features and to articulate the concept of self-regulation by comparing it with other varieties of regulation.Methodology. The methodological basis for the study: general scientific methods (analysis, synthesis, comparison, description; private and academic (interpretation, formal-legal.Results, scope. Based on the analysis allocated in the science of administrative law approaches to the system of public administration justifies the conclusion that the notion "regulation" is specific in relation to the generic concept of "management" and is a kind of management, consisting in the drafting of rules of conduct and sanctions for non-compliance or inadequate performance.In addition, the article highlights the problem of the genesis of self-regulation, building a system of principles of self-regulation, comparison of varieties of self-regulatory organizations among themselves.Conclusions. The comparison of self-regulation other types of regulation (such as state regulation and co-regulation highlighted the essential features of this phenomenon

  18. Does self-regulation of advertisement length improve consumer welfare?

    OpenAIRE

    Matsubae, Taisuke; Matsushima, Noriaki

    2012-01-01

    In Japan, TV platforms regulate themselves as to the length of the advertisements they air. Using modified Hotelling models, we investigate whether such self-regulation improves consumer and social welfare or not. When all consumers choose a single TV program (the utility functions of consumers satisfy the standard 'full-coverage' condition), self-regulation always reduces consumer welfare. It improves social welfare only if the advertisement revenue of each platform is not small and the cost...

  19. Board diversity and self-regulation in Dutch pension funds

    OpenAIRE

    Shi, Lin; Swinkels, Laurens; Lecq, Fieke

    2016-01-01

    markdownabstractPurpose - The purpose of this paper is to examine the change in pension fund board diversity after self-regulation was introduced, and investigate which pension fund characteristics influence compliance with self-regulation. In addition, the authors analyze whether compliance might be achieved by tokenism. Design/methodology/approach - The authors hand-collect pension fund and pension fund board data of the largest (by assets) 200 pension funds in the Netherlands. The authors ...

  20. Maternal abuse history and self-regulation difficulties in preadolescence.

    Science.gov (United States)

    Delker, Brianna C; Noll, Laura K; Kim, Hyoun K; Fisher, Philip A

    2014-12-01

    Although poor parenting is known to be closely linked to self-regulation difficulties in early childhood, comparatively little is understood about the role of other risk factors in the early caregiving environment (such as a parent's own experiences of childhood abuse) in developmental pathways of self-regulation into adolescence. Using a longitudinal design, this study aimed to examine how a mother's history of abuse in childhood relates to her offspring's self-regulation difficulties in preadolescence. Maternal controlling parenting and exposure to intimate partner aggression in the child's first 24-36 months were examined as important early social and environmental influences that may explain the proposed connection between maternal abuse history and preadolescent self-regulation. An ethnically diverse sample of mothers (N=488) who were identified as at-risk for child maltreatment was recruited at the time of their children's birth. Mothers and their children were assessed annually from the child's birth through 36 months, and at age 9-11 years. Structural equation modeling and bootstrap tests of indirect effects were conducted to address the study aims. Findings indicated that maternal abuse history indirectly predicted their children's self-regulation difficulties in preadolescence mainly through maternal controlling parenting in early childhood, but not through maternal exposure to aggression by an intimate partner. Maternal history of childhood abuse and maternal controlling parenting in her child's early life may have long-term developmental implications for child self-regulation. Copyright © 2014 Elsevier Ltd. All rights reserved.

  1. Achievement goal structures and self-regulated learning: relationships and changes in medical school.

    Science.gov (United States)

    Artino, Anthony R; Dong, Ting; DeZee, Kent J; Gilliland, William R; Waechter, Donna M; Cruess, David; Durning, Steven J

    2012-10-01

    Practicing physicians have a societal obligation to maintain their competence. Unfortunately, the self-regulated learning skills likely required for lifelong learning are not explicitly addressed in most medical schools. The authors examined how medical students' perceptions of the learning environment relate to their self-regulated learning behaviors. They also explored how students' perceptions and behaviors correlate with performance and change across medical school. The authors collected survey data from 304 students at different phases of medical school training. The survey items assessed students' perceptions of the learning environment, as well as their metacognition, procrastination, and avoidance-of-help-seeking behaviors. The authors operationalized achievement as cumulative medical school grade point average (GPA) and, for third- and fourth-year students, collected clerkship outcomes. Students' perceptions of the learning environment were associated with their metacognition, procrastination, and help-avoidance behaviors. These behaviors were also related to academic outcomes. Specifically, avoidance of help seeking was negatively correlated with cumulative medical school GPA (r=-0.23, P<.01) as well as exam (r=-0.22, P<.05) and clinical performance (r=-0.34, P<.01) in the internal medical clerkship; these help-avoidance behaviors were also positively correlated with students' presentation at a grade adjudication committee (r=0.20, P<.05). Additionally, students' perceptions of the learning environment varied as a function of their phase of training. Medical students' perceptions of the learning environment are related, in predictable ways, to their use of self-regulated learning behaviors; these perceptions seem to change across medical school.

  2. Children's proximal societal conditions

    DEFF Research Database (Denmark)

    Stanek, Anja Hvidtfeldt

    2018-01-01

    that is above or outside the institutional setting or the children’s everyday life, but something that is represented through societal structures and actual persons participating (in political ways) within the institutional settings, in ways that has meaning to children’s possibilities to participate, learn...... and develop. Understanding school or kindergarten as (part of) the children’s proximal societal conditions for development and learning, means for instance that considerations about an inclusive agenda are no longer simply thoughts about the school – for economic reasons – having space for as many pupils...... as possible (schools for all). Such thoughts can be supplemented by reflections about which version of ‘the societal’ we wish to present our children with, and which version of ‘the societal’ we wish to set up as the condition for children’s participation and development. The point is to clarify or sharpen...

  3. Self-regulation and selective exposure: the impact of depleted self-regulation resources on confirmatory information processing.

    Science.gov (United States)

    Fischer, Peter; Greitemeyer, Tobias; Frey, Dieter

    2008-03-01

    In the present research, the authors investigated the impact of self-regulation resources on confirmatory information processing, that is, the tendency of individuals to systematically prefer standpoint-consistent information to standpoint-inconsistent information in information evaluation and search. In 4 studies with political and economic decision-making scenarios, it was consistently found that individuals with depleted self-regulation resources exhibited a stronger tendency for confirmatory information processing than did individuals with nondepleted self-regulation resources. Alternative explanations based on processes of ego threat, cognitive load, and mood were ruled out. Mediational analyses suggested that individuals with depleted self-regulation resources experienced increased levels of commitment to their own standpoint, which resulted in increased confirmatory information processing. In sum, the impact of ego depletion on confirmatory information search seems to be more motivational than cognitive in nature.

  4. Regarding Societal Change

    Directory of Open Access Journals (Sweden)

    Leda Blackwood

    2013-12-01

    Full Text Available In this paper we introduce our special thematic section on societal change. We begin by providing an overview of the aims of the section, and how these aims grew out of a need to address conceptual and empirical challenges in the study of societal change. In response to these challenges, the section was intended to provide a forum for theoretical and empirical work from a range of disciplinary perspectives on how societies change, and how such change can be understood. Together, the contributions argue for (1 the need to contextualize the study of societal change, (2 the value of considering factors and processes other than collective action in transforming societies, (3 the importance of ideology and its operation through social institutions such as news media, and (4 an imperative to ensure that our research is fully engaged with society in terms of its grounding in social issues, its sensitivity to our own social context as researchers, and in its practices and outcomes.

  5. What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

    OpenAIRE

    Dignath-van Ewijk, Charlotte; van der Werf, Greetje

    2012-01-01

    In order to foster self-regulated learning (SRL), teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs...

  6. University students’ self-regulated learning using digital technologies

    Directory of Open Access Journals (Sweden)

    Carmen Yot-Domínguez

    2017-11-01

    Full Text Available Abstract Analysing the process by which students—whether at university or not—manage and facilitate their own learning has been a recurrent educational research problem. Recently, the question arises about how the development of strategies taking place during the aforementioned process could be made easier by using technologies. In an effort to know whether university students really use digital technologies to plan, organize and facilitate their own learning, we have proposed three research questions. Which technologies do university students use to self-regulate their learning? What self-regulated learning strategies do they develop using technologies? What profiles could be identified among students based on their use of self-regulation strategies with technology? To answer these questions, the “Survey of Self-regulated Learning with Technology at the University” was designed. Information from a sample group with 711 students from various universities located in the region of Andalusia (Spain was collected with this survey. The results indicate that university students, even when they are frequent users of digital technology, they tend not to use these technologies to regulate their own learning process. Of all technologies analysed, Internet information search and instant communication tools are used continually. In turn, the most generalised self-regulation learning strategies are those relative to social support. Nevertheless, students differ from each other regarding their use and frequency. There are groups of students who make use of self-regulation strategies when learning with technologies. In this regard, two distinctive groups of students have been identified, who show differentiated self-regulated levels.

  7. The Self-Regulated Learning Model and Music Education

    Directory of Open Access Journals (Sweden)

    Maja Marijan

    2017-02-01

    Full Text Available Self-regulation and self-regulated learning (SRL are important features in music education. In this research self-regulated learning model is presented as a complex, multidimensional structure. SRL starts with the self-regulation. Self-regulation is formed through interaction with the environment, thus self-learning, self-analysis, self-judgment, self-instruction, and self-monitoring are the main functions in self-regulatory structure. Co-regulation is needed, and helps self-regulation to be activated and monitored. In music education, co-regulation refers to the instructions that teacher introduces in the lessons. These instructions have to enhance learning and develop regulation over emotions, cognitive, auditor, and motor skills in students. Learning techniques and learning strategies are core components in music education. Adapting those, students become aware of their learning processes, actions, thoughts, feelings and behaviors that are involved in learning. It is suggested that every teaching methodology has to develop learning techniques, as well as metamemory and metacognition in students, in order to gain expertise. The author has emphasized her attention to every aspect that is believed to belong to SRL. There are not many articles on the SRL in music education, written by musicians, in compare with those written by psychologists and neurologists,. Therefore, the author has suggested that this paper would encourage music teachers and performers to take an advantage in the research of SRL. These researches would help music educational systems and teachers to develop and promote learning techniques and strategies. The results would show improvement in student’s learning and self-regulation.

  8. Swarm-based medicine.

    Science.gov (United States)

    Putora, Paul Martin; Oldenburg, Jan

    2013-09-19

    Occasionally, medical decisions have to be taken in the absence of evidence-based guidelines. Other sources can be drawn upon to fill in the gaps, including experience and intuition. Authorities or experts, with their knowledge and experience, may provide further input--known as "eminence-based medicine". Due to the Internet and digital media, interactions among physicians now take place at a higher rate than ever before. With the rising number of interconnected individuals and their communication capabilities, the medical community is obtaining the properties of a swarm. The way individual physicians act depends on other physicians; medical societies act based on their members. Swarm behavior might facilitate the generation and distribution of knowledge as an unconscious process. As such, "swarm-based medicine" may add a further source of information to the classical approaches of evidence- and eminence-based medicine. How to integrate swarm-based medicine into practice is left to the individual physician, but even this decision will be influenced by the swarm.

  9. The Dynamics of Interacting Swarms

    Science.gov (United States)

    2018-04-04

    have been used as a means of realistically modeling swarming behaviors [26, 38, 44]. Systematic numerical studies of discrete flocking based on...The model for the swarm we use is based on the the employed in [9], which describe a mathe - matically swarm model using the Morse potential. Recently

  10. Multispacecraft current estimates at swarm

    DEFF Research Database (Denmark)

    Dunlop, M. W.; Yang, Y.-Y.; Yang, J.-Y.

    2015-01-01

    During the first several months of the three-spacecraft Swarm mission all three spacecraft camerepeatedly into close alignment, providing an ideal opportunity for validating the proposed dual-spacecraftmethod for estimating current density from the Swarm magnetic field data. Two of the Swarm...

  11. Particle Swarm Optimization Toolbox

    Science.gov (United States)

    Grant, Michael J.

    2010-01-01

    The Particle Swarm Optimization Toolbox is a library of evolutionary optimization tools developed in the MATLAB environment. The algorithms contained in the library include a genetic algorithm (GA), a single-objective particle swarm optimizer (SOPSO), and a multi-objective particle swarm optimizer (MOPSO). Development focused on both the SOPSO and MOPSO. A GA was included mainly for comparison purposes, and the particle swarm optimizers appeared to perform better for a wide variety of optimization problems. All algorithms are capable of performing unconstrained and constrained optimization. The particle swarm optimizers are capable of performing single and multi-objective optimization. The SOPSO and MOPSO algorithms are based on swarming theory and bird-flocking patterns to search the trade space for the optimal solution or optimal trade in competing objectives. The MOPSO generates Pareto fronts for objectives that are in competition. A GA, based on Darwin evolutionary theory, is also included in the library. The GA consists of individuals that form a population in the design space. The population mates to form offspring at new locations in the design space. These offspring contain traits from both of the parents. The algorithm is based on this combination of traits from parents to hopefully provide an improved solution than either of the original parents. As the algorithm progresses, individuals that hold these optimal traits will emerge as the optimal solutions. Due to the generic design of all optimization algorithms, each algorithm interfaces with a user-supplied objective function. This function serves as a "black-box" to the optimizers in which the only purpose of this function is to evaluate solutions provided by the optimizers. Hence, the user-supplied function can be numerical simulations, analytical functions, etc., since the specific detail of this function is of no concern to the optimizer. These algorithms were originally developed to support entry

  12. Toward a physical basis of attention and self-regulation

    Science.gov (United States)

    Posner, Michael I.; Rothbart, Mary K.

    2009-06-01

    The concept of self-regulation is central to the understanding of human development. Self-regulation allows effective socialization and predicts both psychological pathologies and levels of achievement in schools. What has been missing are neural mechanisms to provide understanding of the cellular and molecular basis for self-regulation. We show that self-regulation can be measured during childhood by parental reports and by self-reports of adolescents and adults. These reports are summarized by a higher order factor called effortful control, which reflects perceptions about the ability of a given person to regulate their behavior in accord with cultural norms. Throughout childhood effortful control is related to children's performance in computerized conflict related tasks. Conflict tasks have been shown in neuroimaging studies to activate specific brain networks of executive attention. Several brain areas work together at rest and during cognitive tasks to regulate competing brain activity and thus control resulting behavior. The cellular structure of the anterior cingulate and insula contain cells, unique to humans and higher primates that provide strong links to remote brain areas. During conflict tasks, anterior cingulate activity is correlated with activity in remote sensory and emotional systems, depending upon the information selected for the task. During adolescence the structure and activity of the anterior cingulate has been found to be correlated with self-reports of effortful control. Studies have provided a perspective on how genes and environment act to shape the executive attention network, providing a physical basis for self-regulation. The anterior cingulate is regulated by dopamine. Genes that influence dopamine levels in the CNS have been shown to influence the efficiency of self-regulation. For example, alleles of the COMT gene that influence the efficiency of dopamine transmission are related to the ability to resolve conflict. Humans with

  13. 25 CFR 518.6 - When will a certificate of self-regulation become effective?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 2 2010-04-01 2010-04-01 false When will a certificate of self-regulation become... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.6 When will a certificate of self-regulation become effective? A certificate of self-regulation shall become effective on January 1 of the year following the...

  14. The Development of Self-Regulation and Executive Function in Young Children

    Science.gov (United States)

    McClelland, Megan M.; Tominey, Shauna L.

    2014-01-01

    Self-regulation lays the foundation for positive social relationships and academic success. In this article, we provide an overview of self-regulation and the key terms related to selfregulation, such as executive function. We discuss research on how self-regulation develops and connections between self-regulation and social and academic outcomes.…

  15. 25 CFR 518.2 - Who may petition for a certificate of self-regulation?

    Science.gov (United States)

    2010-04-01

    ... 25 Indians 2 2010-04-01 2010-04-01 false Who may petition for a certificate of self-regulation... PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.2 Who may petition for a certificate of self-regulation? A tribe may submit to the Commission a petition for self-regulation of class II gaming if, for the...

  16. Evaluating Industry Self-Regulation of Food Marketing to Children.

    Science.gov (United States)

    Kunkel, Dale L; Castonguay, Jessica S; Filer, Christine R

    2015-08-01

    Concern has grown about the role of televised food advertising as a contributor to childhood obesity. In response, the food industry adopted a program of self-regulation, with participating companies pledging to limit child-targeted advertising to healthier products. The implicit promise of the industry initiative is a significant improvement in the overall nutritional quality of foods marketed to children, thereby negating the need for governmental regulation to accomplish that objective. This study assesses the efficacy of industry self-regulation by comparing advertising content on children's TV programs before and after self-regulation was implemented. A systematic content analysis of food advertisements (n=625 in 2007, n=354 in 2013) appearing in children's TV programs on the most popular cable and broadcast channels was conducted. All analyses were conducted in 2014. Findings indicated that no significant improvement in the overall nutritional quality of foods marketed to children has been achieved since industry self-regulation was adopted. In 2013, 80.5% of all foods advertised to children on TV were for products in the poorest nutritional category, and thus pose high risk for contributing to obesity. The lack of significant improvement in the nutritional quality of food marketed to children is likely a result of the weak nutritional standards for defining healthy foods employed by industry, and because a substantial proportion of child-oriented food marketers do not participate in self-regulation. The lack of success achieved by self-regulation indicates that other policy actions are needed to effectively reduce children's exposure to obesogenic food advertising. Copyright © 2015 American Journal of Preventive Medicine. Published by Elsevier Inc. All rights reserved.

  17. Self-Regulation of Weight After Sleeve Gastrectomy.

    Science.gov (United States)

    Madeira, Teresa; do Carmo, Isabel; Bicha Castelo, Henrique; Santos, Osvaldo

    2018-03-01

    Bariatric surgery is recognized as the most effective method for achieving relevant weight loss in subjects with severe obesity. However, there is insufficient knowledge about weight self-regulation and quality of motivation in these patients. The main goal of this study was to characterize the association between the percentage of excess weight loss (%EWL) and the motivation to manage weight, at least 1 year after sleeve gastrectomy (SG). This is an observational longitudinal retrospective study. All patients corresponding to predefined inclusion criteria who underwent SG from January 2008 to July 2010 at a main general hospital were invited. A version of the Treatment Self-Regulation Questionnaire (TSRQ) was used to assess patients' quality of motivation: TSRQ concerning continuing the weight self-management program. Clinical data were collected from patients' records. Overall, 81 patients participated (16 men and 65 women, 25-64 years old). The average body mass index was significantly reduced from 45.3 ± 7.0 kg/m 2 preoperatively to 32.7 ± 6.9 kg/m 2 postoperatively. Autonomous self-regulation was higher than externally controlled self-regulation, regarding motives to keep managing weight after SG. Postoperatively, %EWL correlated negatively with external self-regulation. SG was found to be associated with the quality of motivation for losing weight. External motivations were associated with worse results. These findings support the importance of multiprofessional teams in the assessment and treatment of patients, aiming for the promotion of weight self-regulation after bariatric surgery.

  18. Cumulative-Genetic Plasticity, Parenting and Adolescent Self-Regulation

    Science.gov (United States)

    Belsky, Jay; Beaver, Kevin M.

    2011-01-01

    Background: The capacity to control or regulate one's emotions, cognitions and behavior is central to competent functioning, with limitations in these abilities associated with developmental problems. Parenting appears to influence such self-regulation. Here the differential-susceptibility hypothesis is tested that the more putative "plasticity…

  19. Assessment for Learning as Support for Student Self-Regulation

    Science.gov (United States)

    Heritage, Margaret

    2018-01-01

    Assessment for learning (AfL) is integral to teaching and learning, and has as its central foci (i) pedagogical intervention in the immediacy of student learning, and (ii) the students' agency in the learning and assessment process. The role that students adopt in AfL is consistent with the idea of self-regulated learning, which involves students…

  20. Medical students’ self-regulated learning in clinical contexts

    NARCIS (Netherlands)

    Berkhout, J.J.

    2017-01-01

    Doctors are expected to be lifelong learners. This means that they should be able to identify their own weaknesses, have effective strategies to improve, and to reflect on this process. The competencies necessary for lifelong learning, are refined through engaging in self-regulated learning.

  1. The Role of Self-Regulation in Corporate Governance

    NARCIS (Netherlands)

    A. de Jong (Abe); D.V. DeJong; G.M.H. Mertens (Gerard); C. Wasley

    2001-01-01

    textabstractThis paper assesses the effectiveness of self-regulation to promote investor interests. The Netherlands provides an excellent opportunity to gather such evidence for two reasons. First, characteristics of the Dutch corporate governance structure have made it the recent focus of attention

  2. Academic self-regulation in students with mild intellectual disability

    Directory of Open Access Journals (Sweden)

    Đurić-Zdravković Aleksandra

    2012-01-01

    Full Text Available The aim of this research is to determine the types of academic self-regulation in students with mild intellectual disability and their relation with the examinees' age. The sample consists of 120 examinees of both genders. The selection criteria were: IQ characteristic of mild intellectual disability (51 to 69, age between 12 and 15.11, 5th to 8th grade of primary school, and absence of neurological, psychiatric, expressed emotional and multiple disorders. Academic Self-Regulation Questionnaire was used in this research. The results show the dominance of identified academic regulation in students from the sample. However, by weighting variables, the sample manifested a controlled type according to the unique motivation continuum. It was determined that intrinsic motivation of twelve-year-olds is higher than intrinsic motivation of students in other age groups. Also, we can conclude that statistically significant difference was determined in the level of self-regulation among the examinees of different ages. This means that the behavior of twelve-year-olds is more self-regulated than that of fifteen-year-old students.

  3. The Role of Parenting in Children's Self-Regulated Learning

    Science.gov (United States)

    Pino-Pasternak, Deborah; Whitebread, David

    2010-01-01

    This paper reports the results of a systematic literature review on empirical studies exploring relationships between parental behaviours and children's self-regulated learning (SRL). The literature search resulted in 22 studies published between 1980 and 2009. Studies were analysed in terms of their research findings and their methodological…

  4. Development and Validation of an EFL Self-Regulated Learning ...

    African Journals Online (AJOL)

    Self-regulated learning, strangely enough, though having swept educational psychology's literature like a tidal wave and also, compared to other constructs such as metacognition and learning strategies, has remained rather uncharted in language education literature and L2 research. Hence, among the main purposes of ...

  5. Personality, Self-Regulated Learning, and Academic Entitlement

    Science.gov (United States)

    McLellan, Chelsea K.; Jackson, Dennis L.

    2017-01-01

    The current study explored the relation between the Big-Five personality domains, self-regulated learning, and academic entitlement. Academic entitlement is defined as the tendency to possess expectations of unearned academic success, unearned/undeserved academic services, and/or the expectation of unrealistic accommodation (Chowning and Campbell…

  6. Developing Self-Regulation Skills: The Important Role of Homework

    Science.gov (United States)

    Ramdass, Darshanand; Zimmerman, Barry J.

    2011-01-01

    The article evaluates the relationship between homework and self-regulation from the elementary grades to college. It reveals that quality measures of homework such as managing distractions, self-efficacy and perceived responsibility for learning, setting goals, self-refection, managing time, and setting a place for homework completion are more…

  7. Measuring Self-Regulated Learning in the Workplace

    Science.gov (United States)

    Fontana, Rosa Pia; Milligan, Colin; Littlejohn, Allison; Margaryan, Anoush

    2015-01-01

    In knowledge-intensive industries, the workplace has become a key locus of learning. To perform effectively, knowledge workers must be able to take responsibility for their own developmental needs, and in particular, to regulate their own learning. This paper describes the construction and validation of an instrument (the Self-Regulated Learning…

  8. Self-Regulation Skills of Pre-Service Music Teachers

    Science.gov (United States)

    Akyüzlüer, Fatima

    2014-01-01

    The purpose of this study is to identify how a four-semester music teacher education programme on self-regulation changes as they progress through the programme. The participants of the study included a total of 101 music teachers in four different semesters of their teacher preparation programme. The instrument used in this study is the Motivated…

  9. Understanding Procrastination from a Self-Regulated Learning Perspective.

    Science.gov (United States)

    Wolters, Christopher A.

    2003-01-01

    Reports on two studies examining procrastination and its relation to several key components of self-regulated learning using self-report surveys. Results indicate that procrastination was related to college students' self-efficacy and work-avoidant goal orientation and, to a lesser extent, their use of metacognitive strategies. (Contains 54…

  10. Examining Self Regulated Learning in Relation to Certain Selected Variables

    Science.gov (United States)

    Johnson, N.

    2012-01-01

    Self-regulation is the controlling of a process or activity by the students who are involved in Problem solving in Physics rather than by an external agency (Johnson, 2011). Selfregulated learning consists of three main components: cognition, metacognition, and motivation. Cognition includes skills necessary to encode, memorise, and recall…

  11. Teaching Organizational Skills through Self-Regulated Learning Strategies

    Science.gov (United States)

    Cahill, Susan M.

    2008-01-01

    This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

  12. Goal setting as a self-regulation mechanism

    NARCIS (Netherlands)

    Suvorov, A.; van de Ven, J.

    2009-01-01

    We develop a theory of self-regulation based on goal setting for an agent with present-biased preferences. Preferences are assumed to be reference-dependent and exhibit loss aversion, as in prospect theory. The reference point is determined endogenously as an optimal self-sustaining goal. The

  13. Goal setting as a self-regulation mechanism

    NARCIS (Netherlands)

    Suvorov, A.; van de Ven, J.

    2008-01-01

    We develop a theory of self-regulation based on goal setting for an agent with present-biased preferences. Preferences are assumed to be reference-dependent and exhibit loss aversion, as in prospect theory. The reference point is determined endogenously as an optimal self-sustaining goal. The

  14. Agriculture Teacher Awareness and Application of Self-Regulation Strategies

    Science.gov (United States)

    McKendree, R. Bud; Washurn, Shannon G.

    2017-01-01

    This qualitative study investigated four rural Kansas high school agriculture teachers' comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. The participants included two males and two females, each one having between five and 20 years of teaching experience.…

  15. Self-Regulation of Mathematics Homework Behavior: An Empirical Investigation

    Science.gov (United States)

    Xu, Jianzhong; Du, Jianxia; Fan, Xitao

    2017-01-01

    The authors examined self-regulation of mathematics homework behavior (i.e., mathematics homework management). The participants consisted of 796 eighth-grade students (46 classes) in China. Multilevel results showed that mathematics homework management was positively associated with value belief at the class and individual level. At the individual…

  16. The Trajectory of Scholarship about Self-Regulated Learning

    Science.gov (United States)

    Winne, Philip H.

    2017-01-01

    The trajectory of scholarship about self-regulated learning (SRL) originates in mid-19th-century writings about learners' sense of responsibility in self education. Although Descartes's 17th-century writings implied mental activities consistent with metacognition, a central feature of SRL, these were inarticulate until Flavell and colleagues'…

  17. Cued Retrospective Reporting: Measuring Self-Regulated Learning

    NARCIS (Netherlands)

    Van Meeuwen, Ludo; Brand-Gruwel, Saskia; Kirschner, Paul A.; De Bock, Jeano; Van Merriënboer, Jeroen

    2012-01-01

    Van Meeuwen, L. W., Brand-Gruwel, S., Kirschner, P. A., De Bock, J. J. P. R., & Van Merriënboer, J. J. G. (2012, april). Cued retrospective reporting: Measuring self-regulated learning. Paper presented at the AERA annual meeting, Vancouver, B. C.

  18. Within-Family Dynamics and Self-Regulation in Preschoolers

    NARCIS (Netherlands)

    Karreman, A.

    2006-01-01

    Separate research lines have stressed the importance of within-family dynamics on the one hand and self-regulation on the other hand for the development and stability of problem behavior in young children. Few empirical studies have directly addressed the relation between family processes and

  19. Obesity, international food and beverage industries and self-regulation

    DEFF Research Database (Denmark)

    Jensen, Jørgen Dejgård; Ronit, Karsten

    2015-01-01

    This article explores how large international companies in the breakfast cereal, snack, and beverage industries address the issue of obesity, and how their strategies are governed by various forms of self-regulation. In a first step, we study websites of ten companies and identify five different...

  20. Peculiarities of self-regulation of extreme profile specialists

    Directory of Open Access Journals (Sweden)

    Kabanova T.N.

    2017-04-01

    Full Text Available Individually-psychological characteristics were studied and profiles of the styles of self-regulation of the employees engaged in hazardous were determined. The mainly group consisted of 30 men aged 21 to 60 years, who are specialists of dangerous professions. The comparison group included 30 men from 22 to 60 years, whose professional activity was not associated with risk. The following methods were used: questionnaire "Style of self-regulation of behavior" by V. I. Morosanova; questionnaire of self-control (H. Grasmik, 1993, adaptation Bulygina V. G., Abdrazakova A. M., 2009; the questionnaire BIS/BAS, used to study the sensitivity to punishment and reward; the questionnaire formal-dynamic properties of individuality by V. M. Rusalov; the aggression questionnaire by A. Buss and M. Perry (adaptation Enikolopov S. N., Cybulski N. P., 2007; the scale of anxiety Charles D. Spielberger (State-Trait Anxiety Inventory – STAI; personal questionnaire of the G. and S. Eysenck – EPQ. It was found that specialists hazardous professions are distinguished by: a higher level of development of the regulatory flexibility and individual system of conscious self-regulation activity; higher levels of extroversion, communication activity, the total adaptability; a lower level of reactive anxiety, trait anxiety and general emotional. Moreover, impulsiveness, egocentrism, lack of restraint and physical activity in the structure of self-monitoring specialists of dangerous professions associated with high levels of affective component of aggression and incoherence of parts of the process of self-regulation. There were allocated a 3 profile of self-regulation in specialists of dangerous professions: a a high level of self-regulation – coupled with a high intellectual and physical development, the highest level of adaptability and general activity; b medium – rapid response to emerging changes in the situation, the successful production alternatives, greater

  1. Investigating Postsecondary Self-Regulated Learning Instructional Practices: The Development of the Self-Regulated Learning Observation Protocol

    Science.gov (United States)

    Hoops, Leah D.; Yu, Shirley L.; Wang, Qianqian; Hollyer, Virginia L.

    2016-01-01

    Promoting students' self-regulated learning (SRL) is one way to improve postsecondary student success. However, few studies have investigated the instructional practices of postsecondary instructors that may support students' SRL. This study sought to fill this gap. An undergraduate mathematics course was observed to determine instruction utilized…

  2. Internet governance and global self regulation: theoretical and empirical building blocks for a general theory of self regulation

    NARCIS (Netherlands)

    Vey Mestdagh, C.; Rijgersberg, R.

    2010-01-01

    The following exposition sets out to identify the basic theoretical and empirical building blocks for a general theory of self-regulation. It uses the Internet as an empirical basis since its global reach and technical characteristics create interdependencies between actors that transcend national

  3. Swarm robotics and minimalism

    Science.gov (United States)

    Sharkey, Amanda J. C.

    2007-09-01

    Swarm Robotics (SR) is closely related to Swarm Intelligence, and both were initially inspired by studies of social insects. Their guiding principles are based on their biological inspiration and take the form of an emphasis on decentralized local control and communication. Earlier studies went a step further in emphasizing the use of simple reactive robots that only communicate indirectly through the environment. More recently SR studies have moved beyond these constraints to explore the use of non-reactive robots that communicate directly, and that can learn and represent their environment. There is no clear agreement in the literature about how far such extensions of the original principles could go. Should there be any limitations on the individual abilities of the robots used in SR studies? Should knowledge of the capabilities of social insects lead to constraints on the capabilities of individual robots in SR studies? There is a lack of explicit discussion of such questions, and researchers have adopted a variety of constraints for a variety of reasons. A simple taxonomy of swarm robotics is presented here with the aim of addressing and clarifying these questions. The taxonomy distinguishes subareas of SR based on the emphases and justifications for minimalism and individual simplicity.

  4. A Parallel Particle Swarm Optimizer

    National Research Council Canada - National Science Library

    Schutte, J. F; Fregly, B .J; Haftka, R. T; George, A. D

    2003-01-01

    .... Motivated by a computationally demanding biomechanical system identification problem, we introduce a parallel implementation of a stochastic population based global optimizer, the Particle Swarm...

  5. Professional Self-Regulation and the Public Interest in Canada

    Directory of Open Access Journals (Sweden)

    Tracey L. Adams

    2016-09-01

    Full Text Available The regulation of professional groups has often been justified as being in the public interest. In recent decades, policymakers in Anglo-American countries have questioned whether self-regulating professions have truly served the public interest, or whether they have merely acted in their own interests. This paper draws on legislative records and policy reports to explore meanings attached to professional self-regulation and the public interest in Canada by state actors over the past 150 years. The findings point to a shift in the definition of the public interest away from service quality and professional interests, towards efficiency, human rights, consumer choice, and in some contexts business interests. Changing views of the public interest contribute to regulatory change.

  6. Scaffolding in geometry based on self regulated learning

    Science.gov (United States)

    Bayuningsih, A. S.; Usodo, B.; Subanti, S.

    2017-12-01

    This research aim to know the influence of problem based learning model by scaffolding technique on junior high school student’s learning achievement. This research took location on the junior high school in Banyumas. The research data obtained through mathematic learning achievement test and self-regulated learning (SRL) questioner. Then, the data analysis used two ways ANOVA. The results showed that scaffolding has positive effect to the mathematic learning achievement. The mathematic learning achievement use PBL-Scaffolding model is better than use PBL. The high SRL category student has better mathematic learning achievement than middle and low SRL categories, and then the middle SRL category has better than low SRL category. So, there are interactions between learning model with self-regulated learning in increasing mathematic learning achievement.

  7. Exploring the factors influencing clinical students' self-regulated learning.

    Science.gov (United States)

    Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van den Berg, Joost W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

    2015-06-01

    The importance of self-regulated learning (SRL) has been broadly recognised by medical education institutions and regulatory bodies. Supporting the development of SRL skills has proven difficult because self-regulation is a complex interactive process and we know relatively little about the factors influencing this process in real practice settings. The aim of our study was therefore to identify factors that support or hamper medical students' SRL in a clinical context. We conducted a constructivist grounded theory study using semi-structured interviews with 17 medical students from two universities enrolled in clerkships. Participants were purposively sampled to ensure variety in age, gender, experience and current clerkship. The Day Reconstruction Method was used to help participants remember their activities of the previous day. The interviews were transcribed verbatim and analysed iteratively using constant comparison and open, axial and interpretive coding. Self-regulated learning by students in the clinical environment was influenced by the specific goals perceived by students, the autonomy they experienced, the learning opportunities they were given or created themselves, and the anticipated outcomes of an activity. All of these factors were affected by personal, contextual and social attributes. Self-regulated learning of medical students in the clinical environment is different for every individual. The factors influencing this process are affected by personal, social and contextual attributes. Some of these are similar to those known from previous research in classroom settings, but others are unique to the clinical environment and include the facilities available, the role of patients, and social relationships pertaining to peers and other hospital staff. To better support students' SRL, we believe it is important to increase students' metacognitive awareness and to offer students more tailored learning opportunities. © 2015 John Wiley & Sons Ltd.

  8. Toward a functional analysis of private verbal self-regulation.

    OpenAIRE

    Taylor, I; O'Reilly, M F

    1997-01-01

    We developed a methodology, derived from the theoretical literatures on rule-governed behavior and private events, to experimentally investigate the relationship between covert verbal self-regulation and nonverbal behavior. The methodology was designed to assess whether (a) nonverbal behavior was under the control of covert rules and (b) verbal reports of these rules were functionally equivalent to the covert rules that control non-verbal behavior. The research was conducted in the context of...

  9. Cognitive and metacognitive processes in self-regulation of learning

    Directory of Open Access Journals (Sweden)

    Erika Tomec

    2006-08-01

    Full Text Available The purpose of the present study was to investigate differences among secondary school students in cognitive and metacognitive processes in self-regulated learning (SRL according to year of education, learning program, sex and achievement. Beside this, the autors were interested in the relationship between (metacognitive components of self-regulated learning. The theoretical framework of the research was the four-component model of self-regulated learning by Hofer, Yu and Pintrich (1998. The focus was on the first part of the model which is about cognitive structure and cognitive strategies.Metacognitive awareness inventory (Shraw and Sperling Dennison, 1994 and Cognitive strategies awareness questionnaire (Pečjak, 2000, in Peklaj and Pečjak, 2002 were applied. In a sample of 321 students, differences in perception of importance of cognitive strategies among students attending different grades (1st and 4th, students attending different learning programs, students of different gender and students with different achievements emerged. Students' achievement in the whole sample was related to amount of metacognitive awareness. In the sample of 4-year students and students attending professional secondary schools, students' achievement was additionally related to appraisal of importance elaboration and organizational strategies. Further statistical analyses of relationship between components in SRL showed high positive correlation between cognitive and metacognitive components.

  10. From hybrid swarms to swarms of hybrids

    Science.gov (United States)

    Stohlgren, Thomas J.; Szalanski, Allen L; Gaskin, John F.; Young, Nicholas E.; West, Amanda; Jarnevich, Catherine S.; Tripodi, Amber

    2014-01-01

    Science has shown that the introgression or hybridization of modern humans (Homo sapiens) with Neanderthals up to 40,000 YBP may have led to the swarm of modern humans on earth. However, there is little doubt that modern trade and transportation in support of the humans has continued to introduce additional species, genotypes, and hybrids to every country on the globe. We assessed the utility of species distributions modeling of genotypes to assess the risk of current and future invaders. We evaluated 93 locations of the genus Tamarix for which genetic data were available. Maxent models of habitat suitability showed that the hybrid, T. ramosissima x T. chinensis, was slightly greater than the parent taxa (AUCs > 0.83). General linear models of Africanized honey bees, a hybrid cross of Tanzanian Apis mellifera scutellata and a variety of European honey bee including A. m. ligustica, showed that the Africanized bees (AUC = 0.81) may be displacing European honey bees (AUC > 0.76) over large areas of the southwestern U.S. More important, Maxent modeling of sub-populations (A1 and A26 mitotypes based on mDNA) could be accurately modeled (AUC > 0.9), and they responded differently to environmental drivers. This suggests that rapid evolutionary change may be underway in the Africanized bees, allowing the bees to spread into new areas and extending their total range. Protecting native species and ecosystems may benefit from risk maps of harmful invasive species, hybrids, and genotypes.

  11. The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

    Science.gov (United States)

    Ergen, Binnur; Kanadli, Sedat

    2017-01-01

    Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

  12. Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

    OpenAIRE

    Meusen-Beekman, Kelly; Joosten-ten Brinke, Desirée; Boshuizen, Els

    2018-01-01

    Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were ...

  13. Layanan Bimbingan Kelompok dengan Teknik Self-Regulation Untuk Meningkatkan Motivasi Belajar Mahasiswa

    OpenAIRE

    Hadi Pranoto; Nurul Atieka; Retno Fajarwati; Rio Septora

    2018-01-01

    GROUP GUIDANCE SERVICES WITH SELF-REGULATION TECHNIQUE TO IMPROVE STUDENT LEARNING MOTIVATION. Learning Learning Motivation students before being given group guidance with self-regulation techniques, knowing Learning Motivation students after given group guidance with self-regulation techniques, knowing the effectiveness of group guidance with self-regulation technique to improve Learning Motivation Student Study Program Guidance and the Counseling Muhammadiyah University of Metro. The lo...

  14. [Development and validation of an inventory of ego functions and self regulation (Hannover Self-Regulation Inventory, HSRI)].

    Science.gov (United States)

    Jäger, B; Schmid-Ott, G; Ernst, G; Dölle-Lange, E; Sack, M

    2012-06-01

    The aim of this study was to construct and validate a short self-rating questionnaire for the assessment of ego functions and ability of self regulation. An item pool of 120 items covering 6 postulated dimensions was reduced by two steps in independent samples (n = 136 + 470) via factor and item analyses to the final version consisting of 35 items. The 5 resulting questionnaire scales "interpersonal disturbances", "frustration tolerance and impulse control", "identity disturbances", "affect differentiation and affect tolerance" and "self-esteem" were well interpretable and showed in confirmatory factor analysis the best fit to the data (CHI²/df = 3.48; RMSEA = 0.73). Total scores were found to differentiate well between diagnostic groups of patients with more or less ego pathology (FANOVA = 9.8; df = 11; p self-regulation questionnaire" (HSRQ) evidently is an appropriate and reliable screening instrument in order to assess ego functions and capacities of self regulation in an economic and user-friendly means. The scale structure allows differentiated diagnostics of weak vs. stable ego functions and may be used for detailed therapy planning. © Georg Thieme Verlag KG Stuttgart · New York.

  15. Effective self-regulation change techniques to promote mental wellbeing among adolescents: a meta-analysis

    NARCIS (Netherlands)

    Genugten, L. van; Dusseldorp, E.; Massey, E.K.; Empelen, P. van

    2017-01-01

    Mental wellbeing is influenced by self-regulation processes. However, little is known on the efficacy of change techniques based on self-regulation to promote mental wellbeing. The aim of this meta-analysis is to identify effective self-regulation techniques (SRTs) in primary and secondary

  16. Self-Monitoring of Self-Regulation during Math Homework Behaviour Using Standardized Diaries

    Science.gov (United States)

    Schmitz, Bernhard; Perels, Franziska

    2011-01-01

    This study aims at enhancing math learning and general self-regulation by supporting daily self-regulated learning during math homework. The authors use standardized diaries as a self-monitoring tool to support self-regulatory behaviour. Following the theory of self-monitoring, frequent self-monitoring of self-regulation will lead to an…

  17. Flipped Classroom with Problem Based Activities: Exploring Self-Regulated Learning in a Programming Language Course

    Science.gov (United States)

    Çakiroglu, Ünal; Öztürk, Mücahit

    2017-01-01

    This study intended to explore the development of self-regulation in a flipped classroom setting. Problem based learning activities were carried out in flipped classrooms to promote self-regulation. A total of 30 undergraduate students from Mechatronic department participated in the study. Self-regulation skills were discussed through students'…

  18. Promotion of self-regulated learning in classrooms : investigating frequency, quality, and consequences for student performance

    NARCIS (Netherlands)

    Kistner, Saskia; Rakoczy, Katrin; Otto, Barbara; Dignath -van Ewijk, Charlotte; Buettner, Gerhard; Klieme, Eckhard

    An implication of the current research on self-regulation is to implement the promotion of self-regulated learning in schools. Teachers can promote self-regulated learning either directly by teaching learning strategies or indirectly by arranging a learning environment that enables students to

  19. Factors Affecting the Use of Self-Regulated L2 Learning Strategies in Turkish FLE Context

    Science.gov (United States)

    Köksal, Dinçay; Dündar, Sinem

    2017-01-01

    This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S[superscript 2]R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning,…

  20. GP supervisors' experience in supporting self-regulated learning: a balancing act

    NARCIS (Netherlands)

    Sagasser, M.H.; Kramer, A.W.M.; Weel, C. van; Vleuten, C.P.M. van der

    2015-01-01

    Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in

  1. Effects of Self-Regulated Vocabulary Learning Process on Self-Efficacy

    Science.gov (United States)

    Mizumoto, Atsushi

    2013-01-01

    Researchers, especially in the field of educational psychology, have argued that self-efficacy plays an important role in self-regulated learning. As such, teaching of self-regulated learning often focuses on enhancing self-efficacy. However, few studies have examined how the process of self-regulated learning might lead to the enhancement of…

  2. New Directions for Self-Regulation of Learning in Postsecondary Education

    Science.gov (United States)

    Bembenutty, Hefer

    2011-01-01

    This chapter highlights the major contributions of this volume on self-regulation of learning and provides new directions for cutting-edge theoretical and empirical work that could serve to facilitate self-regulation of learning in postsecondary education. "Self-regulation of learning" refers to learners' beliefs about their ability to engage in…

  3. Factors Influencing Self-Regulation in E-Learning 2.0: Confirmatory Factor Model

    Science.gov (United States)

    Zhao, Hong

    2016-01-01

    The importance of self-regulation in e-learning has been well noted in research. Relevant studies have shown a consistent positive correlation between learners' self-regulation and their success rate in e-learning. Increasing attention has been paid to developing learners' self-regulated abilities in e-learning. For students, what and how to learn…

  4. Self-Regulation: Relations with Theory of Mind and Social Behaviour

    Science.gov (United States)

    Korucu, Irem; Selcuk, Bilge; Harma, Mehmet

    2017-01-01

    It is argued that self-regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self-regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self-regulation and their similarities…

  5. How Does Self-Regulation Affect Computer-Programming Achievement in a Blended Context?

    Science.gov (United States)

    Cigdem, Harun

    2015-01-01

    This study focuses on learners' self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners' self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student…

  6. GP Supervisors' Experience in Supporting Self-Regulated Learning: A Balancing Act

    Science.gov (United States)

    Sagasser, Margaretha H.; Kramer, Anneke W. M.; van Weel, Chris; van der Vleuten, Cees P. M.

    2015-01-01

    Self-regulated learning is essential for professional development and lifelong learning. As self-regulated learning has many inaccuracies, the need to support self-regulated learning has been recommended. Supervisors can provide such support. In a prior study trainees reported on the variation in received supervisor support. This study aims at…

  7. Functions of Utopia: How Utopian Thinking Motivates Societal Engagement.

    Science.gov (United States)

    Fernando, Julian W; Burden, Nicholas; Ferguson, Adam; O'Brien, Léan V; Judge, Madeline; Kashima, Yoshihisa

    2018-05-01

    Images of ideal societies, utopias, are all around us; yet, little is known of how utopian visions affect ordinary people's engagement with their societies. As goals for society, utopias may elicit processes of collective self-regulation, in which citizens are critical of, or take action to change, the societies they live in. In three studies, we investigated the psychological function of utopian thinking. In Study 1, measured utopianism was correlated with the activation of three utopian functions: change, critique, and compensation. In Study 2, primed utopian thinking consistently enhanced change and criticism intentions. Study 3 also provided evidence that mental contrasting-first imagining a utopian vision and then mentally contrasting the current society to this vision-underlies the facilitative effect of utopian thinking on societal engagement.

  8. BLACK HOLE-GALAXY CORRELATIONS WITHOUT SELF-REGULATION

    International Nuclear Information System (INIS)

    Anglés-Alcázar, Daniel; Özel, Feryal; Davé, Romeel

    2013-01-01

    Recent models of black hole growth in a cosmological context have forwarded a paradigm in which the growth is self-regulated by feedback from the black hole itself. Here we use cosmological zoom simulations of galaxy formation down to z = 2 to show that such strong self-regulation is required in the popular spherical Bondi accretion model, but that a plausible alternative model in which black hole growth is limited by galaxy-scale torques does not require self-regulation. Instead, this torque-limited accretion model yields black holes and galaxies evolving on average along the observed scaling relations by relying only on a fixed, 5% mass retention rate onto the black hole from the radius at which the accretion flow is fed. Feedback from the black hole may (and likely does) occur, but does not need to couple to galaxy-scale gas in order to regulate black hole growth. We show that this result is insensitive to variations in the initial black hole mass, stellar feedback, or other implementation details. The torque-limited model allows for high accretion rates at very early epochs (unlike the Bondi case), which if viable can help explain the rapid early growth of black holes, while by z ∼ 2 it yields Eddington factors of ∼1%-10%. This model also yields a less direct correspondence between major merger events and rapid phases of black hole growth. Instead, growth is more closely tied to cosmological disk feeding, which may help explain observational studies showing that, at least at z ∼> 1, active galaxies do not preferentially show merger signatures.

  9. SWARM-BOT: From Concept to Implementation

    OpenAIRE

    Mondada, F.; Guignard, A.; Bonani, M.; Bär, D.; Lauria, M.; Floreano, D.

    2003-01-01

    This paper presents a new robotic concept, called SWARM-BOT, based on a swarm of autonomous mobile robots with self-assembling capabilities. SWARM-BOT takes advantage from collective and distributed approaches to ensure robustness to failures and to hard environment conditions in tasks such as navigation, search and transportation in rough terrain. One SWARM-BOT is composed of a number of simpler robots, called s-bots, physically interconnected. The SWARM-BOT is provided with self-assembling...

  10. Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

    Science.gov (United States)

    Barrus, Angela

    2013-01-01

    This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and…

  11. Quantum Behaved Particle Swarm Optimization Algorithm Based on Artificial Fish Swarm

    OpenAIRE

    Yumin, Dong; Li, Zhao

    2014-01-01

    Quantum behaved particle swarm algorithm is a new intelligent optimization algorithm; the algorithm has less parameters and is easily implemented. In view of the existing quantum behaved particle swarm optimization algorithm for the premature convergence problem, put forward a quantum particle swarm optimization algorithm based on artificial fish swarm. The new algorithm based on quantum behaved particle swarm algorithm, introducing the swarm and following activities, meanwhile using the a...

  12. Self-regulation of Exercise Behavior in the TIGER Study

    Science.gov (United States)

    Dishman, Rod K.; Jackson, Andrew S.; Bray, Molly S.

    2014-01-01

    Objective To test experiential and behavioral processes of change as mediators of the prediction of exercise behavior by two self-regulation traits, self-efficacy and self-motivation, while controlling for exercise enjoyment. Methods Structural equation modeling was applied to questionnaire responses obtained from a diverse sample of participants. Objective measures defined adherence (928 of 1279 participants attended 80% or more of sessions) and compliance (867 of 1145 participants exercised 30 minutes or more each session at their prescribed heart rate). Results Prediction of attendance by self-efficacy (inversely) and self-motivation was direct and also indirect, mediated through positive relations with the typical use of behavioral change processes. Enjoyment and self-efficacy (inversely) predicted compliance with the exercise prescription. Conclusions The results support the usefulness of self-regulatory behavioral processes of the Transtheoretical Model for predicting exercise adherence, but not compliance, extending the supportive evidence for self-regulation beyond self-reports of physical activity used in prior observational studies. PMID:24311018

  13. Chronobiological methods of human body self-regulation reserve evaluation

    Directory of Open Access Journals (Sweden)

    Sergey N. Zaguskin

    2013-05-01

    Full Text Available Aims Chronodiagnostical methods for evaluating reserve and unfavourable responses of human cardiac function and under prolonged stress load. Materials and methods 24-h ECG R–R interval recording of Holter-monitoring ECG recording and 1-h IPI and RespI recordings of healthy young and elderly subjects, post- MI patients, subjects suffered from chronic cerebral ischemia leading to a cognitive decline, healthy subjects following post-stress load, as well as R– R intervals recordings of the AHA ECG database of heart failure and AF. Chronodiagnostics, using non-linear symbolic dynamics method and redundancy quotient of ECG PI, RespI and R– R intervals; differential temperature survey to evaluate cellular immunity; biocontrolled laser therapy. Results Self-regulation reserve reduction of oxygen transfer body systems and increase in unfavourable response probability under stress load are accompanied by the amplitude and fluctuation increase of redundancy quotient in the ECG IPI, RespI and R–R intervals, as well as increase of hierarchical desynchronosis with dominating sympathicotonia and vagotonia, decrease in cellular immunity, reduction in rate spectrum of the ECG IPI and R–R intervals. Conclusion Symbolic dynamics method provides distinction between age-related and abnormal changes in hierarchy of cardiac rhythms. The amplitude and fluctuation increase of redundancy quotient indicates the increase of control intensity with oxygen transfer body systems and predicts the reduction of self-regulation reserve in cardiac rhythms and unfavourable response probability.

  14. behaved particle swarm optimization (QPSO)

    African Journals Online (AJOL)

    Administrator

    2011-06-13

    Jun 13, 2011 ... experiment results of L-glutamic acid fermentation process showed that our ... Key words: Soft-sensing model, quantum-behaved particle swarm optimization ... information about such biochemical variables is, in most practical ...

  15. Swarm Science objectives and challenges

    DEFF Research Database (Denmark)

    Friis-Christensen, Eigil; Lühr, Hermann; Hulot, Gauthier

    Swarm is the fifth Earth Explorer mission in ESA’s Living Planet Programme to be launched in 2009. The objective of the Swarm mission is to provide the best ever survey of the geomagnetic field and its temporal evolution. The innovative constellation concept and a unique set of dedicated instrume......Swarm is the fifth Earth Explorer mission in ESA’s Living Planet Programme to be launched in 2009. The objective of the Swarm mission is to provide the best ever survey of the geomagnetic field and its temporal evolution. The innovative constellation concept and a unique set of dedicated...... instruments will provide the necessary observations that are required to separate and model the various sources of the geomagnetic field. This will provide new insights into the Earth system by improving our understanding of the Earth’s interior and Sun-Earth connection processes....

  16. What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

    Directory of Open Access Journals (Sweden)

    Charlotte Dignath-van Ewijk

    2012-01-01

    Full Text Available In order to foster self-regulated learning (SRL, teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs, and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge. Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.

  17. Self-regulation of learning from the student's perspective and it relatedness with academic achievement

    Directory of Open Access Journals (Sweden)

    Kuzmanović Biljana

    2015-01-01

    Full Text Available Self-regulation of learning is an important concept for understanding and enhancing the learning process. Self-regulation skills are often associated with the student's academic achievements. The paper offers different approaches and models of learning self-regulation and stresses the most important characteristics of the process of learning self-regulation. The empirical research was aimed at establishing the connectedness of some components of self-regulation and academic achievement. The Motivation and Self-regulation of Learning Scale, based on Pintrich's model of learning self-regulation (Pintrich & De Groot, 1990 was adapted for our research. The sample included 111 students from two elementary and two secondary schools. The results show that academic achievement is most positively linked with self-efficiency as a motivational factor of self-regulation, and two more factors of self-regulation, cognitive strategies and social factors showed significant correlations with academic achievement. Based on the accepted model of self-regulation of learning and the obtained results relevant pedagogic implications are discussed.

  18. Self-regulated magnetic fluid hyperthermia: A potential cancer therapy

    Science.gov (United States)

    Bagaria, Hitesh Ghanshyam

    An emerging cancer therapy, self-regulated magnetic fluid hyperthermia (MFH), is the motivation for this work. In this therapy, cancer is annihilated by heating the tumor to desired therapeutic temperatures (˜45°C) by using magnetic nanoparticles of controlled Curie temperatures (Tc). This work was aimed at preparing and characterizing FePt, NiPd and NiPt nanoparticles for self-regulated MFH because their Tc could be tuned by changing their composition. Based on the excellent colloidal stability, size tunability and toxicity considerations, FePt was an obvious choice for self-regulated MFH. The 3.2 nm Fe61Pt39 particles displayed a Tc of 151°C, which is well below the Tc of bulk Fe61Pt39 (˜327°C). To reach the desired Tc of 45°C the composition of iron needs to be increased. However, a major obstacle was the formation of iron oxide shells with increase in iron composition of the particles. A recent finding that the composition of individual FePt particles deviated significantly from the average value encouraged us to study the mechanism of formation of FePt particles. Our analysis showed that early in the reaction the particles were Pt-rich and as the reaction proceeded the Fe content increased. It was found that the wide distribution in the composition of individual particles started early in the synthesis, suggesting that the compositional variability may be attributed to the Pt nuclei. The synthesized FePt particles are unsuitable for biological applications because of their hydrophobic surface. Hence, their surface was modified by ligand exchange with mercapto alkanoic acids. After ligand exchange, stable FePt dispersions could be formed in alkaline water. The study revealed that both the carboxylate and thiol groups were required to form stable FePt dispersions. In addition, 15 nm gold particles were successfully conjugated to genetically modified adenoviruses that selectively bind to cancer tumors. We also modeled the thermal transport in tissues during

  19. Technology Education and Societal Change.

    Science.gov (United States)

    Gilberti, Anthony F.

    1994-01-01

    Citizens in a democracy should understand the relationship of technological development to societal change. The rationale for universal technological education stems from the ideals of cultural education, the responsibilities of democratic life, and the need for economic security. Technology education furthers understanding of our technological…

  20. Broader Societal Issues of Nanotechnology

    International Nuclear Information System (INIS)

    Roco, M.C.

    2003-01-01

    Nanoscale science and engineering are providing unprecedented understanding and control over the basic building blocks of matter, leading to increased coherence in knowledge, technology, and education. The main reason for developing nanotechnology is to advance broad societal goals such as improved comprehension of nature, increased productivity, better healthcare, and extending the limits of sustainable development and of human potential. This paper outlines societal implication activities in nanotechnology R and D programs. The US National Nanotechnology Initiative annual investment in research with educational and societal implications is estimated at about $30 million (of which National Science Foundation (NSF) awards about $23 million including contributions to student fellowships), and in nanoscale research with relevance to environment at about $50 million (of which NSF awards about $30 million and EPA about $6 million). An appeal is made to researchers and funding organizations worldwide to take timely and responsible advantage of the new technology for economic and sustainable development, to initiate societal implications studies from the beginning of the nanotechnology programs, and to communicate effectively the goals and potential risks with research users and the public

  1. Broader Societal Issues of Nanotechnology

    Science.gov (United States)

    Roco, M. C.

    2003-08-01

    Nanoscale science and engineering are providing unprecedented understanding and control over the basic building blocks of matter, leading to increased coherence in knowledge, technology, and education. The main reason for developing nanotechnology is to advance broad societal goals such as improved comprehension of nature, increased productivity, better healthcare, and extending the limits of sustainable development and of human potential. This paper outlines societal implication activities in nanotechnology R&D programs. The US National Nanotechnology Initiative annual investment in research with educational and societal implications is estimated at about 30 million (of which National Science Foundation (NSF) awards about 23 million including contributions to student fellowships), and in nanoscale research with relevance to environment at about 50 million (of which NSF awards about 30 million and EPA about 6 million). An appeal is made to researchers and funding organizations worldwide to take timely and responsible advantage of the new technology for economic and sustainable development, to initiate societal implications studies from the beginning of the nanotechnology programs, and to communicate effectively the goals and potential risks with research users and the public.

  2. Broader Societal Issues of Nanotechnology

    Energy Technology Data Exchange (ETDEWEB)

    Roco, M.C. [National Science Foundation (NSF) (United States)], E-mail: mroco@nsf.gov

    2003-08-15

    Nanoscale science and engineering are providing unprecedented understanding and control over the basic building blocks of matter, leading to increased coherence in knowledge, technology, and education. The main reason for developing nanotechnology is to advance broad societal goals such as improved comprehension of nature, increased productivity, better healthcare, and extending the limits of sustainable development and of human potential. This paper outlines societal implication activities in nanotechnology R and D programs. The US National Nanotechnology Initiative annual investment in research with educational and societal implications is estimated at about $30 million (of which National Science Foundation (NSF) awards about $23 million including contributions to student fellowships), and in nanoscale research with relevance to environment at about $50 million (of which NSF awards about $30 million and EPA about $6 million). An appeal is made to researchers and funding organizations worldwide to take timely and responsible advantage of the new technology for economic and sustainable development, to initiate societal implications studies from the beginning of the nanotechnology programs, and to communicate effectively the goals and potential risks with research users and the public.

  3. Societal Forces That ERODE Creativity

    Science.gov (United States)

    Sternberg, Robert; Kaufman, James C.

    2018-01-01

    Background/Context: Creativity is an indispensable force in intellectual, social, cultural, and economic development. Yet societal forces conspire to erode it. Educators have despaired for many years over how schools often fail to encourage creativity, but society as a whole is just as guilty. But how do schools and society fail to encourage, or…

  4. Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

    Directory of Open Access Journals (Sweden)

    Wondimu Ahmed

    2017-09-01

    Full Text Available This study investigated the relationship between motivation and self-regulated learning (SRL in a nationally representative sample of 5245, 15-year-old students in the USA. A multivariate multilevel analysis was conducted to examine the role of three motivational variables (self-efficacy, intrinsic value & instrumental value in predicting three SRL strategies (memorization, elaboration & control. The results showed that compared to self-efficacy, intrinsic value and instrumental value of math were stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy than the other. The findings suggest that the development of self-regulatory skills in math can be greatly enhanced by helping students develop positive value of and realistic expectancy for success in math.

  5. Subjective residual life expectancy in health self-regulation.

    Science.gov (United States)

    Ziegelmann, Jochen P; Lippke, Sonia; Schwarzer, Ralf

    2006-07-01

    Applying socioemotional selectivity theory to the domain of health, we examined the interplay of social-cognitive predictors of physical exercise in two groups of people who perceived their remaining lifetime as either expansive or limited (based on subjective longevity ratings). Individuals (N = 370) who were prescribed physical exercise were assessed at discharge from orthopedic rehabilitation as well as 6 and 12 months later. Multigroup structural equation modeling showed differences in latent means, interrelations of predictors, and amount of explained variance. Individuals who perceived their time as limited reported a less favorable profile on social-cognitive variables and less exercise goal attainment. We give first insights on how health self-regulation differs in these groups, and we discuss avenues for intervention based on socioemotional selectivity theory. In contrast to chronological age, subjective life expectancy can be targeted by intervention.

  6. A Learner’s Self-Regulated Learning in Writing

    Directory of Open Access Journals (Sweden)

    Hapsari Hapsari

    2016-05-01

    Full Text Available The purpose of this study was to analyze  Self-Regulated Learning (SLR upon the process of  writing task.  The Motivated and Learning Strategies Questionnaire (MLSQ developed by Pintrich was used to generate the participant's cognitive and metacognitive activity.  Data were collected from the participant’s journal written during her task performance and from her scores from three essay assignments in Psychology and Instruction subject. The result indicated an improvement in the participant’s writing performance, such as recalling previous knowledge and reviewing her writing. It showed that the participant’s marks among the three assignments significantly increased. The result also indicated participant’s difficulties and strength in her writing. However, The study further suggested time expansion to obtain a more comprehensive SLR performance, such as motivational and emotional aspects. Permalink/DOI:http://dx.doi.org/10.15408/ijee.v2i2.3085

  7. Self-regulated dynamical criticality in human ECoG

    Directory of Open Access Journals (Sweden)

    Guillermo eSolovey

    2012-07-01

    Full Text Available Mounting experimental and theoretical results indicate that neural systems are poised near a critical state. In human subjects, however, most evidence comes from functional MRI studies, an indirect measurement of neuronal activity with poor temporal resolution. Electrocorticography (ECoG provides a unique window into human brain activity: each electrode records, with high temporal resolution, the activity resulting from the sum of the local field potentials of sim 10^5 neurons. We show that the human brain ECoG recordings display features of self-regulated dynamical criticality: dynamical modes of activation drift around the critical stability threshold, moving in and out of the unstable region and equilibrating the global dynamical state at a very fast time scale. Moreover, the analysis also reveals differences between the resting state and a motor task, associated with increased stability of a fraction of the dynamical modes.

  8. Self-regulated learning in students of pedagogy

    Directory of Open Access Journals (Sweden)

    Janete Aparecida da Silva Marini

    2014-12-01

    Full Text Available Self-regulated learning is the process by which students plan, monitor and regulate their own learning. The aim of this study was to investigate relationships between motivation to learn, implicit theories of intelligence and self-handicapping strategies, and to examine the association of these variables in the prediction of the use of learning strategies in students of Pedagogy. The sample consisted of 107 Pedagogy students of two private universities of a city of São Paulo state. Data were collected using four Likert-type scales. Multivariate linear regression analyses revealed that participants with higher scores in the Learning Strategies Scale also presented significantly higher scores in intrinsic motivation and fewer reports of use of self-handicapping strategies. Higher scores in metacognitive strategies were significantly associated with both intrinsic an extrinsic motivation and with fewer reports of use of self-handicapping strategies. Results are discussed in terms of the contribution of Psychology to teacher education.

  9. Self-regulation in self-propelled nematic fluids.

    Science.gov (United States)

    Baskaran, A; Marchetti, M C

    2012-09-01

    We consider the hydrodynamic theory of an active fluid of self-propelled particles with nematic aligning interactions. This class of materials has polar symmetry at the microscopic level, but forms macrostates of nematic symmetry. We highlight three key features of the dynamics. First, as in polar active fluids, the control parameter for the order-disorder transition, namely the density, is dynamically convected by the order parameter via active currents. The resulting dynamical self-regulation of the order parameter is a generic property of active fluids and destabilizes the uniform nematic state near the mean-field transition. Secondly, curvature-driven currents render the system unstable deep in the nematic state, as found previously. Finally, and unique to self-propelled nematics, nematic order induces local polar order that in turn leads to the growth of density fluctuations. We propose this as a possible mechanism for the smectic order of polar clusters seen in numerical simulations.

  10. Developing academic literacy through self-regulated online learning

    Directory of Open Access Journals (Sweden)

    Emmaline Lear

    2016-03-01

    Full Text Available This study explores the self-regulated learning (SRL experiences of international students in developing English language academic literacy essential for successful transition to university. The participants in this study were a small, diverse group of first year undergraduate students who sought academic support from the Academic Skills Centre at an Australian university. They were given the opportunity to independently access an online program, Study Skills Success, over the duration of one semester to develop their academic literacy in English. Data for this study were collected from a pre- and post-program questionnaire, interviews, a focus group discussion, and reflective online learning logs. These sources gathered information regarding the participants’ motivation and attitudes, their online learning experiences and strategy use, and the perceived benefits of SRL online. The findings from this study have implications for supporting the transition of first year students to university by developing essential academic skills through independent online learning.

  11. Self-regulation in dentistry and the social contract.

    Science.gov (United States)

    Holden, A C L

    2016-10-21

    This article looks at the General Dental Council (GDC) and dental regulation from the perspective of social contract theory. Self-regulation is a requirement for the dental profession to exist within such a contract with society and this article seeks to examine the effects of the GDC upon the social contract. The GDC maintains that it is independent of the dental profession and while this may be true when discussing impartiality, the existence and purpose of the GDC is intrinsically intertwined with the dental profession. This article will show that the GDC has acted in a manner that has a negative impact upon the social contract between the dental profession and society and that for the dental profession to maintain its status and ability to place patients first, the GDC needs to re-evaluate its role and attitudes.

  12. SELF-REGULATED SHOCKS IN MASSIVE STAR BINARY SYSTEMS

    Energy Technology Data Exchange (ETDEWEB)

    Parkin, E. R.; Sim, S. A., E-mail: parkin@mso.anu.edu.au, E-mail: s.sim@qub.ac.uk [Research School of Astronomy and Astrophysics, Australian National University, ACT 2611 (Australia)

    2013-04-20

    In an early-type, massive star binary system, X-ray bright shocks result from the powerful collision of stellar winds driven by radiation pressure on spectral line transitions. We examine the influence of the X-rays from the wind-wind collision shocks on the radiative driving of the stellar winds using steady-state models that include a parameterized line force with X-ray ionization dependence. Our primary result is that X-ray radiation from the shocks inhibits wind acceleration and can lead to a lower pre-shock velocity, and a correspondingly lower shocked plasma temperature, yet the intrinsic X-ray luminosity of the shocks, L{sub X}, remains largely unaltered, with the exception of a modest increase at small binary separations. Due to the feedback loop between the ionizing X-rays from the shocks and the wind driving, we term this scenario as self-regulated shocks. This effect is found to greatly increase the range of binary separations at which a wind-photosphere collision is likely to occur in systems where the momenta of the two winds are significantly different. Furthermore, the excessive levels of X-ray ionization close to the shocks completely suppress the line force, and we suggest that this may render radiative braking less effective. Comparisons of model results against observations reveal reasonable agreement in terms of log (L{sub X}/L{sub bol}). The inclusion of self-regulated shocks improves the match for kT values in roughly equal wind momenta systems, but there is a systematic offset for systems with unequal wind momenta (if considered to be a wind-photosphere collision).

  13. Executive function and self-regulated exergaming adherence

    Directory of Open Access Journals (Sweden)

    Cay eAnderson-Hanley

    2014-12-01

    Full Text Available The rise in dementia and the evidence of cognitive benefits of exercise for the older adult population together make salient the research into variables affecting cognitive benefit and exercise behavior. One promising avenue for increasing exercise participation has been the introduction of exergaming, a type of exercise that works in combination with virtual reality to enhance both the exercise experience and health outcomes. Past research has revealed that executive function (EF was related to greater use of self-regulatory strategies, which in turn was related to greater adherence to exercise following an intervention (McAuley et al., 2011. Best et al. (2014 found improvement in EF related to adherence to exercise post- intervention. Anderson-Hanley et al. (2012 found that for older adults aerobic exergaming yielded greater cognitive benefit than traditional exercise alone; however, questions remain as to the possible impact of greater cognitive benefit and other factors on participants’ involvement in exercise following the end of an intervention. The current study presents follow-up data exploring the relationship between change in EF, self-regulation, and exercise adherence in the post-intervention (naturalistic period. Herein, it was predicted that improvement in EF during an exercise intervention, would predict subsequent exercise with an exergame during the naturalistic window. Contrary to expectations, results suggest that those with EF decline during the intervention used the exergame more frequently. The results of this study contradict previous literature, but suggest an interesting relationship between change in executive function, self-regulation, and exercise behaviors when exergaming is employed, particularly with older adults with some cognitive decline. We hypothesize that other factors may be at work; perhaps expectation of cognitive benefit might act as a unique motivator or caregivers may be instrumental in adherence.

  14. SELF-REGULATED SHOCKS IN MASSIVE STAR BINARY SYSTEMS

    International Nuclear Information System (INIS)

    Parkin, E. R.; Sim, S. A.

    2013-01-01

    In an early-type, massive star binary system, X-ray bright shocks result from the powerful collision of stellar winds driven by radiation pressure on spectral line transitions. We examine the influence of the X-rays from the wind-wind collision shocks on the radiative driving of the stellar winds using steady-state models that include a parameterized line force with X-ray ionization dependence. Our primary result is that X-ray radiation from the shocks inhibits wind acceleration and can lead to a lower pre-shock velocity, and a correspondingly lower shocked plasma temperature, yet the intrinsic X-ray luminosity of the shocks, L X , remains largely unaltered, with the exception of a modest increase at small binary separations. Due to the feedback loop between the ionizing X-rays from the shocks and the wind driving, we term this scenario as self-regulated shocks. This effect is found to greatly increase the range of binary separations at which a wind-photosphere collision is likely to occur in systems where the momenta of the two winds are significantly different. Furthermore, the excessive levels of X-ray ionization close to the shocks completely suppress the line force, and we suggest that this may render radiative braking less effective. Comparisons of model results against observations reveal reasonable agreement in terms of log (L X /L bol ). The inclusion of self-regulated shocks improves the match for kT values in roughly equal wind momenta systems, but there is a systematic offset for systems with unequal wind momenta (if considered to be a wind-photosphere collision).

  15. EFL Learners’ Use of ICT for Self-Regulated Learning

    Directory of Open Access Journals (Sweden)

    Serkan Çelik

    2012-10-01

    Full Text Available Problem Statement: The notions of autonomy and independence possess an increasingly important role in language pedagogy by raising issues such as learners’ responsibility for their own learning, and their right to determine the direction of their own learning, the skills which can be learned and applied in self-directed learning and capacity for independent learning and the extents to which this can be suppressed by institutional education.Purpose of Study: This study attempted to enrich our understanding of language learners’ self-initiated use of information and communication technologies (ICT from the language learning perspective.Methods: The participants were 399 language learners who were attending the intensive English language preparatory program at the Eastern Mediterranean University, North Cyprus. The study was based on a survey which consisted of demographic and language learning backgrounds of the participants, and likert-scale questions on participants’ self-initiated use of ICT for language learning. The data collected were validated through factor analyses. Beside descriptive analyses, chi-square and t-test were also used to reveal the associations between demographic variables and different dimensions of ICT use in selfregulated language learning.Findings and Results: An obvious finding to emerge from this study is that there are no statistically significant differences regarding the male and female participants’ use of ICT for self-regulated learning, and between language levels of the learners. Considering the responses, the learners mostly use ICT to practice listening, vocabulary and writing skills.Conclusions and Recommendations: The overall outcome of the study points to the need for learner training, teacher support and guidance for an effective use of ICT for self regulation of language learning.

  16. 25 CFR 518.4 - What criteria must a tribe meet to receive a certificate of self-regulation?

    Science.gov (United States)

    2010-04-01

    ... of self-regulation? 518.4 Section 518.4 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.4 What criteria must a tribe meet to receive a certificate of self-regulation? (a) The Commission shall issue a certificate of self-regulation...

  17. Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning

    Science.gov (United States)

    2015-03-01

    ARL-SR-0318 ● MAR 2015 US Army Research Laboratory Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated...Adaptive Intelligent Tutoring Systems for Self-Regulated Learning by Robert A Sottilare Human Research and Engineering Directorate, ARL...TITLE AND SUBTITLE Fundamentals of Adaptive Intelligent Tutoring Systems for Self-Regulated Learning 5a. CONTRACT NUMBER 5b. GRANT NUMBER 5c

  18. Personality and Self-regulation as Determinants of Rational Decision Making in a Political Voting Situation

    OpenAIRE

    Tatiana A. Indina; Varvara I. Morosanova

    2009-01-01

    The association of self-regulation and personality factors with rational decision making was investigated using an experimental model of political voting. The results revealed diff erent sets of personality characteristics for rational and emotional voters. A self-regulation/personality typology of decision making was then constructed, and traits representing self-regulation, cognition, and personality were examined as predispositions toward rational decision making. As a result, specifi c co...

  19. Validation of the Short Self-Regulation Questionnaire for Taiwanese College Students (TSSRQ)

    OpenAIRE

    Yang-Hsueh Chen; Yu-Ju Lin

    2018-01-01

    While self-regulation has long been recognized as an important characteristic of an individual, instruments assessing the general aptitude of self-regulation remain limited especially in Asian countries. This study re-validated Carey et al.'s (2004) Short Self-Regulation Questionnaire based on a national sample of Taiwanese college students (N = 1,988). Item analysis, exploratory factor analysis, and confirmatory factor analysis (CFA) yielded 22 items in five internally consistent factors. De...

  20. Swarm: ESA's Magnetic Field Mission

    Science.gov (United States)

    Plank, G.; Floberghagen, R.; Menard, Y.; Haagmans, R.

    2013-12-01

    Swarm is the fifth Earth Explorer mission in ESA's Living Planet Programme, and is scheduled for launch in fall 2013. The objective of the Swarm mission is to provide the best-ever survey of the geomagnetic field and its temporal evolution using a constellation of three identical satellites. The mission shall deliver data that allow access to new insights into the Earth system by improved scientific understanding of the Earth's interior and near-Earth electromagnetic environment. After launch and triple satellite release at an initial altitude of about 490 km, a pair of the satellites will fly side-by-side with slowly decaying altitude, while the third satellite will be lifted to 530 km to complete the Swarm constellation. High-precision and high-resolution measurements of the strength, direction and variation of the magnetic field, complemented by precise navigation, accelerometer and electric field measurements, will provide the observations required to separate and model various sources of the geomagnetic field and near-Earth current systems. The mission science goals are to provide a unique view into Earth's core dynamics, mantle conductivity, crustal magnetisation, ionospheric and magnetospheric current systems and upper atmosphere dynamics - ranging from understanding the geodynamo to contributing to space weather. The scientific objectives and results from recent scientific studies will be presented. In addition the current status of the project, which is presently in the final stage of the development phase, will be addressed. A consortium of European scientific institutes is developing a distributed processing system to produce geophysical (Level 2) data products for the Swarm user community. The setup of the Swarm ground segment and the contents of the data products will be addressed. In case the Swarm satellites are already in orbit, a summary of the on-going mission operations activities will be given. More information on Swarm can be found at www.esa.int/esaLP/LPswarm.html.

  1. The self-regulated learning of medical students in the clinical environment - a scoping review.

    Science.gov (United States)

    Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

    2017-07-10

    Self-regulated learning is the individual's ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured. Using Arksey and O'Malley's five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported. The search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students. Most of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches.

  2. Personality and Self-regulation as Determinants of Rational Decision Making in a Political Voting Situation

    Directory of Open Access Journals (Sweden)

    Tatiana A. Indina

    2009-01-01

    Full Text Available The association of self-regulation and personality factors with rational decision making was investigated using an experimental model of political voting. The results revealed different sets of personality characteristics for rational and emotional voters. A self-regulation/personality typology of decision making was then constructed, and traits representing self-regulation, cognition, and personality were examined as predispositions toward rational decision making. As a result, specific connections among these variables were uncovered, through which the primary role of the conscious self-regulation system in the management of rational decision making in a political voting context was established.

  3. Validation of the Short Self-Regulation Questionnaire for Taiwanese College Students (TSSRQ

    Directory of Open Access Journals (Sweden)

    Yang-Hsueh Chen

    2018-03-01

    Full Text Available While self-regulation has long been recognized as an important characteristic of an individual, instruments assessing the general aptitude of self-regulation remain limited especially in Asian countries. This study re-validated Carey et al.'s (2004 Short Self-Regulation Questionnaire based on a national sample of Taiwanese college students (N = 1,988. Item analysis, exploratory factor analysis, and confirmatory factor analysis (CFA yielded 22 items in five internally consistent factors. Descriptive findings showed that, a lack of proactiveness and volitional control, and a decrease of self-regulation throughout the college span appeared to be an overarching problem among Taiwanese college students. Furthermore, male students achieved lower self-regulation scores than female ones, and students in Services and STEM-related majors are in the need of self-regulation enhancement. Due to the generic measurement of individual's self-regulation traits, the Taiwanese Short Self-regulation Questionnaire (TSSRQ can be flexibly applied to various contexts and used to deal with different issues beyond learning such as college students' Internet or smartphone addiction. Through this study, we hope the validated TSSRQ can promote studies on self-regulation and associated antecedents and outcomes, in turn leveraging college students' life adjustment and well-being.

  4. Validation of the Short Self-Regulation Questionnaire for Taiwanese College Students (TSSRQ).

    Science.gov (United States)

    Chen, Yang-Hsueh; Lin, Yu-Ju

    2018-01-01

    While self-regulation has long been recognized as an important characteristic of an individual, instruments assessing the general aptitude of self-regulation remain limited especially in Asian countries. This study re-validated Carey et al.'s (2004) Short Self-Regulation Questionnaire based on a national sample of Taiwanese college students ( N = 1,988). Item analysis, exploratory factor analysis, and confirmatory factor analysis (CFA) yielded 22 items in five internally consistent factors. Descriptive findings showed that, a lack of proactiveness and volitional control, and a decrease of self-regulation throughout the college span appeared to be an overarching problem among Taiwanese college students. Furthermore, male students achieved lower self-regulation scores than female ones, and students in Services and STEM-related majors are in the need of self-regulation enhancement. Due to the generic measurement of individual's self-regulation traits, the Taiwanese Short Self-regulation Questionnaire (TSSRQ) can be flexibly applied to various contexts and used to deal with different issues beyond learning such as college students' Internet or smartphone addiction. Through this study, we hope the validated TSSRQ can promote studies on self-regulation and associated antecedents and outcomes, in turn leveraging college students' life adjustment and well-being.

  5. Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities

    NARCIS (Netherlands)

    Jossberger, Helen

    2011-01-01

    Jossberger, H. (2011). Toward Self-Regulated Learning in Vocational Education: Difficulties and Opportunities. Doctoral Thesis. June, 24, 2011, Heerlen, The Netherlands: Open Universiteit in the Netherlands.

  6. The Societal Nature of Subjectivity

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2013-01-01

    The HSR Focus presents a psycho-societal approach to qualitative empirical research in several areas of everyday social life. It is an approach which integrates a theory of subjectivity and an interpretation methodology which integrates hermeneutic experiences from text analysis and psychoanalysis....... In terms of methodology it revives the themes originally launched in FOS exactly ten years ago: "Subjectivity and Reflectivity in Qualitative Research" (Breuer, Mruck and Roth 2002; Mruck and Breuer 2003). This editorial introduction presents the intellectual background of the psycho-societal methodology......, reflects on its relevance and critical perspectives in a contemporary landscape of social science, and comments the way in which an international and interdisciplinary research group has developed this approach to profane empirical research....

  7. A Psycho-Societal Approach

    DEFF Research Database (Denmark)

    Mellon, Karsten

    This is a project about Danish vocational bachelor students admitted on the basis of an Individual Competency Assessment (VPL/IKV) in light of a Psycho-Societal Approach. The core idea of this paper is to present a PhD project which aims to contribute findings regarding students enrolled in a Dan...... in a Danish vocational Bachelor’s education program (teachers program under the frame of University College) through Validation of Prior Learning by the use of an Individual Competencies Assessment (VPL/IKV).......This is a project about Danish vocational bachelor students admitted on the basis of an Individual Competency Assessment (VPL/IKV) in light of a Psycho-Societal Approach. The core idea of this paper is to present a PhD project which aims to contribute findings regarding students enrolled...

  8. Dynamic scaling in natural swarms

    Science.gov (United States)

    Cavagna, Andrea; Conti, Daniele; Creato, Chiara; Del Castello, Lorenzo; Giardina, Irene; Grigera, Tomas S.; Melillo, Stefania; Parisi, Leonardo; Viale, Massimiliano

    2017-09-01

    Collective behaviour in biological systems presents theoretical challenges beyond the borders of classical statistical physics. The lack of concepts such as scaling and renormalization is particularly problematic, as it forces us to negotiate details whose relevance is often hard to assess. In an attempt to improve this situation, we present here experimental evidence of the emergence of dynamic scaling laws in natural swarms of midges. We find that spatio-temporal correlation functions in different swarms can be rescaled by using a single characteristic time, which grows with the correlation length with a dynamical critical exponent z ~ 1, a value not found in any other standard statistical model. To check whether out-of-equilibrium effects may be responsible for this anomalous exponent, we run simulations of the simplest model of self-propelled particles and find z ~ 2, suggesting that natural swarms belong to a novel dynamic universality class. This conclusion is strengthened by experimental evidence of the presence of non-dissipative modes in the relaxation, indicating that previously overlooked inertial effects are needed to describe swarm dynamics. The absence of a purely dissipative regime suggests that natural swarms undergo a near-critical censorship of hydrodynamics.

  9. Swarm Satellites : Design, Characteristics and Applications

    NARCIS (Netherlands)

    Engelen, S.

    2016-01-01

    Satellite swarms are a novelty, yet promise to deliver unprecedented robustness and data-collection efficiency. They are so new in fact that even the definition of what a satellite swarm is is disputable, and consequently, the term "swarm" is used for practically any type of distributed space

  10. Particle Swarm Optimization with Double Learning Patterns.

    Science.gov (United States)

    Shen, Yuanxia; Wei, Linna; Zeng, Chuanhua; Chen, Jian

    2016-01-01

    Particle Swarm Optimization (PSO) is an effective tool in solving optimization problems. However, PSO usually suffers from the premature convergence due to the quick losing of the swarm diversity. In this paper, we first analyze the motion behavior of the swarm based on the probability characteristic of learning parameters. Then a PSO with double learning patterns (PSO-DLP) is developed, which employs the master swarm and the slave swarm with different learning patterns to achieve a trade-off between the convergence speed and the swarm diversity. The particles in the master swarm and the slave swarm are encouraged to explore search for keeping the swarm diversity and to learn from the global best particle for refining a promising solution, respectively. When the evolutionary states of two swarms interact, an interaction mechanism is enabled. This mechanism can help the slave swarm in jumping out of the local optima and improve the convergence precision of the master swarm. The proposed PSO-DLP is evaluated on 20 benchmark functions, including rotated multimodal and complex shifted problems. The simulation results and statistical analysis show that PSO-DLP obtains a promising performance and outperforms eight PSO variants.

  11. Particle Swarm Optimization with Double Learning Patterns

    Science.gov (United States)

    Shen, Yuanxia; Wei, Linna; Zeng, Chuanhua; Chen, Jian

    2016-01-01

    Particle Swarm Optimization (PSO) is an effective tool in solving optimization problems. However, PSO usually suffers from the premature convergence due to the quick losing of the swarm diversity. In this paper, we first analyze the motion behavior of the swarm based on the probability characteristic of learning parameters. Then a PSO with double learning patterns (PSO-DLP) is developed, which employs the master swarm and the slave swarm with different learning patterns to achieve a trade-off between the convergence speed and the swarm diversity. The particles in the master swarm and the slave swarm are encouraged to explore search for keeping the swarm diversity and to learn from the global best particle for refining a promising solution, respectively. When the evolutionary states of two swarms interact, an interaction mechanism is enabled. This mechanism can help the slave swarm in jumping out of the local optima and improve the convergence precision of the master swarm. The proposed PSO-DLP is evaluated on 20 benchmark functions, including rotated multimodal and complex shifted problems. The simulation results and statistical analysis show that PSO-DLP obtains a promising performance and outperforms eight PSO variants. PMID:26858747

  12. Longitudinal study of self-regulation, positive parenting, and adjustment problems among physically abused children

    Science.gov (United States)

    Kim, Jungmeen; Haskett, Mary E.; Longo, Gregory S.; Nice, Rachel

    2012-01-01

    Objective Research using normative and high-risk samples indicates a significant link between problems with self-regulation and child maladjustment. Nevertheless, little is known about the processes that may modify the link between self-regulation and maladjustment. This longitudinal study examined the joint contributions of child self-regulation and positive parenting behaviors to the development of externalizing and internalizing symptomatology spanning from preschool to 1st grade. Methods Data were collected on a total of 95 physically abused children (58% boys); our longitudinal analyses involved 43 children at Time 1 (preschool), 63 children at Time 2 (kindergarten), and 54 children at Time 3 (1st grade). Children's self-regulation was measured by parent report, and their externalizing and internalizing symptomatology was evaluated by teachers. Parents completed self-report measures of positive parenting. Results Our structural equation modeling analyses revealed positive parenting as a protective factor that attenuated the concurrent association between low self-regulation and externalizing symptomatology among physically abused children. Our findings regarding longitudinal changes in children's externalizing symptomatology supported the differential susceptibility hypothesis: Physically abused children who were at greater risk due to low levels of self-regulation were more susceptible to the beneficial effects of positive parenting, compared to those with high levels of self-regulation. Conclusions Findings suggest that although physical abuse presents formidable challenges that interfere with the development of adaptive self-regulation, positive parenting behaviors may ameliorate the detrimental effects of maladaptive self-regulation on the development of externalizing symptomatology. In addition, the positive and negative effects of caregiving behaviors were more prominent among physically abused children at great risk due to low self-regulation. Practice

  13. Ethical issues and societal expectations

    International Nuclear Information System (INIS)

    Metlay, D.

    2010-01-01

    Daniel Metlay (NWTRB) declared that institutions had always recognised an ethical obligation to manage high- level radioactive waste in unprecedented ways. This obligation has not only endured, but has become more explicit and multidimensional and it now subsumed under a more general rubric of 'societal expectations'. D. Metlay directed attention toward the proceedings of previous RWMC-RF workshop ', which contains five essays, authored by Kjell Andersson, Andrew Blowers, Carl-Reinhold Braakenhielm, Francois Dermange, and Patricia Fleming, that are relevant to the question of ethical issues and societal expectations. D. Metlay observed that 'societal expectations' are hard to define and thus very hard to measure. They may vary considerably with time and from country to country. As an illustration he referred to an inquiry performed by a task group 30 years ago in a document entitled 'Proposed Goals for Radioactive Waste Management' (NUREG-0300) on behalf of the U.S. Nuclear Regulatory Commission. Conclusions from D. Metlay are that, for the most part, societal expectations in the United States appear to be quite stable over a period of more than 30 years. In two areas, however, there are clear differences in emphasis between expectations articulated in the last few years and those recorded in 1978. (1) While then there was emphasis on the operational reliability of organisations and institutions. In particular, much care was taken to discuss the inherent limitations on bureaucratic error-correction in the future. The focus is nowadays more on bureaucratic behaviours associated with carrying out decision-making processes in the present. (2) While there is current emphasis on the importance of trust, transparency, and accountability, the NRC document may cast some doubt on the reliability of a stepwise decision-making process. In the domain of radioactive waste management, error signals are notoriously unclear, and strong disagreements over objectives and value trade

  14. Articulation: how societal goals matter in nanotechnology

    NARCIS (Netherlands)

    Bos, C.|info:eu-repo/dai/nl/338018387

    2016-01-01

    Science policies try to steer scientists to conduct societally relevant research. This societal relevance is often expressed in large societal goals, such as addressing sustainability or helping with the problems that an ageing society might bring. Emerging technologies, like nanotechnology, are

  15. Outcomes of a Self-Regulated Learning Curriculum Model

    Science.gov (United States)

    Peters-Burton, Erin E.

    2015-10-01

    The purpose of this study was to describe connections among students' views of nature of science in relation to the goals of a curriculum delivered in a unique setting, one where a researcher and two teachers collaborated to develop a course devoted to teaching students about how knowledge is built in science. Students proceeded through a cycle of self-regulated phases, forethought, performance, and self-reflection, during each segment of the curriculum: (a) independent research, (b) knowledge building in the discipline of science, and (c) a citizen science project. Student views were measured at the beginning and end of the course using epistemic network analysis. The pretest map reported student understanding of science as experimentation and indicated three clusters representing the durability of knowledge, empirical evidence, and habits of mind, which were loosely connected and represented knowledge generation as external to personal thinking. The posttest map displayed a broader understanding of scientific endeavors beyond experimentation, a shift toward personal knowledge generation, and indicated a larger number of connections among three more tightly oriented clusters: empirical evidence, habits of mind, and tentativeness. Implications include the potential to build curriculum that purposefully considers reinforcing cycles of learning of the nature of science in different contexts.

  16. A self-regulating hydrogen generator for micro fuel cells

    Energy Technology Data Exchange (ETDEWEB)

    Moghaddam, Saeed; Pengwang, Eakkachai; Shannon, Mark A. [Mechanical Science and Engineering, University of Illinois at Urbana-Champaign, 1206 West Green Street, Urbana, IL 61801 (United States); Masel, Richard I. [Chemical and Biomolecular Engineering, University of Illinois at Urbana-Champaign, 213 Roger Adams Lab, 600 S. Mathews, Urbana, IL 61801 (United States)

    2008-10-15

    The ever-increasing power demands and miniaturization of portable electronics, micro-sensors and actuators, and emerging technologies such as cognitive arthropods have created a significant interest in development of micro fuel cells. One of the major challenges in development of hydrogen micro fuel cells is the fabrication and integration of auxiliary systems for generating, regulating, and delivering hydrogen gas to the membrane electrode assembly (MEA). In this paper, we report the development of a hydrogen gas generator with a micro-scale control system that does not consume any power. The hydrogen generator consists of a hydride reactor and a water reservoir, with a regulating valve separating them. The regulating valve consists of a port from the water reservoir and a movable membrane with via holes that permit water to flow from the reservoir to the hydride reactor. Water flows towards the hydride reactor, but stops within the membrane via holes due to capillary forces. Water vapor then diffuses from the via holes into the hydride reactor resulting in generation of hydrogen gas. When the rate of hydrogen consumed by the MEA is lower than the generation rate, gas pressure builds up inside the hydride reactor, deflecting the membrane, closing the water regulator valve, until the pressure drops, whereby the valve reopens. We have integrated the self-regulating micro hydrogen generator to a MEA and successfully conducted fuel cell tests under varying load conditions. (author)

  17. Motivations for self-regulation: The clean air action plan

    International Nuclear Information System (INIS)

    Giuliano, Genevieve; Linder, Alison

    2013-01-01

    In the fall of 2006 the Ports of Long Beach and Los Angeles announced the Clean Air Action Plan (CAAP). Its intent was to greatly accelerate emissions reductions from port activities. The CAAP was unprecedented in several ways: it was a voluntary agreement between two competing ports; it was achieved with the cooperation of local, state and federal agencies; it promised large particulate emissions reductions along with continued port growth, and it had a price tag of $2.1 billion. What explains the Ports’ decision to implement the CAAP? We conduct a case study to explore alternative explanations for the CAAP. Using data from interviews, media, and the history of events leading up to the CAAP, we find that the CAAP was a strategic response to social and political pressures that had built up over the previous decade. Its intent was to respond to local concerns and reduce opposition to port growth. The CAAP represents an example of the potential of voluntary efforts to solve environmental problems. - Highlights: • We conduct a case study of self-regulation for emissions reduction at seaports in Southern California. • We examine motivations for implementing the Clean Air Action Plan. • We find that social and political pressures were the main motivators, with regulatory threats a contributing factor. • The Clean Air Action Plan is a powerful example of the potential of voluntary strategies

  18. Self-Regulation Processes and Thriving in Childhood and Adolescence: A View of the Issues

    Science.gov (United States)

    Lerner, Richard M.; Lerner, Jacqueline V.; Bowers, Edmond P.; Lewin-Bizan, Selva; Gestsdottir, Steinunn; Urban, Jennifer Brown

    2011-01-01

    Both organismic and intentional self-regulation processes must be integrated across childhood and adolescence for adaptive developmental regulations to exist and for the developing person to thrive, both during the first two decades of life and through the adult years. To date, such an integrated, life-span approach to self-regulation during…

  19. Implementing a Self-Regulated "WebQuest" Learning System for Chinese Elementary Schools

    Science.gov (United States)

    Hsiao, Hsien-Sheng; Tsai, Chung-Chieh; Lin, Chien-Yu; Lin, Chih-Cheng

    2012-01-01

    The rapid growth of Internet has resulted in the rise of WebQuest learning recently. Teachers encourage students to participate in the searching for knowledge on different topics. When using WebQuest, students' self-regulation is often the key to successful learning. Therefore, this study establishes a self-regulated learning system to assist…

  20. Influence of Mothers' Parenting Styles on Self-Regulated Academic Learning among Saudi Primary School Students

    Science.gov (United States)

    Alnafea, Tahany; Curtis, David D.

    2017-01-01

    Much of the research on self-regulation has investigated the influence of school settings. However, fewer studies have concentrated on the home environment and its influence on student's academic behaviour in school. The present research investigates the influence of mothers' parenting styles on students' self-regulated learning behaviours in…

  1. The Relationship between EFL Learners' Self-Regulation and Their Listening Comprehension

    Science.gov (United States)

    Fatemi, Mohammad Ali; Alishahi, Maral; Khorasani, Maryam Noori; Seifi, Monir

    2014-01-01

    Self-regulated EFL students can comprehend better what they listen. The present study sought to investigate the relationship between EFL learners' listening comprehension and their self-regulation. To achieve the goals of this study, 103 intermediate EFL learners were selected in Torbat-e- Heydarieh, Iran. Two instruments were employed and the…

  2. Bimbingan Kesulitan Belajar Berbasis Self Regulating Learning dalam Meningkatkan Prestasi Belajar Siswa

    Directory of Open Access Journals (Sweden)

    - Sunawan

    2013-01-01

    Full Text Available Abstract: Self-regulated Learning as a Learning Guidance Model to Improve Learning Achievement. This study aims at developing a guidance model to deal with students’ learning problems and examining the effectiveness of its implementation. The development of self-regulated learning as the learning model involved senior high school students, advisory teachers, subject-matter teachers, and the headmaster. This learning model is geared toward encouraging the students to utilize self-regulated learning. This model appeared to be able to improve the students’ learning achievement. Abstrak: Bimbingan Kesulitan Belajar Berbasis Self Regulating Learning dalam Meningkatkan Prestasi Belajar Siswa. Penelitian ini bertujuan untuk mengembangkan dan menguji efektivitas model bimbingan kesulitan belajar bagi siswa SMA berbasis self regulated learning. Desain penelitian pengembangan digunakan untuk pengembangan model dengan melibatkan subjek dari siswa SMA, guru pembimbing, guru bidang studi dan kepala sekolah. Model bimbingan belajar berbasis self regulated learning diarahkan untuk mendorong siswa untuk menerapkan prinsip self regulated learning dalam be­lajarnya. Terbukti bahwa model ini dapat meningkatkan pola belajar siswa selaras dengan prinsip self regulated learning dan prestasi belajar.

  3. Early Prediction of Student Self-Regulation Strategies by Combining Multiple Models

    Science.gov (United States)

    Sabourin, Jennifer L.; Mott, Bradford W.; Lester, James C.

    2012-01-01

    Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing interest. Unfortunately, monitoring these behaviors in real-time has proven…

  4. Religion, Self-Regulation, and Self-Control: Associations, Explanations, and Implications

    Science.gov (United States)

    McCullough, Michael E.; Willoughby, Brian L. B.

    2009-01-01

    Many of the links of religiousness with health, well-being, and social behavior may be due to religion's influences on self-control or self-regulation. Using Carver and Scheier's (1998) theory of self-regulation as a framework for organizing the empirical research, the authors review evidence relevant to 6 propositions: (a) that religion can…

  5. Obesity and industry self-regulation of food and beverage marketing: a literature review.

    Science.gov (United States)

    Ronit, K; Jensen, J D

    2014-07-01

    Obesity is a growing concern at national and international levels, and it is increasingly recognised that the industry has a role in and hence needs to be involved in halting the obesity epidemic. The objective of this study is to describe, analyse and evaluate research on industry self-regulation regarding food and beverage marketing and nutrition labelling. Five databases were searched for combinations of the search terms-obesity, nutrition, food, beverages, industry, self-regulation, labelling, advertising and marketing-and papers were selected on the basis of paper titles and, subsequently, on the basis of abstracts. Of the 4978 identified publications, 22 were included in the final review. The studies show that commitments in industry self-regulation schemes tend to be relatively vague and permissive, that the measurable effects of the self-regulations tend to be relatively small and that some extent of public regulation may catalyse the effectiveness of industry self-regulation. Although the reviewed studies vary in terms of analytic units and methods applied, they generally stress an ineffectiveness of existing self-regulation schemes. Food industry self-regulation in relation to obesity prevention is an emerging field of research, and further research is needed in such schemes' definitions of regulatory standards, their monitoring and sanctioning mechanisms, and their interactions with public regulation, if industry self-regulation of marketing behaviour is to become an effective and credible approach.

  6. Self-Regulation of Learning and Academic Delay of Gratification among Korean College Students

    Science.gov (United States)

    Bembenutty, Hefer

    2007-01-01

    The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

  7. Personal and Contextual Influences on Township School Learners' Motivation and Self-Regulated Learning

    Science.gov (United States)

    Geduld, Bernadette

    2017-01-01

    Learners' self-regulation, which includes motivational variables, is influenced by personal variables within learners themselves, as well as by contextual factors. A great deal of research has focused on personal variables in learners that influence their self-regulated behaviours; yet contextual influences that operate outside of formal schooling…

  8. Motivational and emotional components affecting male's and female's self-regulated learning

    NARCIS (Netherlands)

    Minnaert, A

    1999-01-01

    The relationship between self-referenced feelings and cognitions and self-regulated learning has become an important area of research. But to what extent can differences in self-regulation be explained by differences in motivation and emotion? And how facilitating or debilitating is the effect of

  9. Learning Goals and Strategies in the Self-regulation of Learning

    Science.gov (United States)

    Gaeta Gonzalez, Martha Leticia

    2013-01-01

    In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

  10. Employment and First-Year College Achievement: The Role of Self-Regulation and Motivation

    Science.gov (United States)

    Huie, Faye C.; Winsler, Adam; Kitsantas, Anastasia

    2014-01-01

    Students often work in order to meet monetary requirements for college. However, employment reduces the time students can devote to their studies, which can hinder performance. This study examined whether motivation (self-efficacy goal orientation) and self-regulated learning (help-seeking, metacognitive self-regulation, time management and effort…

  11. Self-regulation of learning and performance level of elite youth soccer players

    NARCIS (Netherlands)

    Marije Elferink-Gemser; G. Pepping; G. Jordet; C. Visscher; T. Toering

    2012-01-01

    In learning and development, self-regulation can be described as the extent to which individuals are metacognitively, motivationally, and behaviourally proactive participants in their learning process (Zimmerman, 1989, 2006). We examined the relationship between self-regulation and performance level

  12. Developing the support business-processes information system for self-regulation institute

    Directory of Open Access Journals (Sweden)

    Kravchenko Anatoly Vasilevich

    2011-11-01

    Full Text Available Studying the methods of sructurization, optimization and the automation for modern self-regulation institute business-processes are considered in the article. The aim of the text is to show the strategy of modeling self-regulation information system and the strategy of the membership dues accounting and agency compensation.

  13. Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland

    Science.gov (United States)

    Gestsdottir, Steinunn; von Suchodoletz, Antje; Wanless, Shannon B.; Hubert, Blandine; Guimard, Philippe; Birgisdottir, Freyja; Gunzenhauser, Catherine; McClelland, Megan

    2014-01-01

    Research suggests that behavioral self-regulation skills are critical for early school success, but few studies have explored such links among young children in Europe. This study examined the contribution of early self-regulation to academic achievement gains among children in France, Germany, and Iceland. Gender differences in behavioral…

  14. Maternal-Related Predictors of Self-Regulation among Low-Income Youth

    Science.gov (United States)

    Crossley, Isabelle A.; Buckner, John C.

    2012-01-01

    The association between self-regulation and various adaptive outcomes has become a topic of growing interest to researchers. Yet, there is not much research on predictors of self-regulation in children. Using a cross-sectional design and an array of psychometrically sound scales and measures from multiple informants, this study examined whether…

  15. Adolescent Self-Regulation as Resilience: Resistance to Antisocial Behavior within the Deviant Peer Context

    Science.gov (United States)

    Gardner, Theodore W.; Dishion, Thomas J.; Connell, Arin M.

    2008-01-01

    This study tests the hypothesis that self-regulation serves as a resiliency factor in buffering youth from negative influences of peer deviance in middle to late adolescence. The interactive effects between peer deviance and self-regulation were investigated on change in antisocial behavior from age 17 to 19 years in an ethnically diverse sample…

  16. Learning Arithmetic Outdoors in Junior High School--Influence on Performance and Self-Regulating Skills

    Science.gov (United States)

    Fägerstam, Emilia; Samuelsson, Joakim

    2014-01-01

    This study aims to explore the influence of outdoor teaching among students, aged 13, on arithmetic performance and self-regulation skills as previous research concerning outdoor mathematics learning is limited. This study had a quasi-experimental design. An outdoor and a traditional group answered a test and a self-regulation skills questionnaire…

  17. Re-Interpreting Teaching: A Divided Task in Self-Regulated Teaching Practices

    Science.gov (United States)

    Eriksson, I.

    2009-01-01

    The article concerns the increased use of self-regulated teaching in Swedish schools, where teachers perceive self-regulated teaching as an ideal way of organising schoolwork. Students make their own plans concerning time, content, grades and their own learning. What and how to learn is no longer a question for the teacher only. If self-regulated…

  18. Self-regulation and performance level of elite and non-elite youth soccer players

    NARCIS (Netherlands)

    Toering, T. T.; Elferink-Gemser, M. T.; Jordet, G.; Visscher, C.

    2009-01-01

    In learning and development, self-regulation can be described as the extent to which individuals are metacognitively, motivationally, and behaviourally proactive participants in their learning process (Zimmerman, 1989, 2006). We examined the relationship between self-regulation and performance level

  19. Self-Regulated Learning Strategies and Pre-University Math Performance of International Students in Malaysia

    Science.gov (United States)

    Loong, Tang Eng

    2012-01-01

    This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were…

  20. How Mathematics Teachers Develop Their Pupils' Self-Regulated Learning Skills

    Science.gov (United States)

    Marchis, Iuliana

    2011-01-01

    Self-regulated learning skills are important in mathematical problem solving. The aim of the paper is to present a research on how mathematics teachers guide their pupils' mathematical problem-solving activities in order to increase self-regulation. 62 teachers have filled in a questionnaire developed for this research. The results are show that…

  1. Self-Regulation of Practice Behavior Among Elite Youth Soccer Players : An Exploratory Observation Study

    NARCIS (Netherlands)

    Toering, Tynke; Elferink-Gemser, Marije; Jordet, Geir; Jorna, Casper; Pepping, Gert-Jan; Visscher, Chris

    2011-01-01

    This study aimed to measure behavioral correlates of self-regulation in elite youth soccer players. Behaviors regarded as indicative of self-regulated learning were identified by interviewing six expert youth soccer coaches. These behaviors were observed during practice of eight elite youth soccer

  2. EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

    Science.gov (United States)

    Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan

    2018-01-01

    The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…

  3. The Effect of Turkish Students' Motivational Beliefs on Their Metacognitive Self-Regulation in Physics

    Science.gov (United States)

    Gurcay, Deniz; Balta, Ebru

    2013-01-01

    It is emphasized in several studies that both domain specific factors and cultural values and beliefs could have an effect on students' metacognitive self-regulation and motivational beliefs. The aim of this study was to investigate the effect of motivational beliefs on Turkish students' metacognitive self-regulation in physics courses. Therefore,…

  4. Relationship Between Self-Regulation and Balance-Confidence in Active and Inactive Elderly Men

    Directory of Open Access Journals (Sweden)

    Fatemeh Sadat Hosseini

    2018-01-01

    Conclusion This study confirms that lack of self-regulation in the elderly can lead to decreased physical activity and restrictions. It is suggested that self-regulation should be emphasized in the elderly so that they can overcome their environmental issues and enhance their balance confidence.

  5. Examining the Relations between Self-Regulation and Achievement in Third-Grade Students

    Science.gov (United States)

    Day, Stephanie L.; Connor, Carol McDonald

    2017-01-01

    Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and…

  6. Personality and self-regulation: trait and information-processing perspectives.

    Science.gov (United States)

    Hoyle, Rick H

    2006-12-01

    This article introduces the special issue of Journal of Personality on personality and self-regulation. The goal of the issue is to illustrate and inspire research that integrates personality and process-oriented accounts of self-regulation. The article begins by discussing the trait perspective on self-regulation--distinguishing between temperament and personality accounts--and the information-processing perspective. Three approaches to integrating these perspectives are then presented. These range from methodological approaches, in which constructs representing the two perspectives are examined in integrated statistical models, to conceptual approaches, in which the two perspectives are unified in a holistic theoretical model of self-regulation. The article concludes with an overview of the special issue contributions, which are organized in four sections: broad, integrative models of personality and self-regulation; models that examine the developmental origins of self-regulation and self-regulatory styles; focused programs of research that concern specific aspects or applications of self-regulation; and strategies for increasing the efficiency and effectiveness of self-regulation.

  7. Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness

    Science.gov (United States)

    Willis, Elizabeth; Dinehart, Laura H.

    2014-01-01

    This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term…

  8. Interrelation between consious self-regulation development and sociability of school teachers

    Directory of Open Access Journals (Sweden)

    V I Morosanova

    2010-06-01

    Full Text Available The study is devoted to investigation of conscious self-regulation role in pedagogical interaction. Specific connections of regulation processes with sociability components of school teachers are described. It was discovered that development of conscious self-regulation system facilitates communication difficulties negotiation in teacher-student interaction.

  9. Self-Regulated Learning and Perceived Health among University Students Participating in Physical Activity Classes

    Science.gov (United States)

    McBride, Ron E.; Altunsöz, Irmak Hürmeriç; Su, Xiaoxia; Xiang, Ping; Demirhan, Giyasettin

    2016-01-01

    The purpose of this study was to explore motivational indicators of self-regulated learning (SRL) and the relationship between self-regulation (SR) and perceived health among university students enrolled in physical activity (PA) classes. One hundred thirty-one Turkish students participating in physical education activity classes at two…

  10. A social cognitive view of self-regulated learning about health.

    Science.gov (United States)

    Clark, Noreen M; Zimmerman, Barry J

    2014-10-01

    Researchers interested in health-related learning have recently begun to study processes people use to self-regulate their health and their ability to prevent or control chronic disease. This paper represents a social cognitive view of self-regulation that involves three classes of influence on self-regulating behavior: personal, behavioral, and environmental. This triadic model assumes that people self-regulate their health through the use of self-care strategies, setting reasonable health goals, and monitoring feedback concerning the effectiveness of strategies in meeting their goals. People's perceptions of self-efficacy are also assumed to play a major role in motivating them to self-regulate their health functioning. According to social cognitive theory, processes entailed in regulating one's health can be taught through social modeling, supports, and feedback; gradually these external supports are withdrawn as one is able to self-regulate. This paper will analyze self-regulation processes related to controlling or preventing lung disease, specifically management of asthma and eliminating smoking. The educational implications of the triadic model of self-regulation for promoting health and related behavioral functioning will be discussed. © 2014 Society for Public Health Education.

  11. Observations of a Working Class Family: Implications for Self-Regulated Learning Development

    Science.gov (United States)

    Vassallo, Stephen

    2012-01-01

    Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home…

  12. Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

    Science.gov (United States)

    Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

    2013-01-01

    Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

  13. How characteristic routines of clinical departments influence students' self-regulated learning : A grounded theory study

    NARCIS (Netherlands)

    Berkhout, J J; Slootweg, I. A.; Helmich, Esther; Teunissen, P W; van der Vleuten, C. P. M.; Jaarsma, A. D. C.

    2017-01-01

    Background: In clerkships, students are expected to self-regulate their learning. How clinical departments and their routine approach on clerkships influences students' self-regulated learning (SRL) is unknown.Aim: This study explores how characteristic routines of clinical departments influence

  14. "Do as I say!" : parenting and the biology of child self-regulation

    NARCIS (Netherlands)

    Kok, Rianne

    2013-01-01

    The development of self-regulation is one of the major challenges of a child’s healthy development. In the current thesis, the contribution and interplay of parental and biological factors in the development of self-regulation in preschoolers are studied in a large population-based cohort, the

  15. On the Neuroscience of Self-Regulation in Children with Disruptive Behavior Problems: Implications for Education

    Science.gov (United States)

    Woltering, Steven; Shi, Qinxin

    2016-01-01

    Self-regulation is increasingly recognized as a key predictor of academic and social competence. A multidisciplinary understanding of this ability is timely and can strengthen theory and practice. The present review aims to inform educators on what cognitive neuroscience can teach us about self-regulation. To do so, we will focus on a decade-long…

  16. Understanding, Evaluating, and Supporting Self-Regulated Learning Using Learning Analytics

    Science.gov (United States)

    Roll, Ido; Winne, Philip H.

    2015-01-01

    Self-regulated learning is an ongoing process rather than a single snapshot in time. Naturally, the field of learning analytics, focusing on interactions and learning trajectories, offers exciting opportunities for analyzing and supporting self-regulated learning. This special section highlights the current state of research at the intersection of…

  17. Mind-Sets Matter: A Meta-Analytic Review of Implicit Theories and Self-Regulation

    Science.gov (United States)

    Burnette, Jeni L.; O'Boyle, Ernest H.; VanEpps, Eric M.; Pollack, Jeffrey M.; Finkel, Eli J.

    2013-01-01

    This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included…

  18. The Relationship between the Big-Five Model of Personality and Self-Regulated Learning Strategies

    Science.gov (United States)

    Bidjerano, Temi; Dai, David Yun

    2007-01-01

    The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the…

  19. Student Attitudes within Education: Making Self-Regulation a Practical Habit in Learning

    Science.gov (United States)

    Bennett, Mark

    2014-01-01

    This action research project on "Self-Regulation" uses the understanding of self-regulation to help students set goals through metacognition so that they may monitor their goals effectively. Being biological and cognitive beings, students are given opportunities to reflect on the process required to set effective goals so that they may…

  20. Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children

    Science.gov (United States)

    Becker, Derek R.; McClelland, Megan M.; Loprinzi, Paul; Trost, Stewart G.

    2014-01-01

    Research Findings: The present study investigated whether active play during recess was associated with self-regulation and academic achievement in a prekindergarten sample. A total of 51 children in classes containing approximately half Head Start children were assessed on self-regulation, active play, and early academic achievement. Path…

  1. Interaction Analysis for Supporting Students' Self-Regulation during Blog-Based CSCL Activities

    Science.gov (United States)

    Michailidis, Nikolaos; Kapravelos, Efstathios; Tsiatsos, Thrasyvoulos

    2018-01-01

    Self-regulated learning is an important means of supporting students' self-awareness and self-regulation level so as to enhance their motivation and engagement. Interaction Analysis (IA) contributes to this end, and its use in studying learning dynamics involved in asynchronous Computer-Supported Collaborative Learning (CSCL) activities has…

  2. Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany

    Science.gov (United States)

    von Salisch, Maria; Haenel, Martha; Denham, Susanne Ayers

    2015-01-01

    Research Findings: In order to examine the explanatory power of behavioral self-regulation in the domain of emotion knowledge, especially in a non-U.S. culture, 365 German 4- and 5-year-olds were individually tested on these constructs. Path analyses revealed that children's behavioral self-regulation explained their emotion knowledge in the…

  3. Inflammation, Self-Regulation, and Health: An Immunologic Model of Self-Regulatory Failure.

    Science.gov (United States)

    Shields, Grant S; Moons, Wesley G; Slavich, George M

    2017-07-01

    Self-regulation is a fundamental human process that refers to multiple complex methods by which individuals pursue goals in the face of distractions. Whereas superior self-regulation predicts better academic achievement, relationship quality, financial and career success, and lifespan health, poor self-regulation increases a person's risk for negative outcomes in each of these domains and can ultimately presage early mortality. Given its centrality to understanding the human condition, a large body of research has examined cognitive, emotional, and behavioral aspects of self-regulation. In contrast, relatively little attention has been paid to specific biologic processes that may underlie self-regulation. We address this latter issue in the present review by examining the growing body of research showing that components of the immune system involved in inflammation can alter neural, cognitive, and motivational processes that lead to impaired self-regulation and poor health. Based on these findings, we propose an integrated, multilevel model that describes how inflammation may cause widespread biobehavioral alterations that promote self-regulatory failure. This immunologic model of self-regulatory failure has implications for understanding how biological and behavioral factors interact to influence self-regulation. The model also suggests new ways of reducing disease risk and enhancing human potential by targeting inflammatory processes that affect self-regulation.

  4. Is Greater Improvement in Early Self-Regulation Associated with Fewer Behavioral Problems Later in Childhood?

    Science.gov (United States)

    Sawyer, Alyssa C. P.; Miller-Lewis, Lauren R.; Searle, Amelia K.; Sawyer, Michael G.; Lynch, John W.

    2015-01-01

    The aim of this study was to determine whether the extent of improvement in self-regulation achieved between ages 4 and 6 years is associated with the level of behavioral problems later in childhood. Participants were 4-year-old children (n = 510) attending preschools in South Australia. Children's level of self-regulation was assessed using the…

  5. Developing Young Adolescents' Self-Regulation by Means of Formative Assessment: A Theoretical Perspective

    Science.gov (United States)

    Meusen-Beekman, Kelly D.; Joosten-ten Brinke, Desirée; Boshuizen, Henny P. A.

    2015-01-01

    Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students'…

  6. Self-Regulation across Different Contexts: Findings in Young Albanian Children

    Science.gov (United States)

    von Suchodoletz, Antje; Uka, Fitim; Larsen, Ross A. A. A.

    2015-01-01

    Research Findings: The importance of self-regulation for children's successful academic performance has led to greatly increased interest in this topic in recent years. However, less is known about the interrelations among self-regulatory processes across different contexts. The present study investigated the structure of self-regulation in young…

  7. Conceptions, Self-Regulation, and Strategies of Learning Science among Chinese High School Students

    Science.gov (United States)

    Li, Mang; Zheng, Chunping; Liang, Jyh-Chong; Zhang, Yun; Tsai, Chin-Chung

    2018-01-01

    This study explored the structural relationships among secondary school students' conceptions, self-regulation, and strategies of learning science in mainland China. Three questionnaires, namely conceptions of learning science (COLS), self-regulation of learning science (SROLS), and strategies of learning science (SLS) were developed for…

  8. Adult Beginner Instrumentalists' Practice, Self-Regulation, and Self-Efficacy: A Pilot Study

    Science.gov (United States)

    Ritchie, Laura; Kearney, Phil

    2018-01-01

    The self-regulation of practice behaviour has repeatedly been shown to distinguish between novice and expert performers, however interventions designed to encourage self-regulation by novice musicians have shown limited effectiveness. Guided by successful research in sporting contexts, the present study investigated the behaviours of beginner…

  9. License to Sin : A Justification-Based Account of Self-Regulation Failure

    NARCIS (Netherlands)

    De Witt Huberts, J.C.

    2012-01-01

    Few phenomena question the authority of reason over our behavior more than self-regulation failure. As a result, most accounts of self-regulation failure have explained such self-defeating behavior as arising from impulsive factors that undermine our ability to act as we intend. In the present

  10. Children's Negative Emotionality Combined with Poor Self-Regulation Affects Allostatic Load in Adolescence

    Science.gov (United States)

    Dich, Nadya; Doan, Stacey; Evans, Gary

    2015-01-01

    The present study examined the concurrent and prospective, longitudinal effects of childhood negative emotionality and self-regulation on allostatic load (AL), a physiological indicator of chronic stress. We hypothesized that negative emotionality in combination with poor self-regulation would predict elevated AL. Mothers reported on children's…

  11. The Interplay of Maternal Sensitivity and Toddler Engagement of Mother in Predicting Self-Regulation

    Science.gov (United States)

    Ispa, Jean M.; Su-Russell, Chang; Palermo, Francisco; Carlo, Gustavo

    2017-01-01

    Using data from the Early Head Start Research and Evaluation Project, a cross-lag mediation model was tested to examine longitudinal relations among low-income mothers' sensitivity; toddlers' engagement of their mothers; and toddler's self-regulation at ages 1, 2, and 3 years (N = 2,958). Age 1 maternal sensitivity predicted self-regulation at…

  12. Active Learning and Self-Regulation Enhance Student Teachers' Professional Competences

    Science.gov (United States)

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers' self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey…

  13. Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills

    Science.gov (United States)

    Bohlmann, Natalie L.; Downer, Jason T.

    2016-01-01

    Research Findings: A growing emphasis in the literature on children's self-regulation signals the need for increased understanding of the ways in which young children become active players in the acquisition of knowledge. In particular, self-regulation may be linked to subsequent academic achievement through greater engagement with the learning…

  14. Persuasive Writing and Self-Regulation Training for Writers with Autism Spectrum Disorders

    Science.gov (United States)

    Asaro-Saddler, Kristie; Bak, Nicole

    2014-01-01

    In this single-subject study, we examined the effects of a persuasive writing and self-regulation strategy on the writing of children with autism spectrum disorders (ASD). Six children with ASD worked in pairs to learn a mnemonic-based strategy for planning and writing a persuasive essay using the self-regulated strategy development (SRSD)…

  15. Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

    Science.gov (United States)

    Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

    2013-01-01

    Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

  16. Use Your Words: The Role of Language in the Development of Toddlers' Self-Regulation

    Science.gov (United States)

    Vallotton, Claire; Ayoub, Catherine

    2011-01-01

    Self-regulation emerges throughout early childhood, and predicts later success in socially and cognitively challenging situations. Vygotsky proposed that symbols, particularly words, serve as mental tools to be used in service of self-regulation. Cross-sectional research indicates a positive but inconsistent association between language and…

  17. Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

    NARCIS (Netherlands)

    Meusen-Beekman, Kelly; Joosten-ten Brinke, Desirée; Boshuizen, Els

    2018-01-01

    Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We

  18. Teacher-Child Relationships Narrated by Parents of Children with Difficulties in Self-Regulation

    Science.gov (United States)

    Rautamies, Erja; Poikonen, Pirjo-Liisa; Vähäsantanen, Katja; Laakso, Marja-Leena

    2016-01-01

    This study addresses the relationships between teachers and children (four to six years old) with difficulties in self-regulation from the parent's point of view. Narratives were constructed in 21 interviews with parents of children who have difficulties in self-regulation. The study focused on two questions: (i) What kinds of teacher-child…

  19. From Self-Regulation to Learning to Learn: Observations on the Construction of Self and Learning

    Science.gov (United States)

    Thoutenhoofd, Ernst D.; Pirrie, Anne

    2015-01-01

    The purpose of this article is to clarify the epistemological basis of self-regulated learning. The authors note that learning to learn, a term that has pervaded education policy at EU and national levels in recent years is often conflated with self-regulated learning. As a result, there has been insufficient attention paid to learning as social…

  20. Self-Entrustment: How Trainees' Self-Regulated Learning Supports Participation in the Workplace

    Science.gov (United States)

    Sagasser, Margaretha H.; Kramer, Anneke W. M.; Fluit, Cornelia R. M. G.; van Weel, Chris; van der Vleuten, Cees P. M.

    2017-01-01

    Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to…

  1. The Mediating Role of Metacognition in the Relationship between Executive Function and Self-Regulated Learning

    Science.gov (United States)

    Follmer, D. Jake; Sperling, Rayne A.

    2016-01-01

    Background: Researchers have demonstrated significant relations among executive function, metacognition, and self-regulated learning. However, prior research emphasized the use of indirect measures of executive function and did not evaluate how specific executive functions are related to participants' self-regulated learning. Aims: The primary…

  2. The Seductive Waltz with the Self in Self-Regulated Learning: Toward Communal Regulation of Learning

    Science.gov (United States)

    Schechter, Chen

    2017-01-01

    This article proposes a complementary framework for scholarship on metacognition as well as on self-regulated learning. It is argued that educators' and researchers' seductive waltz with the "self" in self-regulated learning (e.g., self-monitoring, self-control) need not be abandoned when conceptualizing and empirically investigating…

  3. The Effects of ePortfolio-Based Learning Model on Student Self-Regulated Learning

    Science.gov (United States)

    Nguyen, Lap Trung; Ikeda, Mitsuru

    2015-01-01

    Self-regulated learners are aware of their knowledge and skills and proactive in learning. They view learning as a controllable process and accept more responsibility for the results of this process. The research described in this article proposes, implements, and evaluates an ePortfolio-based self-regulated learning model. An ePortfolio system…

  4. Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

    Science.gov (United States)

    Abbasian, Gholam-Reza; Hartoonian, Anahid

    2014-01-01

    Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

  5. Teaching and Learning Hand in Hand: Adaptive Teaching and Self-Regulated Learning

    Science.gov (United States)

    Randi, Judi

    2017-01-01

    This article presents case studies of two novice teachers and their mentors who, without formal knowledge of self-regulation theory, established a classroom environment that promoted self-regulated learning. This case was drawn from a larger descriptive study of novice teachers learning to integrate a student-centered visual literacy instructional…

  6. Self-Regulated Learning in Singaporean Context: A Congeneric Approach of Confirmatory Factor Analysis

    Science.gov (United States)

    Ng, Betsy; Wang, C. K. John; Liu, W. C.

    2017-01-01

    The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified…

  7. Discrepancy-based and anticipated emotions in behavioral self-regulation.

    Science.gov (United States)

    Brown, Christina M; McConnell, Allen R

    2011-10-01

    Discrepancies between one's current and desired states evoke negative emotions, which presumably guide self-regulation. In the current work we evaluated the function of discrepancy-based emotions in behavioral self-regulation. Contrary to classic theories of self-regulation, discrepancy-based emotions did not predict the degree to which people engaged in self-regulatory behavior. Instead, expectations about how future self-discrepancies would make one feel (i.e., anticipated emotions) predicted self-regulation. However, anticipated emotions were influenced by previous discrepancy-based emotional experiences, suggesting that the latter do not directly motivate self-regulation but rather guide expectations. These findings are consistent with the perspective that emotions do not necessarily direct immediate behavior, but rather have an indirect effect by guiding expectations, which in turn predict goal-directed action.

  8. Self-Regulation Principles Underlying Risk Perception and Decision Making within the Context of Genomic Testing

    Science.gov (United States)

    Cameron, Linda D.; Biesecker, Barbara Bowles; Peters, Ellen; Taber, Jennifer M.; Klein, William M. P.

    2017-01-01

    Advances in theory and research on self-regulation and decision-making processes have yielded important insights into how cognitive, emotional, and social processes shape risk perceptions and risk-related decisions. We examine how self-regulation theory can be applied to inform our understanding of decision-making processes within the context of genomic testing, a clinical arena in which individuals face complex risk information and potentially life-altering decisions. After presenting key principles of self-regulation, we present a genomic testing case example to illustrate how principles related to risk representations, approach and avoidance motivations, emotion regulation, defensive responses, temporal construals, and capacities such as numeric abilities can shape decisions and psychological responses during the genomic testing process. We conclude with implications for using self-regulation theory to advance science within genomic testing and opportunities for how this research can inform further developments in self-regulation theory. PMID:29225669

  9. Self-regulation theory: applications to medical education: AMEE Guide No. 58.

    Science.gov (United States)

    Sandars, John; Cleary, Timothy J

    2011-01-01

    Self-regulation theory, as applied to medical education, describes the cyclical control of academic and clinical performance through several key processes that include goal-directed behaviour, use of specific strategies to attain goals, and the adaptation and modification to behaviours or strategies to optimise learning and performance. Extensive research across a variety of non-medical disciplines has highlighted differences in key self-regulation processes between high- and low-achieving learners and performers. Structured identification of key self-regulation processes can be used to develop specific remediation approaches that can improve performance in academic and complex psycho-motor skills. General teaching approaches that are guided by a self-regulation perspective can also enhance academic performance. Self-regulation theory offers an exciting potential for improving academic and clinical performance in medical education.

  10. Supporting the self-regulatory resource: does conscious self-regulation incidentally prime nonconscious support processes?

    Science.gov (United States)

    Dorris, Derek C

    2009-11-01

    Ego-depletion (depletion of self-regulatory strength) can impair conscious efforts at self-regulation. Research into nonconscious self-regulation has demonstrated that preconscious automaticity and implementation intentions can automatically carry out regulatory tasks during times of ego-depletion. However, preconscious automaticity can only emerge during well-practiced tasks while implementation intentions can only support tasks that have been explicitly planned. Thus, when it comes to supporting the conscious self-regulation of nonroutine and unplanned behaviour during times of ego-depletion these processes should be ineffective. However, it is argued here that because the conscious self-regulation of nonroutine and unplanned behaviour can incidentally prime the underlying mental representations those primed representations can be postconsciously re-activated to support that behaviour during times of ego-depletion. Postconscious self-regulation might, therefore, support a type of self-regulatory behaviour that has, thus far, not been associated with any form of support.

  11. The pursuit of self-esteem: contingencies of self-worth and self-regulation.

    Science.gov (United States)

    Crocker, Jennifer; Brook, Amara T; Niiya, Yu; Villacorta, Mark

    2006-12-01

    Successful self-regulation is defined as the willingness to exert effort toward one's most important goals, while taking setbacks and failures as opportunities to learn, identify weaknesses and address them, and develop new strategies toward achieving those goals. Contingencies of self-worth can facilitate self-regulation because people are highly motivated to succeed and avoid failure in domains of contingency. However, because boosts in self-esteem are pleasurable and drops in self-esteem are painful, protection, maintenance, and enhancement of self-esteem can become the overriding goal. Several pitfalls for self-regulation can result, especially when tasks are difficult and failure is likely. In this article, we describe a program of research examining these self-regulation pitfalls associated with contingent self-worth and suggest that learning orientations, particularly the willingness to embrace failure for the learning it affords, foster successful self-regulation even in people with highly contingent self-esteem.

  12. Self-Regulation Principles Underlying Risk Perception and Decision Making within the Context of Genomic Testing.

    Science.gov (United States)

    Cameron, Linda D; Biesecker, Barbara Bowles; Peters, Ellen; Taber, Jennifer M; Klein, William M P

    2017-05-01

    Advances in theory and research on self-regulation and decision-making processes have yielded important insights into how cognitive, emotional, and social processes shape risk perceptions and risk-related decisions. We examine how self-regulation theory can be applied to inform our understanding of decision-making processes within the context of genomic testing, a clinical arena in which individuals face complex risk information and potentially life-altering decisions. After presenting key principles of self-regulation, we present a genomic testing case example to illustrate how principles related to risk representations, approach and avoidance motivations, emotion regulation, defensive responses, temporal construals, and capacities such as numeric abilities can shape decisions and psychological responses during the genomic testing process. We conclude with implications for using self-regulation theory to advance science within genomic testing and opportunities for how this research can inform further developments in self-regulation theory.

  13. The societal costs of insomnia

    Directory of Open Access Journals (Sweden)

    Alan G Wade

    2010-12-01

    Full Text Available Alan G WadeCPS Research, Glasgow, ScotlandObjective: Insomnia can be broadly defined as difficulty initiating or maintaining sleep, or sleep that is not refreshing or of poor quality with negative effect on daytime function. Insomnia can be a primary condition or comorbid to an underlying disorder. Subjective measures of insomnia used in population studies, usually based on complaints of unsatisfactory sleep, put the prevalence at about 10%. Insomnia is more common in the elderly and in women, and is often associated with medical and psychiatric disorders. This review examines the measures used to assess quality of sleep (QOS and daytime functioning and the impact of insomnia on society using these measures.Methods: Literature searches were performed to identify all studies of insomnia (primary and comorbid in adults (aged 18–64 years and the elderly (aged ≥ 65 years with baseline and/or outcomes relating to QOS or daytime functioning. The impact of poor QOS on quality of life (QOL, psychomotor and cognitive skills, health care resource utilization, and other societal effects was examined.Results: Although definitions and measurement scales used to assess sleep quality vary widely, it is clear that the societal consequences of insomnia are substantial and include impaired QOL and increased health care utilization. The impact of poor QOS and impaired daytime functioning common in insomnia can lead to indirect effects such as lower work productivity, increased sick leave, and a higher rate of motor vehicle crashes.Conclusions: Insomnia is associated with substantial direct and indirect costs to society. It is almost impossible to separate the costs associated with primary and comorbid insomnia. More studies are required which control for the severity of any primary disorder to accurately evaluate the costs of comorbid insomnia. Development of standardized diagnostic and assessment scales will enable more accurate quantification of the true

  14. Velocity correlations in laboratory insect swarms

    Science.gov (United States)

    Ni, R.; Ouellette, N. T.

    2015-12-01

    In contrast to animal groups such as bird flocks or migratory herds that display net, directed motion, insect swarms do not possess global order. Without such order, it is difficult to define and characterize the transition to collective behavior in swarms; nevertheless, visual observation of swarms strongly suggests that swarming insects do behave collectively. It has recently been suggested that correlation rather than order is the hallmark of emergent collective behavior. Here, we report measurements of spatial velocity correlation functions in laboratory mating swarms of the non-biting midge Chironomus riparius. Although we find some correlation at short distances, our swarms are in general only weakly correlated, in contrast to what has been observed in field studies. Our results hint at the potentially important role of environmental conditions on collective behavior, and suggest that general indicators of the collective nature of swarming are still needed.

  15. Gold rush - A swarm dynamics in games

    Science.gov (United States)

    Zelinka, Ivan; Bukacek, Michal

    2017-07-01

    This paper is focused on swarm intelligence techniques and its practical use in computer games. The aim is to show how a swarm dynamics can be generated by multiplayer game, then recorded, analyzed and eventually controlled. In this paper we also discuss possibility to use swarm intelligence instead of game players. Based on our previous experiments two games, using swarm algorithms are mentioned briefly here. The first one is strategy game StarCraft: Brood War, and TicTacToe in which SOMA algorithm has also take a role of player against human player. Open research reported here has shown potential benefit of swarm computation in the field of strategy games and players strategy based on swarm behavior record and analysis. We propose new game called Gold Rush as an experimental environment for human or artificial swarm behavior and consequent analysis.

  16. Early Childhood Media Exposure and Self-Regulation: Bi-Directional Longitudinal Associations.

    Science.gov (United States)

    Cliff, Dylan P; Howard, Steven J; Radesky, Jenny S; McNeill, Jade; Vella, Stewart A

    2018-04-26

    To investigate: i) prospective associations between media exposure (television viewing, computers, and electronic games) at 2 years and self-regulation at 4 and 6 years, and ii) bi-directional associations between media exposure and self-regulation at 4 and 6 years. We hypothesized that media exposure and self-regulation would display a negative prospective association and subsequent bi-directional inverse associations. Data from the nationally-representative Longitudinal Study of Australian Children (LSAC) when children were aged 2 (n=2786) and 4/6 years (n=3527) were used. Primary caregivers reported children's weekly electronic media exposure. A composite measure of self-regulation was computed from caregivers-, teacher-, and observer-report data. Associations were examined using linear regression and cross-lagged panel models, accounting for covariates. Lower television viewing and total media exposure at 2 years were associated with higher self-regulation at 4 years (both β -0.02; 95% confidence interval [CI] -0.03, -0.01). Lower self-regulation at 4 years was also significantly associated with higher television viewing (β -0.15; 95% CI -0.21, -0.08), electronic game use (β -0.05; 95% CI -0.09, -0.01), and total media exposure (β -0.19; 95% CI -0.29, -0.09) at 6 years. However, media exposure at 4 years was not associated with self-regulation at 6 years. Although media exposure duration at 2 years was associated with later self-regulation, and self-regulation at 4 years was associated with later media exposure, associations were of small magnitude. More research is needed examining content quality, social context, and mobile media use and child self-regulation. Copyright © 2018. Published by Elsevier Inc.

  17. Epidemic Synchronization in Robotic Swarms

    DEFF Research Database (Denmark)

    Schiøler, Henrik; Nielsen, Jens Frederik Dalsgaard; Ngo, Trung Dung

    2009-01-01

    Clock synchronization in swarms of networked mobile robots is studied in a probabilistic, epidemic framework. In this setting communication and synchonization is considered to be a randomized process, taking place at unplanned instants of geographical rendezvous between robots. In combination...... as an infinite-dimensional optimal controlproblem. Illustrative numerical examples are given and commented....

  18. Hybrid chaotic ant swarm optimization

    International Nuclear Information System (INIS)

    Li Yuying; Wen Qiaoyan; Li Lixiang; Peng Haipeng

    2009-01-01

    Chaotic ant swarm optimization (CASO) is a powerful chaos search algorithm that is used to find the global optimum solution in search space. However, the CASO algorithm has some disadvantages, such as lower solution precision and longer computational time, when solving complex optimization problems. To resolve these problems, an improved CASO, called hybrid chaotic swarm optimization (HCASO), is proposed in this paper. The new algorithm introduces preselection operator and discrete recombination operator into the CASO; meanwhile it replaces the best position found by own and its neighbors' ants with the best position found by preselection operator and discrete recombination operator in evolution equation. Through testing five benchmark functions with large dimensionality, the experimental results show the new method enhances the solution accuracy and stability greatly, as well as reduces the computational time and computer memory significantly when compared to the CASO. In addition, we observe the results can become better with swarm size increasing from the sensitivity study to swarm size. And we gain some relations between problem dimensions and swam size according to scalability study.

  19. Epidemic Synchronization in Robotic Swarms

    DEFF Research Database (Denmark)

    Schiøler, Henrik; Nielsen, Jens Frederik Dalsgaard; Ngo, Trung Dung

    2009-01-01

    Clock synchronization in swarms of networked mobile robots is studied in a probabilistic, epidemic framework. In this setting communication and synchonization is considered to be a randomized process, taking place at unplanned instants of geographical rendezvous between robots. In combination wit...

  20. Evaluation of the Preschool Situational Self-Regulation Toolkit (PRSIST) Program for Supporting children's early self-regulation development: study protocol for a cluster randomized controlled trial.

    Science.gov (United States)

    Howard, Steven J; Vasseleu, Elena; Neilsen-Hewett, Cathrine; Cliff, Ken

    2018-01-24

    For children with low self-regulation in the preschool years, the likelihood of poorer intellectual, health, wealth and anti-social outcomes in adulthood is overwhelming. Yet this knowledge has not yielded a framework for understanding self-regulatory change, nor generated particularly successful methods for enacting this change. Reconciling insights from cross-disciplinary theory, research and practice, this study seeks to implement a newly developed program of low-cost and routine practices and activities for supporting early self-regulatory development within preschool contexts and to evaluate its effect on children's self-regulation, executive function and school readiness; and educator perceived knowledge, attitudes and self-efficacy related to self-regulation. The Early Start to Self-Regulation study is a cluster randomized, controlled trial for evaluating benefits of the Preschool Situational Self-Regulation Toolkit (PRSIST) program, when implemented by early childhood educators, compared with routine practice. The PRSIST program combines professional learning, adult practices, child activities and connections to the home to support children's self-regulation development. Fifty preschool centers in New South Wales, Australia, will be selected to ensure a range of characteristics, namely: National Quality Standards (NQS) ratings, geographic location and socioeconomic status. After collection of baseline child and educator data, participating centers will then be randomly allocated to one of two groups, stratified by NQS rating: (1) an intervention group (25 centers) that will implement the PRSIST program; or (2) a control group (25 centers) that will continue to engage in practice as usual. Primary outcomes at the child level will be two measures of self-regulation: Head-Toes-Knees-Shoulders task and the PRSIST observational assessment. Secondary outcomes at the child level will be adult-reported measures of child self-regulation, executive function and

  1. Maternal Self-Regulation, Relationship Adjustment, and Home Chaos: Contributions to Infant Negative Emotionality

    Science.gov (United States)

    Bridgett, David J.; Burt, Nicole M.; Laake, Lauren M.; Oddi, Kate B.

    2013-01-01

    There has been increasing interest in the direct and indirect effects of parental self-regulation on children’s outcomes. In the present investigation, the effects of maternal self-regulation, home chaos, and inter-parental relationship adjustment on broad and specific indicators of infant negative emotionality (NE) were examined. A sample of maternal caregivers and their 4-month-old infants (N = 85) from a rural community participated. Results demonstrated that better maternal self-regulation was associated with lower infant NE broadly, as well as with lower infant sadness and distress to limitations/frustration and better falling reactivity (i.e. emotion regulation), specifically. Maternal self-regulation also predicted less chaotic home environments and better maternal inter-parental relationship adjustment. Findings also supported the indirect effects of maternal self-regulation on broad and specific indicators of infant NE through home chaos and maternal relationship adjustment. Some differential effects were also identified. Elevated home chaos appeared to specifically affect infant frustration/distress to limitations whereas maternal relationship adjustment affected broad infant NE, as well as several specific indicators of infant NE: frustration/distress to limitations, sadness, and falling reactivity. In conjunction with other recent investigations that have reported the effects of maternal self-regulation on parenting, the findings in the present investigation suggest that parental self-regulation may influence children’s outcomes through several proximal environmental pathways. PMID:23748168

  2. Improving self-regulated learning of preschool children: evaluation of training for kindergarten teachers.

    Science.gov (United States)

    Perels, Franziska; Merget-Kullmann, Miriam; Wende, Milena; Schmitz, Bernhard; Buchbinder, Carla

    2009-06-01

    In the context of lifelong learning, self-regulated learning is an important competence. Children between 4 and 6 years of age are at a crucial step in their life to develop self-regulatory competence. That is why their kindergarten teachers play an important role as instructors as well as role models. This study tested the effects of self-regulation training for kindergarten teachers concerning their own self-regulation and methods to foster self-regulation in children at preschool age whom they were teaching. In this study, 35 German kindergarten teachers and 97 children participated. All adult participants were graduated kindergarten teachers. The kindergarten teachers were tested with a questionnaire 2 weeks before and after the training. At the same time, the preschoolers were interviewed. A waiting control group design was applied. The results obtained by means of analyses of variance show that the self-regulation of the kindergarten teachers as well as the self-regulated learning of preschoolers whose kindergarten teachers took part in the training improved significantly. The results indicate that it is possible to improve self-regulated learning of preschool children by a training programme for kindergarten teachers.

  3. Preschoolers’ Self-Regulation Moderates Relations between Mothers’ Representations and Children’s Adjustment to School

    Science.gov (United States)

    Sher-Censor, Efrat; Khafi, Tamar Y.; Yates, Tuppett M.

    2016-01-01

    Consistent with models of environmental sensitivity (Pluess, 2015), research suggests that the effects of parents’ behaviors on child adjustment are stronger among children who struggle to regulate their thoughts, feelings, and behaviors compared to children with better self-regulation. This study extended prior research by assessing maternal representations of the child, which presumably underlie mothers’ parenting behaviors, to evaluate the moderating influence of preschoolers’ self-regulation on relations between mothers’ representations and changes in children’s negative and positive developmental adjustment outcomes from preschool to first grade. Participants were 187 mothers and their preschoolers. Mothers’ representations were assessed via the coherence of their verbal narratives regarding their preschooler and teachers reported on preschoolers’ self-regulation. In preschool and first grade, examiners rated children’s externalizing behavior problems and ego-resilience, and teachers rated children’s externalizing behavior problems and peer acceptance. Consistent with the environmental sensitivity framework, the coherence of mothers’ narratives predicted changes in adjustment among children with self-regulation difficulties, but not among children with better self-regulation. Preschoolers with self-regulation difficulties whose mothers produced incoherent narratives showed increased externalizing behavior problems, decreased ego-resilience and lower peer acceptance across the transition to school. In contrast, preschoolers with better self-regulation did not evidence such effects when their mothers produced incoherent narratives. The implications of these findings for understanding and supporting children’s adjustment during the early school years are discussed. PMID:27598254

  4. Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

    Science.gov (United States)

    Lonigan, Christopher J; Spiegel, Jamie A; Goodrich, J Marc; Morris, Brittany M; Osborne, Colleen M; Lerner, Matthew D; Phillips, Beth M

    2017-11-01

    Findings from prior research have consistently indicated significant associations between self-regulation and externalizing behaviors. Significant associations have also been reported between children's language skills and both externalizing behaviors and self-regulation. Few studies to date, however, have examined these relations longitudinally, simultaneously, or with respect to unique clusters of externalizing problems. The current study examined the influence of preschool self-regulation on general and specific externalizing behavior problems in early elementary school and whether these relations were independent of associations between language, self-regulation, and externalizing behaviors in a sample of 815 children (44% female). Additionally, given a general pattern of sex differences in the presentations of externalizing behavior problems, self-regulation, and language skills, sex differences for these associations were examined. Results indicated unique relations of preschool self-regulation and language with both general externalizing behavior problems and specific problems of inattention. In general, self-regulation was a stronger longitudinal correlate of externalizing behavior for boys than it was for girls, and language was a stronger longitudinal predictor of hyperactive/impulsive behavior for girls than it was for boys.

  5. The profile of students’ self-regulated learning at vocational high school

    Science.gov (United States)

    Ciptaningtyas, Asih; Pratiwi, Hasih; Mardiyana

    2018-05-01

    Self-regulated learning is a power in the individual through the individualization process. Self-regulated learning will occur when the student is active to control himself from everything done, plan something, evaluate, and deeply reflect what he has experienced. This study aims to determine the profile of students’ self-regulated learning in SMK Giripuro, Sumpiuh, Banyumas Regency. This study is a qualitative research with questionnaire and interview methods. This study used triangulation method technique to obtain from the questionnaire and interview to get valid data. The subjects in this study are three 10th Grade students who have different self-regulated learning in SMK Giripuro Sumpiuh. The results showed that the high self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) be able to reflect on their learning. Medium self-regulated learning student has characteristics: 1) independent of others, 2) believe in their abilities, 3) awareness in learning, and 4) do not reflect on learning. Low self-regulated learning student has characteristics: 1) dependent on others, 2) do not believe in their abilities, 3) lack awareness of learning, and 4) do not reflect on learning.

  6. Longitudinal associations between physically abusive parents' emotional expressiveness and children's self-regulation.

    Science.gov (United States)

    Milojevich, Helen M; Haskett, Mary E

    2018-03-01

    The present study took a developmental psychopathology approach to examine the longitudinal association between parents' emotional expressiveness and children's self-regulation. Data collection spanned from 2004 to 2008. Ninety-two physically abusive parents completed yearly assessments of their emotional expressiveness, as well as their children's self-regulation abilities. Observational and behavioral measures were also obtained yearly to capture both parents' emotional expressiveness and children's self-regulation. Specifically, parents participated in a parent-child interaction task, which provided insight into their levels of flat affect. A puzzle box task was completed by each child to assess self-regulation. Results indicated, first, that greater parental expression of negative emotions predicted poorer self-regulation in children, both concurrently and across time. Second, parental expressions of positive emotions and parents' flat affect were unrelated to children's self-regulation. Findings inform our understanding of parental socialization of self-regulation and provide insight into the roles of distinct components of emotional expressiveness. Moreover, findings have crucial implications for understanding emotional expressiveness in high-risk samples and increase our understanding of within-group functioning among maltreating families that may serve as a means to direct intervention efforts. Copyright © 2018 Elsevier Ltd. All rights reserved.

  7. Self-Regulation and Dimensions of Parenting Styles Predict Psychological Procrastination of Undergraduate Students

    Directory of Open Access Journals (Sweden)

    Habibeh Mortazanajad

    2009-12-01

    Full Text Available "n Objective: "n "nPrevious research has linked self regulation and parenting styles separately to academic procrastination. This article investigates the impact of the dimensions of parenting styles, behavioral self regulation and short term self regulation on procrastination of students. "nMethod: A sample of 249 adolescents (174 females and 75 male aged 19 - 21 years completed measures of Parent as Social Context Questionnaire- Adolescent Report, Self-regulation Questionnaire (SRQ, Adolescent Self- Regulatory Inventory (ASRI and Procrastination Tendency scale. Correlation coefficient indicted that in contrast to harsh or unsupportive parenting (rejection, chaos, and coercion, authoritative parenting (warmth, structure, and autonomy support was inversely related with procrastination. "nResults: The results of hierarchical multiple regression analyses showed a clear negative relationship between a students' short term self regulation, dimensions of parenting styles (structure and warmth and procrastination consistent with the literature. "nConclusions: Surprisingly, in contrast to behavioral self regulation of Miler& Brown, short term self regulation was found to be negatively related to procrastination.

  8. An Evaluation of the Self-Regulation of Promotional Competitions in South Africa

    Directory of Open Access Journals (Sweden)

    Daniel Strachan

    2016-06-01

    Full Text Available Promotional competitions are competitions in which prizes are awarded by lot or chance in order to promote goods or services. In order to protect participants and consumers against abuse, these competitions are usually regulated by gambling or consumer protection legislation. However, the relevant legislation is often complemented by self-regulation, which is the focus of this contribution. Self-regulation entails the regulation or governing of an industry by the role players in that industry. This article commences by explaining the relevant terminology and exploring self-regulation in general, including the various forms of self-regulation and the binding force thereof. The nature of self-regulation is discussed together with the advantages and challenges associated with this form of regulation. This is followed by some examples of self-regulation on a global level in order to provide a comparative perspective on the topic. The provisions of the International Chamber of Commerce's Consolidated Code of Advertising and Marketing Communications Practice are summarised and the European Advertising Standards Alliance's role in self-regulation is considered. Attention is also given to the relevant industry codes in the United Kingdom in view of the comprehensive way in which promotional competitions are covered by self-regulation in that country. The main part of the article centres on the self-regulatory position in South Africa. A brief overview of the role and function of the Advertising Standards Authority of South Africa (ASASA is provided. The provisions of the ASASA's Code of Advertising Practice are then examined and some ASASA rulings are discussed in order to illustrate the relevant principles. Thereafter, the focus shifts to the Code of Conduct of the Wireless Application Service Providers' Association, which contains detailed provisions relating to promotional competitions. Some relevant rulings are also considered. In conclusion

  9. A reflective analysis of medical education research on self-regulation in learning and practice.

    Science.gov (United States)

    Brydges, Ryan; Butler, Deborah

    2012-01-01

    In the health professions we expect practitioners and trainees to engage in self-regulation of their learning and practice. For example, doctors are responsible for diagnosing their own learning needs and pursuing professional development opportunities; medical residents are expected to identify what they do not know when caring for patients and to seek help from supervisors when they need it, and medical school curricula are increasingly called upon to support self-regulation as a central learning outcome. Given the importance of self-regulation in both health professions education and ongoing professional practice, our aim was to generate a snapshot of the state of the science in medical education research in this area. To achieve this goal, we gathered literature focused on self-regulation or self-directed learning undertaken from multiple perspectives. Then, with support from a multi-component theoretical framework, we created an overarching map of the themes addressed thus far and emerging findings. We built from that integrative overview to consider contributions, connections and gaps in research on self-regulation to date. Based on this reflective analysis, we conclude that the medical education community's understanding about self-regulation will continue to advance as we: (i) consider how learning is undertaken within the complex social contexts of clinical training and practice; (ii) think of self-regulation within an integrative perspective that allows us to combine disparate strands of research and to consider self-regulation across the training continuum in medicine, from learning to practice; (iii) attend to the grain size of analysis both thoughtfully and intentionally, and (iv) most essentially, extend our efforts to understand the need for and best practices in support of self-regulation. © Blackwell Publishing Ltd 2012.

  10. Intergenerational Transmission of Self-Regulation: A Multidisciplinary Review and Integrative Conceptual Framework

    Science.gov (United States)

    Bridgett, David J.; Burt, Nicole M.; Edwards, Erin S.; Deater-Deckard, Kirby

    2014-01-01

    This review examines mechanisms contributing to the intergenerational transmission of self-regulation. To provide an integrated account of how self-regulation is transmitted across generations, we draw from over 75 years of accumulated evidence, spanning case studies to experimental approaches, in literatures covering developmental, social, and clinical psychology, and criminology, physiology, genetics, and human and animal neuroscience (among others). First, we present a taxonomy of what self-regulation is and then examine how it develops – overviews that guide the main foci of the review. Next, studies supporting an association between parent and child self-regulation are reviewed. Subsequently, literature that considers potential social mechanisms of transmission, specifically parenting behavior, inter-parental (i.e., marital) relationship behaviors, and broader rearing influences (e.g., household chaos) are considered. Finally, literature providing evidence that prenatal programming may be the starting point of the intergenerational transmission of self-regulation is covered, along with key findings from the behavioral and molecular genetics literatures. To integrate these literatures, we introduce the Self-Regulation Intergenerational Transmission Model, a framework that brings together prenatal, social, and neurobiological mechanisms (spanning endocrine, neural, and genetic levels, including gene-environment interplay and epigenetic processes) to explain the intergenerational transmission of self-regulation. This model also incorporates potential transactional processes between generations (e.g., children’s self-regulation and parent-child interaction dynamics that may affect parents’ self-regulation) that further influence intergenerational processes. In pointing the way forward, we note key future directions and ways to address limitations in existing work throughout the review and in closing. We also conclude by noting several implications for

  11. Promoting Self-regulated Learning of Brazilian Preservice Student Teachers: Results of an Intervention Program

    Directory of Open Access Journals (Sweden)

    Danielle Ribeiro Ganda

    2018-02-01

    Full Text Available Self-regulation is the process by which individuals monitor, control, and reflect on their learning. Self-regulated students have motivational, metacognitive, affective, and behavioral characteristics that enhance their learning. As the importance of self-regulated learning is well acknowledged by research nowadays, the aim of this study is to examine the effectiveness of an innovative course designed to promote self-regulated learning among Brazilian preservice student teachers. The innovative approach was developed in the format of a program of intervention based heavily on self-reflection. The content involved student exposure to self-reflexive activities, lectures on the self-regulated learning framework, and theoretical tasks aimed at fostering self-regulation of students in a double perspective: as a student and as a future teacher. The efficacy of the approach was tested by comparison with both the results of students who had taken a course with theoretical content only and those who had not taken any course at all. The sample consisted of 109 students in 4 different freshman classes in a Teacher Education Program in a Brazilian public university in an inner city in the state of São Paulo. The research was conducted using a quasi-experimental design with three stages: pretest, intervention, and posttest. The classes were randomly assigned to experimental and control conditions as follows: an experimental group involving intervention, an experimental group exposed to theory, and two control groups not taking the course. Before and after the intervention program, all the participants responded to the Learning and Study Strategies Inventory and the Self-efficacy for Self-regulated Learning scales. Overall, the results showed that the intervention program format had a positive impact in enhancing student self-regulation. Moreover, students in both the experimental groups reported both higher gains in self-efficacy for self-regulated learning

  12. Thermodynamic considerations on self-regulating characteristics of a cold neutron source with a closed thermosiphon

    International Nuclear Information System (INIS)

    Kawai, Takeshi; Utsuro, Masahiko; Ogino, Fumimaru.

    1991-01-01

    The present report describes that a cold neutron source (CNS) having a closed-thermosiphon cooling loop shows a self-regulating characteristic under thermal disturbances if the effect of the moderator transfer tube is negligible. Due to this property, the liquid level in the moderator cell is kept almost constant under thermal disturbances. The thermodynamic meaning of the self-regulating property in the idealized closed-thermosiphon and the effect of the moderator transfer tube to the self-regulation are described. (author)

  13. The Relationship between EFL Learners' Self-Regulation and Their Listening Comprehension

    Directory of Open Access Journals (Sweden)

    Mohammad Ali Fatemi

    2014-08-01

    Full Text Available Self-regulated EFL students can comprehend better what they listen. The present study sought to investigate the relationship between EFL learners' listening comprehension and their self-regulation. To achieve the goals of this study, 103 intermediate EFL learners were selected in Torbat-e- Heydarieh, Iran. Two instruments were employed and the participants were to complete; first, Motivated Strategies for Learning Questionnaire (MSLQ to assess their Self-Regulation; and second, Standard Listening Test (SLT to measure their listening comprehension. Results of Pearson Correlation Coefficient indicated a statistically significant correlation. This finding provides pedagogical implications for EFL teachers to use self-regulatory approach when teaching listening comprehension.

  14. Ego depletion and self-regulation failure: a resource model of self-control.

    Science.gov (United States)

    Baumeister, Roy F

    2003-02-01

    Effective self-regulation is an important key to successful functioning in many spheres, and failed self-regulation may be centrally conducive to substance abuse and addiction. The program of research summarized here indicates that self-regulation operates as a limited resource, akin to strength or energy, especially insofar as it becomes depleted after use-leaving the depleted self subsequently vulnerable to impulsive and undercontrolled behaviors (including increased consumption of alcohol). The self's resources, which are also used for decision-making and active responding, can be replenished by rest and positive emotions.

  15. Growing and Educational Environment of College Students and Their Motivational and Self-regulated Learning

    Science.gov (United States)

    Peng, Cuixin

    Students growing and being educated in different social background may perform differently in their learning process. These differences can be found in self-regulated behavior in fulfilling a certain task. This paper focuses on the differences of students' various growing and educational environment in motivation and self-regulated learning. Results reveal that there exist differences among students from big cities, middle and small town and countryside in motivational and self-regulated learning. It also indicates that students from big cities gain more knowledge of cognitive strategies in there learning process.

  16. Risk assessment and societal choices

    Energy Technology Data Exchange (ETDEWEB)

    Otway, H J

    1975-02-15

    Many countries are experiencing a period in which traditional values are being questioned; plans for further technological progress are being met by a variety of demands for a closer examination of the benefits and risks of large-scale technologies. In this paper the concepts of risk assessment are presented and a model is proposed which illustrates the importance of socio-psychological mechanisms in the acceptance of technological risks. The research plan of the Joint IAEA/IIASA Research Project is outlined: this work is directed toward gaining an improved understanding of how societies judge the acceptability of technologies and how societal attitudes and anticipated responses may be better integrated into the decision-making process. Some preliminary results are reported. (author)

  17. Astrobiology, discovery, and societal impact

    CERN Document Server

    Dick, Steven J

    2018-01-01

    The search for life in the universe, once the stuff of science fiction, is now a robust worldwide research program with a well-defined roadmap probing both scientific and societal issues. This volume examines the humanistic aspects of astrobiology, systematically discussing the approaches, critical issues, and implications of discovering life beyond Earth. What do the concepts of life and intelligence, culture and civilization, technology and communication mean in a cosmic context? What are the theological and philosophical implications if we find life - and if we do not? Steven J. Dick argues that given recent scientific findings, the discovery of life in some form beyond Earth is likely and so we need to study the possible impacts of such a discovery and formulate policies to deal with them. The remarkable and often surprising results are presented here in a form accessible to disciplines across the sciences, social sciences, and humanities.

  18. Risk assessment and societal choices

    International Nuclear Information System (INIS)

    Otway, H.J.

    1975-01-01

    Many countries are experiencing a period in which traditional values are being questioned; plans for further technological progress are being met by a variety of demands for a closer examination of the benefits and risks of large-scale technologies. In this paper the concepts of risk assessment are presented and a model is proposed which illustrates the importance of socio-psychological mechanisms in the acceptance of technological risks. The research plan of the Joint IAEA/IIASA Research Project is outlined: this work is directed toward gaining an improved understanding of how societies judge the acceptability of technologies and how societal attitudes and anticipated responses may be better integrated into the decision-making process. Some preliminary results are reported. (author)

  19. An immune-inspired swarm aggregation algorithm for self-healing swarm robotic systems.

    Science.gov (United States)

    Timmis, J; Ismail, A R; Bjerknes, J D; Winfield, A F T

    2016-08-01

    Swarm robotics is concerned with the decentralised coordination of multiple robots having only limited communication and interaction abilities. Although fault tolerance and robustness to individual robot failures have often been used to justify the use of swarm robotic systems, recent studies have shown that swarm robotic systems are susceptible to certain types of failure. In this paper we propose an approach to self-healing swarm robotic systems and take inspiration from the process of granuloma formation, a process of containment and repair found in the immune system. We use a case study of a swarm performing team work where previous works have demonstrated that partially failed robots have the most detrimental effect on overall swarm behaviour. We have developed an immune inspired approach that permits the recovery from certain failure modes during operation of the swarm, overcoming issues that effect swarm behaviour associated with partially failed robots. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

  20. Swarm analysis by using transport equations

    International Nuclear Information System (INIS)

    Dote, Toshihiko.

    1985-01-01

    As the basis of weak ionization plasma phenomena, the motion, i.e. swarm, of charged particles in the gas is analyzed by use of the transport equations, from which basic nature of the swarm is discussed. The present report is an overview of the studies made in the past several years. Described are principally the most basic aspects concerning behaviors of the electrons and positive ions, that is, the basic equations and their significance, characteristics of the behaviors of the electron and positive ion swarms as revealed by solving the equations, and various characteristics of the swarm parameters. Contents are: Maxwell-Boltzmann's transport equations, behavior of the electron swarm, energy loss of the electrons, and behavior of the positive ion swarm. (Mori, K.)

  1. Time-delayed autosynchronous swarm control.

    Science.gov (United States)

    Biggs, James D; Bennet, Derek J; Dadzie, S Kokou

    2012-01-01

    In this paper a general Morse potential model of self-propelling particles is considered in the presence of a time-delayed term and a spring potential. It is shown that the emergent swarm behavior is dependent on the delay term and weights of the time-delayed function, which can be set to induce a stationary swarm, a rotating swarm with uniform translation, and a rotating swarm with a stationary center of mass. An analysis of the mean field equations shows that without a spring potential the motion of the center of mass is determined explicitly by a multivalued function. For a nonzero spring potential the swarm converges to a vortex formation about a stationary center of mass, except at discrete bifurcation points where the center of mass will periodically trace an ellipse. The analytical results defining the behavior of the center of mass are shown to correspond with the numerical swarm simulations.

  2. Exploring the Relationships among Self-Regulation, Acculturation, and Academic and Social Integration for Asian International Doctoral Students

    Science.gov (United States)

    Wu, Yi-Chin

    2015-01-01

    This dissertation examined the relationship between Asian international doctoral students' self-regulation on academic and social integration and explored how acculturation tendencies function as a mediator between self-regulated learning and academic and social integration. Previous research has indicated that self-regulated learning has a great…

  3. What Makes a Good Student? How Emotions, Self-Regulated Learning, and Motivation Contribute to Academic Achievement

    Science.gov (United States)

    Mega, Carolina; Ronconi, Lucia; De Beni, Rossana

    2014-01-01

    The authors propose a theoretical model linking emotions, self-regulated learning, and motivation to academic achievement. This model was tested with 5,805 undergraduate students. They completed the Self-Regulated Learning, Emotions, and Motivation Computerized Battery (LEM-B) composed of 3 self-report questionnaires: the Self-Regulated Learning…

  4. Protective inhibition of self-regulation and motivation: Extending a classic pavlovian principle to social and personality functioning

    NARCIS (Netherlands)

    Tops, M.; Schlinkert, C.; Tjew-A-Sin, M.M.; Samur, D.; Koole, S.L.; Gendolla, G.H.E.; Tops, M.; Koole, S.L.

    2015-01-01

    How can people master their own thoughts, feelings, and actions? This question is central to the scientific study of self-regulation. The behavioral side of self-regulation has been extensively investigated over the last decades, but the biological machinery that allows people to self-regulate has

  5. The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing

    Science.gov (United States)

    Kaplan, Avi; Lichtinger, Einat; Margulis, Michal

    2011-01-01

    Background: Common conceptions of motivation and self-regulation view them as related but distinct entities. Most research on motivation and self-regulation investigates quantitative relations between level (e.g., self-efficacy) or type of motivation (e.g., mastery goals) and level of self-regulation. Purpose: Alternatively, the current study…

  6. Promoting Preservice Teachers' Dual Self-Regulation Roles as Learners and as Teachers: Effects of Generic vs. Specific Prompts

    Science.gov (United States)

    Kramarski, Bracha; Kohen, Zehavit

    2017-01-01

    Researchers have recently suggested that teachers must undertake important dual self-regulation roles if they want to become effective at improving their students' self-regulation. First, teachers need to become proficient at self-regulated learning (SRL) themselves, and then teachers need to learn explicitly how to proactively teach SRL -- termed…

  7. 25 CFR 518.10 - Under what circumstances may the Commission remove a certificate of self-regulation?

    Science.gov (United States)

    2010-04-01

    ... certificate of self-regulation? 518.10 Section 518.10 Indians NATIONAL INDIAN GAMING COMMISSION, DEPARTMENT OF THE INTERIOR GENERAL PROVISIONS SELF REGULATION OF CLASS II GAMING § 518.10 Under what circumstances may the Commission remove a certificate of self-regulation? The Commission may, after an opportunity...

  8. Impact of Self-Regulation Skills on Academic Performance of Young Children in Private Schools of Karachi

    Science.gov (United States)

    Kathawala, Abeer; Bhamani, Shelina

    2015-01-01

    This research aimed to explore if self-regulation skills had any effect on the academic outcomes of young children in private schools of Karachi, Pakistan. Quantitative research method was used to determine the impact of self-regulation upon the academic outcome of young children by utilizing Early School Self-Regulation Scale-Care Giver Version…

  9. Social Connectedness, Academic, Non-Academic Behaviors Related to Self-Regulation among University Students in Saudi Arabia

    Science.gov (United States)

    Jdaitawi, Malek

    2015-01-01

    Studies dedicated to examination of self-regulation posit a bi-directional association between self-regulation and other variables including social connectedness, self-efficacy and self-control. However, to date, studies of this caliber have only evidenced that self-regulation is a predictor of other variables. In the present study, the factors…

  10. Growth in Adolescent Self-Regulation and Impact on Sexual Risk-Taking: A Curve-of-Factors Analysis.

    Science.gov (United States)

    Crandall, AliceAnn; Magnusson, Brianna M; Novilla, M Lelinneth B

    2018-04-01

    Adolescent self-regulation is increasingly seen as an important predictor of sexual risk-taking behaviors, but little is understood about how changes in self-regulation affect later sexual risk-taking. Family financial stress may affect the development of self-regulation and later engagement in sexual risk-taking. We examined whether family financial stress influences self-regulation in early adolescence (age 13) and growth in self-regulation throughout adolescence (from age 13-17 years). We then assessed the effects of family financial stress, baseline self-regulation, and the development of self-regulation on adolescent sexual risk-taking behaviors at age 18 years. Using a curve-of-factors model, we examined these relationships in a 6-year longitudinal study of 470 adolescents (52% female) and their parents from a large northwestern city in the United States. Results indicated that family financial stress was negatively associated with baseline self-regulation but not with growth in self-regulation throughout adolescence. Both baseline self-regulation and growth in self-regulation were predictive of decreased likelihood of engaging in sexual risk-taking. Family financial stress was not predictive of later sexual risk-taking. Intervening to support the development of self-regulation in adolescence may be especially protective against later sexual risk-taking.

  11. Motivation and Self-Regulation in Community College Transfer Students at a Four-Year Online University

    Science.gov (United States)

    List, Alexandra; Nadasen, Denise

    2017-01-01

    Motivation and self-regulation were examined in a sample of community college transfer students enrolled in a 4-year, online university. The relation between motivation and self-regulation and students' performance was examined, as was the association between these learner characteristics (i.e., motivation and self-regulation) and sociodemographic…

  12. Strengthening School Readiness for Children at Risk: Evaluating Self-Regulation Measures and an Intervention Using Classroom Games

    Science.gov (United States)

    Schmitt, Sara A.

    2013-01-01

    In recent years, self-regulation has emerged as a foundational skill for academic success and well-being. Unfortunately, many children enter kindergarten without the self-regulation skills necessary to succeed. Children from high-risk backgrounds (e.g., low-income) are particularly vulnerable for difficulties in self-regulation development. Given…

  13. Group Guidance Services with Self-Regulation Technique to Improve Student Learning Motivation in Junior High School (JHS)

    Science.gov (United States)

    Pranoto, Hadi; Atieka, Nurul; Wihardjo, Sihadi Darmo; Wibowo, Agus; Nurlaila, Siti; Sudarmaji

    2016-01-01

    This study aims at: determining students motivation before being given a group guidance with self-regulation technique, determining students' motivation after being given a group counseling with self-regulation technique, generating a model of group counseling with self-regulation technique to improve motivation of learning, determining the…

  14. Oscillators that sync and swarm.

    Science.gov (United States)

    O'Keeffe, Kevin P; Hong, Hyunsuk; Strogatz, Steven H

    2017-11-15

    Synchronization occurs in many natural and technological systems, from cardiac pacemaker cells to coupled lasers. In the synchronized state, the individual cells or lasers coordinate the timing of their oscillations, but they do not move through space. A complementary form of self-organization occurs among swarming insects, flocking birds, or schooling fish; now the individuals move through space, but without conspicuously altering their internal states. Here we explore systems in which both synchronization and swarming occur together. Specifically, we consider oscillators whose phase dynamics and spatial dynamics are coupled. We call them swarmalators, to highlight their dual character. A case study of a generalized Kuramoto model predicts five collective states as possible long-term modes of organization. These states may be observable in groups of sperm, Japanese tree frogs, colloidal suspensions of magnetic particles, and other biological and physical systems in which self-assembly and synchronization interact.

  15. Phase Coexistence in Insect Swarms

    Science.gov (United States)

    Sinhuber, Michael; Ouellette, Nicholas T.

    2017-10-01

    Animal aggregations are visually striking, and as such are popular examples of collective behavior in the natural world. Quantitatively demonstrating the collective nature of such groups, however, remains surprisingly difficult. Inspired by thermodynamics, we applied topological data analysis to laboratory insect swarms and found evidence for emergent, material-like states. We show that the swarms consist of a core "condensed" phase surrounded by a dilute "vapor" phase. These two phases coexist in equilibrium, and maintain their distinct macroscopic properties even though individual insects pass freely between them. We further define a pressure and chemical potential to describe these phases, extending theories of active matter to aggregations of macroscopic animals and laying the groundwork for a thermodynamic description of collective animal groups.

  16. Differences in academic achievement according to the levels of cognitive and of self-regulation strategies

    Directory of Open Access Journals (Sweden)

    Antonio Valle

    2013-08-01

    Full Text Available Understanding study as a strategic and self-regulated activity and having in mind the distinction between cognitive and self-regulated learning strategies suggested in the literature, this paper analyses whether the differences in the use of this kind of strategies leads to different levels of academic achievement. Data were collected using a sample of 447 (12 to 16 years-old students from Spanish Secondary Compulsive Education. Various instruments were applied to assess students’ cognitive and self-regulated learning strategies. Students’ marks in Maths, Spanish, English (Foreign language, Science, Social studies and Music were taken as indicators of academic achievement. Data suggest that the more students use cognitive and self-regulated learning strategies in a specifi c subject the better their level of achievement in that same subject.

  17. Improving self-regulated learning junior high school students through computer-based learning

    Science.gov (United States)

    Nurjanah; Dahlan, J. A.

    2018-05-01

    This study is back grounded by the importance of self-regulated learning as an affective aspect that determines the success of students in learning mathematics. The purpose of this research is to see how the improvement of junior high school students' self-regulated learning through computer based learning is reviewed in whole and school level. This research used a quasi-experimental research method. This is because individual sample subjects are not randomly selected. The research design used is Pretest-and-Posttest Control Group Design. Subjects in this study were students of grade VIII junior high school in Bandung taken from high school (A) and middle school (B). The results of this study showed that the increase of the students' self-regulated learning who obtain learning with computer-based learning is higher than students who obtain conventional learning. School-level factors have a significant effect on increasing of the students' self-regulated learning.

  18. Positive and Negative Associations between Adolescents’ Religiousness and Health Behaviors via Self-Regulation

    Science.gov (United States)

    Holmes, Christopher J.; Kim-Spoon, Jungmeen

    2015-01-01

    It has been proposed that self-regulation may be the explanatory mechanism for the relation between religiousness and positive health behaviors. However, different religious motivations have differential effects on a variety of health related outcomes, which may explain the adverse effects of religiousness found in some studies. The current study hypothesized that higher identification as religious motivation would be linked to higher health-promoting behavior and lower health-risk behavior through higher self-regulation, whereas higher introjection would be linked to lower health-promoting behavior and higher health-risk behavior through lower self-regulation. The sample included 220 adolescents (mean age = 15 years, 55% male) and their primary caregivers. Structural equation modeling results supported the hypotheses and indicated that adolescent self-regulation mediated the relations between their religious motivation and health behavior. The findings suggest that different types of religious motivation may be promotive or hindering for adolescents’ health. PMID:27595048

  19. Positive and Negative Associations between Adolescents' Religiousness and Health Behaviors via Self-Regulation.

    Science.gov (United States)

    Holmes, Christopher J; Kim-Spoon, Jungmeen

    It has been proposed that self-regulation may be the explanatory mechanism for the relation between religiousness and positive health behaviors. However, different religious motivations have differential effects on a variety of health related outcomes, which may explain the adverse effects of religiousness found in some studies. The current study hypothesized that higher identification as religious motivation would be linked to higher health-promoting behavior and lower health-risk behavior through higher self-regulation, whereas higher introjection would be linked to lower health-promoting behavior and higher health-risk behavior through lower self-regulation. The sample included 220 adolescents (mean age = 15 years, 55% male) and their primary caregivers. Structural equation modeling results supported the hypotheses and indicated that adolescent self-regulation mediated the relations between their religious motivation and health behavior. The findings suggest that different types of religious motivation may be promotive or hindering for adolescents' health.

  20. Effects of increased self-regulated learning opportunities on student teachers’ metacognitive and motivational development.

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    This intervention study focused on the relationships between student teachers’ self-regulated learning (SRL) opportunities, their use of metacognitive learning strategies and their motivation for learning. Results indicate that student teachers’ use of metacognitive learning strategies increases

  1. Assessing medical students' self-regulation as aptitude in computer-based learning.

    Science.gov (United States)

    Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

    2011-03-01

    We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

  2. Visual problem solving and self-regulation in training air traffic control

    NARCIS (Netherlands)

    Van Meeuwen, Ludo

    2013-01-01

    Van Meeuwen, L. W. (2013). Visual problem solving and self-regulation in training air traffic control (Unpublished doctoral dissertation). Centre for Learning Sciences and Technologies, Open Universiteit, Heerlen, The Netherlands.

  3. STRATEGI SELF-REGULATED LEARNING UNTUK MENURUNKAN TINGKAT PROKRASTINASI AKADEMIK SISWA

    Directory of Open Access Journals (Sweden)

    Muhammad Iqbalul Ulum

    2016-12-01

    Full Text Available Academic procrastination is a behavior that should be avoided by students because it would give a bad influence, especially the academic achievement. One of the factors that lead to academic procrastination is lack of self-regulation in learning. Therefore, it is necessary for students to have self-regulated learning. This research aimed to test the self-regulated learning strategy to reduce the level of academic procrastination XI grade student of SMAN 1 Ngamprah of the academic year 2015/2016 West Bandung Regency. The method used is a quasi-experimental nonequivalent (pretest and posttest control group design. Sampling was done by using purposive sampling technique. Instrument used is The Academic Procrastination State Inventory (APSI developed by Henri C. Schouwenburg. The sample are 68 students whereas devided into experiment and control group. Data analyzed using the Mann-Whitney test. Result shows that self-regulated learning are effective for lowering the level of academic procrastination.

  4. Towards CHAOS-5 - How can Swarm contribute?

    DEFF Research Database (Denmark)

    Finlay, Chris; Olsen, Nils; Tøffner-Clausen, Lars

    2014-01-01

    The launch of ESA's satellite trio Swarm in November 2013 opens an exciting new chapter in the observation and monitoring of Earth's magnetic field from space. We report preliminary results from an extension of the CHAOS series of geomagnetic field models to include both scalar and vector field...... observations from the three Swarm satellites, along with the most recent quasi-definitive ground observatory data. The fit of this new update CHAOS field model to the Swarm observations will be presented in detail providing useful insight the initial Swarm data. Enhancements of the CHAOS modelling scheme...

  5. Dynamics and Controls of Swarms of Femtosatellites

    Data.gov (United States)

    National Aeronautics and Space Administration — The proposed research activity is focused on the development of fuel and computationally efficient guidance and control algorithms for spacecraft swarms. The...

  6. Interacting Brownian Swarms: Some Analytical Results

    Directory of Open Access Journals (Sweden)

    Guillaume Sartoretti

    2016-01-01

    Full Text Available We consider the dynamics of swarms of scalar Brownian agents subject to local imitation mechanisms implemented using mutual rank-based interactions. For appropriate values of the underlying control parameters, the swarm propagates tightly and the distances separating successive agents are iid exponential random variables. Implicitly, the implementation of rank-based mutual interactions, requires that agents have infinite interaction ranges. Using the probabilistic size of the swarm’s support, we analytically estimate the critical interaction range below that flocked swarms cannot survive. In the second part of the paper, we consider the interactions between two flocked swarms of Brownian agents with finite interaction ranges. Both swarms travel with different barycentric velocities, and agents from both swarms indifferently interact with each other. For appropriate initial configurations, both swarms eventually collide (i.e., all agents interact. Depending on the values of the control parameters, one of the following patterns emerges after collision: (i Both swarms remain essentially flocked, or (ii the swarms become ultimately quasi-free and recover their nominal barycentric speeds. We derive a set of analytical flocking conditions based on the generalized rank-based Brownian motion. An extensive set of numerical simulations corroborates our analytical findings.

  7. Assessing Self-Regulation of Learning Dimensions in a Stand-alone MOOC Platform

    Directory of Open Access Journals (Sweden)

    Daniel Friday Owoichoche Onah

    2017-06-01

    Full Text Available A capacity for self-regulated learning (SRL has long been recognised as an important factor in successful studies. Although educational researchers have started to investigate the concept of SRL in the context of online education, very little is yet known about SRL in relation to massive open online courses (MOOCs or of appropriate strategies to foster SRL skills in MOOC learners. Self-regulation is particularly important in a MOOC-based study, which demands effective independent learning, and where widely acknowledged high dropout rates are observed. This study reports an investigation and assessment of the concept of SRL using a novel MOOC platform (eLDa by providing study options (either via a self-directed learning or instructor-led learning using a novel learning tool. In view of this, the research presents general description of self-regulated learning and explored the various existing dimensions used to expose the learners SRL skills. Drawing comparison of the online tool, the results and findings of the data were analysed. The study dis¬cusses how the various dimensions contributed to the knowledge representation of the self-regulated learning abilities shown by the learners. We present how these SRL dimensions captured using the measuring instrument contributes to our growing understanding of the distinctive features of the individual learner’s self-regulated learning. MOOCs success required a high performance of self-regulated learning abilities which at the moment very little has shown these degree of supporting SRL skills. This paper presents preliminary evaluation of a novel e-learning tool known, as ‘eLDa’ developed to implement this investi¬gation of self-regulation of learning. The research applied a modified online self-regulated learning questionnaire (OSLQ as the instrument to measure the SRL skills. The modified questionnaire known as MOOC OSLQ (MOSLQ was developed with a 19-item scale questions that exposes the six

  8. Self-Regulation and School Achievement in Contexts : Aspects of Gender, Parenting, and Culture

    OpenAIRE

    Weis, Mirjam

    2015-01-01

    Scholars from multiple disciplines claim that self-regulation is an essential skill and motivation for positive developmental outcomes (e.g., Mischel, 2014; Moffitt et al., 2011; Tangney, Baumeister, & Boone, 2004). More specifically, self-regulation might play a central role for children’s school achievement (e.g., Blair, Ursache, Greenberg, Vernon-Feagans, & Investigators, 2015; McClelland et al., 2007; McClelland & Cameron, 2011; Suchodoletz, Trommsdorff, Heikamp, Wieber, & Gollwitzer, 200...

  9. Institutionalizing environmental protection through self-regulation: the case of environmental standards adoption in Lithuania.

    Science.gov (United States)

    Bileisis, Mantas; Misiune, Ieva

    2017-04-01

    The impacts of human activity in the environment have a global dimension, but there are no effective global governance instruments to enforce environmental standards. At the same time, many national governments lack incentives to pursue strict environmental policies. In this context, self-regulation is seen as an alternative venue to address environmental challenges. This work aims to identify factors that influence companies to engage in environmental self-regulation? For this aim in March 2015 a survey of 482 companies was conducted. The target group were companies operating in Lithuania that hold ISO14001 certificates - one of the most prolific instruments for self-regulation. The questionnaire was designed to test assumptions developed in new institutionalist literature which claim that common practices can emerge through isomorphism.- The results showed that the main motive for environmental self-regulation is the desire to improve company image, rather than protecting the environment per se. Another important finding was that the main source of pressure to adopt self-regulation was based less on the perceived demands but the customers. Rather the driver for the adoption was a feeling of a need no to fall behind industry leaders. Thus, normative isomorphism is the main mechanism through which environmental self-regulation proliferates. We claim for a rapid proliferation of environmental self-regulation perceived industry leaders need to be identified and they need to be persuaded that environmental standards are key for the development of the industry. However, this also raises questions of sustainability. Few industries have long standing leaders, and through successful investment and technological development new actors can arise and this may risk stalling or even reversing self-regulation.

  10. A STUDY OF RELATIONSHIP BETWEEN INTERNET USAGE AND SELF-REGULATED LEARNING OF UNDERGRADUATES

    OpenAIRE

    Dr. Meena Prakash Kute; SadhanaPote-Palsamkar

    2017-01-01

    The present paper is based on the descriptive correlational research study which aimed to study the relationship between internet usage and self-regulated learning of undergraduates. The survey method was employed to collect the data from commerce, science and arts undergraduates of Mumbai University. The findings of present study showed that, there is significant relationship between internet usage and self-regulated learning of undergraduates. The relationship was found to be positive and n...

  11. Using self-assessment to develop metacognition and self-regulated learners.

    Science.gov (United States)

    Siegesmund, Amy

    2017-06-15

    Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented. © FEMS 2017. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

  12. Teaching and learning guide for : culture and development of self-regulation

    OpenAIRE

    Trommsdorff, Gisela

    2010-01-01

    Across the lifespan, individuals act to achieve desired goals as agents of their own development. A central means for goal attainment is self-regulation modifying internal processes and behavior to reach one s goals. Recently, self-regulation has become a topic of intensive research in psychology, with focuses on education, intergroup processes, and consumer behavior. Individuals differ in their preference of goals and also in their ways of reaching these goals. To understand why individual...

  13. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

    OpenAIRE

    Fernández Río, Francisco Javier; Cecchini Estrada, José Antonio; Méndez Giménez, Antonio; Prieto Saborit, José Antonio

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.20...

  14. Active Learning and Self-Regulation Enhance Student Teachers’ Professional Competences

    OpenAIRE

    Virtanen, Päivi; Niemi, Hannele M.; Nevgi, Anne

    2017-01-01

    The study identifies the relationships between active learning, student teachers’ self-regulated learning and professional competences. Further, the aim is to investigate how active learning promotes professional competences of student teachers with different self-regulation profiles. Responses from 422 student teachers to an electronic survey were analysed using statistical methods. It was found that the use of active learning methods, such as goal-oriented and intentional learning as well a...

  15. Method of power self-regulation of CFBR-II reactor based on DSP

    International Nuclear Information System (INIS)

    Bai Zhongxiong; Zhou Wenxiang

    2007-01-01

    To the control system of Power Self-regulation of CFBR-II Reactor, a new digital control scheme based on DSP has been brought forward. The TMS320F2812 DSP chip is adopted as the core controller to realize Power self-regulation of CFBR-II Reactor. In this paper, the successful program of DSP control system is introduced in both hardware and software technology in detail. (authors)

  16. A contextual model of self-regulation change mechanisms among individuals with addictive disorders.

    Science.gov (United States)

    Roos, Corey R; Witkiewitz, Katie

    2017-11-01

    Numerous behavioral treatments for addictive disorders include components explicitly aimed at targeting self-regulation (e.g., coping and emotion regulation). We first provide a summary of key findings to date among studies that have examined self-regulation as a mechanism of behavior change (MOBC) in behavioral treatments for addictive disorders. Based on our review, we conclude that the role of self-regulation as a MOBC across behavioral treatments for addictive disorders is not well-characterized and findings are inconsistent across studies. For example, our review indicates that there is still inconsistent evidence that coping is a unique MOBC in cognitive-behavioral approaches for addictive behaviors. We propose that there has been slow progress in understanding self-regulation as a MOBC in addiction treatment because of a lack of attention to contextual factors. Accordingly, in the second half of this paper, we propose a contextual model of self-regulation change mechanisms, which emphasizes that the role of various facets of self-regulation as MOBC may depend on contextual factors in the immediate situational context (e.g., fluctuating internal and external cues) and in the broader context in which an individual is embedded (e.g., major life stressors, environmental conditions, dispositions). Additionally, we provide specific recommendations to guide future research for understanding both between-person and within-person self-regulation MOBC in addiction treatment. In particular, we provide key recommendations for how to capitalize on intensive longitudinal measurement methods (e.g., ecological momentary assessment) when bringing a contextual perspective to the study of self-regulation as MOBC in various addiction treatments. Copyright © 2017 Elsevier Ltd. All rights reserved.

  17. Positive academic emotions moderate the relationship between self-regulation and academic achievement.

    Science.gov (United States)

    Villavicencio, Felicidad T; Bernardo, Allan B I

    2013-06-01

    Research has shown how academic emotions are related to achievement and to cognitive/motivational variables that promote achievement. Mediated models have been proposed to account for the relationships among academic emotions, cognitive/motivational variables, and achievement, and research has supported such mediated models, particularly with negative emotions. The study tested the hypotheses: (1) self-regulation and the positive academic emotions of enjoyment and pride are positive predictors of achievement; and (2) enjoyment and pride both moderate the relationship between self-regulation and achievement. Participants were 1,345 students enrolled in various trigonometry classes in one university. Participants answered the Academic Emotions Questionnaire-Math (Pekrun, Goetz, & Frenzel, 2005) and a self-regulation scale (Pintrich, Smith, Garcia, & McKeachie, 1991) halfway through their trigonometry class. The students' final grades in the course were regressed to self-regulation, positive emotions, and the interaction terms to test the moderation effects. Enjoyment and pride were both positive predictors of grades; more importantly, both moderated the relationship between self-regulation and grades. For students who report higher levels of both positive emotions, self-regulation was positively associated with grades. However, for those who report lower levels of pride, self-regulation was not related to grades; and, for those who reported lower levels of enjoyment, self-regulation was negatively related to grades. The results are discussed in terms of how positive emotions indicate positive appraisals of task/outcome value, and thus enhance the positive links between cognitive/motivational variables and learning. ©2012 The British Psychological Society.

  18. Knowledge Management and Problem Solving in Real Time: The Role of Swarm Intelligence

    Directory of Open Access Journals (Sweden)

    Chris W Callaghan

    2016-06-01

    Full Text Available Knowledge management research applied to the development of real-time research capability, or capability to solve societal problems in hours and days instead of years and decades, is perhaps increasingly important, given persistent global problems such as the Zika virus and rapidly developing antibiotic resistance. Drawing on swarm intelligence theory, this paper presents an approach to real-time research problem-solving in the form of a framework for understanding the complexity of real-time research and the challenges associated with maximizing collaboration. The objective of this research is to make explicit certain theoretical, methodological, and practical implications deriving from new literature on emerging technologies and new forms of problem solving and to offer a model of real-time problem solving based on a synthesis of the literature. Drawing from ant colony, bee colony, and particle swarm optimization, as well as other population-based metaheuristics, swarm intelligence principles are derived in support of improved effectiveness and efficiency for multidisciplinary human swarm problem-solving. This synthesis seeks to offer useful insights into the research process, by offering a perspective of what maximized collaboration, as a system, implies for real-time problem solving.

  19. Development and validity of the Emotion and Motivation Self-regulation Questionnaire (EMSR-Q).

    Science.gov (United States)

    Alonso-Tapia, Jesús; Panadero Calderón, Ernesto; Díaz Ruiz, Miguel A

    2014-07-15

    This study has two objectives, first, to develop and validate the "Emotion and Motivation Self-regulation Questionnaire" (EMSR-Q), and second, to analyze (in the context of the questionnaire validation process) the relationships between self-regulation styles (SRS) rooted in goal orientations, and classroom motivational climate (CMC). A total of 664 Secondary Education students from Madrid (Spain) formed the sample of the study. It was divided randomly in two groups to perform confirmatory factor analysis and to cross-validate the results. Both analyses supported a five first-order factor structure, organized around two second-order factors, "Learning self-regulation style" (LSR) and "Avoidance self-regulation style" (ASR): (χ 2 /df = 2.71; GFI = .89; IFI = .84; CFI = .84; RMSEA = .07). Hypotheses concerning the relationships between SRS, goal orientations and expectancies are supported by additional correlation and factor analyses. Moreover, several regression analyses supported for the most part of the remaining hypotheses concerning the role of self-regulation styles as predictors of classroom motivational climate (CMC) perception, of change in self-regulation attributed to teacher work, and of students' satisfaction with this same work. Theoretical and practical implications are discussed.

  20. An integrative review of ethnic and cultural variation in socialization and children's self-regulation.

    Science.gov (United States)

    LeCuyer, Elizabeth A; Zhang, Yi

    2015-04-01

    To examine the evidence for cross-cultural variation in socialization and children's normative self-regulation, based on a contextual-developmental perspective. Nurses and healthcare workers in multi-cultural societies must understand diversity in socializing influences (including parenting) and in children's behaviour. A contextual-developmental perspective implies that normative cultural and ethnic values will influence socializing processes and behaviour, which in turn will influence children's self-regulation. Integrative review. Studies were located using five major search engines from 1990-2011. Domains of a contextual-developmental perspective and a comprehensive definition of self-regulation assisted the generation of search terms. Selected studies compared at least two ethnic or cultural groups and addressed contextual-developmental domains: (1) culturally specific social values, beliefs, or attitudes; (2) socializing behaviours; and (3) children's normative self-regulation. Eleven studies about children's self-regulation were found to have data consistent with a contextual-developmental perspective. Studies used descriptive correlational or comparative designs with primarily convenience sampling; eight confirmed stated hypotheses, three were exploratory. Findings across studies evidenced coherent patterns of sociocultural influence on children's attention, compliance, delay of gratification, effortful control and executive function. A contextual-developmental perspective provided a useful perspective to examine normative differences in values, socializing behaviours and children's self-regulation. This perspective and these findings are expected to guide future research, to assist nurses and healthcare providers to understand diversity in parenting and children's behaviour. © 2014 John Wiley & Sons Ltd.

  1. Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

    Directory of Open Access Journals (Sweden)

    Kelly D. Meusen-Beekman

    2015-12-01

    Full Text Available Fostering self-regulated learning (SRL has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the development of SRL strategies among primary school students require further exploration.

  2. Improving Mathematical Communication Ability and Self Regulation Learning Of Yunior High Students by Using Reciprocal Teaching

    Directory of Open Access Journals (Sweden)

    Abdul Qohar

    2013-01-01

    Full Text Available This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learning scale. The study found that reciprocal teaching took the best role among school  cluster  and students’ prior mathematics ability on students’ mathematical communication ability and self regulated learning as well.  The other finding were there was interaction between school cluster and teaching approaches, but was no interaction between students’ prior mathematics ability and teaching approaches on mathematical communication ability and  self regulated learning. Moreover, there was association between mathematical communication and self regulated learningKeywords: Reciprocal Teaching, Mathematical Communication, Self Regulated Learning DOI: http://dx.doi.org/10.22342/jme.4.1.562.59-74

  3. Eating Self-Regulation in Overweight and Obese Adults: A Concept Analysis.

    Science.gov (United States)

    Reed, Jill R; Yates, Bernice C; Houfek, Julia; Pullen, Carol H; Briner, Wayne; Schmid, Kendra K

    2016-04-01

    Poor eating behaviors greatly influence the development of becoming overweight or obese. Learning to better self-regulate eating is one area in which individuals can positively influence their own health. The purpose of this concept analysis is to provide an in-depth analysis of the concept eating self-regulation as it pertains to overweight and obese adults using Walker and Avant's method. The definition for eating self-regulation formulated as a result of this concept analysis and based on the critical attributes is the ability to initiate goal-related behaviors, to consistently self-monitor dietary intake, to regularly apply willpower to resist temptations, to self-evaluate where one stands in relationship to goal attainment, and finally to maintain motivation to positively change eating behaviors. Cognitive restraint, moderation, mindfulness, disinhibition, delayed gratification, emotions and moods, self-efficacy, social support, the environment, and physical activity are the antecedents that may influence eating self-regulation. Examining an individual's weight, body mass index, lipid levels, or blood pressure are some ways to determine if self-regulation of eating behavior is achieved. With a consistent definition of self-regulation and a better understanding of the critical factors that influence eating behaviors, research can better explore how to help individuals change their eating behaviors more effectively. © 2015 Wiley Periodicals, Inc.

  4. The Societal Nature of Subjectivity

    DEFF Research Database (Denmark)

    Olesen, Henning Salling

    2012-01-01

    of the psycho-societal methodology, reflects on its relevance and critical perspectives in a contemporary landscape of social science, and comments the way in which an international and interdisciplinary research group has developed this approach to profane empirical research. Resumen La naturaleza social de la...... subjetividad: un desafío metodológico interdisciplinario Henning Salling Olesen El volumen temático presenta una aproximación psicosocial a la investigación empírica cualitativa en diversas áreas de la vida social cotidiana. Es una aproximación que integra una teoría de la subjetividad y una interpretación de...... metodología que integra experiencias hermenéuticas desde el análisis de texto y el psicoanálisis. Es un enfoque particular sobre la subjetividad como un aspecto del objeto de investigación y como un aspecto del proceso de la investigación. Por el término “aproximación” se indica la conexión intrínseca entre...

  5. Cultural diversity, economic development and societal instability

    Science.gov (United States)

    Nettle, D.; Grace, J.B.; Choisy, M.; Cornell, H.V.; Guegan, J.-F.; Hochberg, M.E.

    2007-01-01

    Background. Social scientists have suggested that cultural diversity in a nation leads to societal instability. However, societal instability may be affected not only by within-nation on ?? diversity, but also diversity between a nation and its neighbours or ?? diversity. It is also necessary to distinguish different domains of diversity, namely linguistic, ethnic and religious, and to distinguish between the direct effects of diversity on societal instability, and effects that are mediated by economic conditions. Methodology/Principal Findings. We assembled a large cross-national dataset with information on ?? and ?? cultural diversity, economic conditions, and indices of societal instability. Structural equation modeling was used to evaluate the direct and indirect effects of cultural diversity on economics and societal stability. Results show that different type and domains of diversity have interacting effects. As previously documented, linguistic ?? diversity has a negative effect on economic performance, and we show that it is largely through this economic mechanism that it affects societal instability. For ?? diversity, the higher the linguistic diversity among nations in a region, the less stable the nation. But, religious ?? diversity has the opposite effect, reducing instability, particularly in the presence of high linguistic diversity. Conclusions. Within-nation linguistic diversity is associated with reduced economic performance, which, in turn, increases societal instability. Nations which differ linguistically from their neighbors are also less stable. However, religious diversity between, neighboring nations has the opposite effect, decreasing societal instability.

  6. Public Leadership and processes of societal innovations

    NARCIS (Netherlands)

    Termeer, C.J.A.M.

    2007-01-01

    Societal actors can come against problems that cross the traditional boundaries of sectors, organisations and routines. Processes of societal innovation are started on the way to an unknown future, creating new solutions and new corporations. In this paper I focus on the question how public leaders

  7. Cultural diversity, economic development and societal instability.

    Science.gov (United States)

    Nettle, Daniel; Grace, James B; Choisy, Marc; Cornell, Howard V; Guégan, Jean-François; Hochberg, Michael E

    2007-09-26

    Social scientists have suggested that cultural diversity in a nation leads to societal instability. However, societal instability may be affected not only by within-nation or alpha diversity, but also diversity between a nation and its neighbours or beta diversity. It is also necessary to distinguish different domains of diversity, namely linguistic, ethnic and religious, and to distinguish between the direct effects of diversity on societal instability, and effects that are mediated by economic conditions. We assembled a large cross-national dataset with information on alpha and beta cultural diversity, economic conditions, and indices of societal instability. Structural equation modeling was used to evaluate the direct and indirect effects of cultural diversity on economics and societal stability. Results show that different types and domains of diversity have interacting effects. As previously documented, linguistic alpha diversity has a negative effect on economic performance, and we show that it is largely through this economic mechanism that it affects societal instability. For beta diversity, the higher the linguistic diversity among nations in a region, the less stable the nation. But, religious beta diversity has the opposite effect, reducing instability, particularly in the presence of high linguistic diversity. Within-nation linguistic diversity is associated with reduced economic performance, which, in turn, increases societal instability. Nations which differ linguistically from their neighbors are also less stable. However, religious diversity between neighboring nations has the opposite effect, decreasing societal instability.

  8. The development, factor structure and psychometric properties of driving self-regulation scales for older adults: Has self-regulation evolved in the last 15 years?

    Science.gov (United States)

    Wong, Ides Y; Smith, Simon S; Sullivan, Karen A

    2015-07-01

    The term driving self-regulation is typically used to describe the practice of drivers who avoid driving in situations that they regard as unsafe because of perceived physical impairment. Older adults report using this strategy to improve safety while retaining mobility. Self-regulation is typically assessed using the driving avoidance items from the driving habits questionnaire (DHQ) and the driver mobility questionnaire (DMQ-A). However, the psychometric properties of these measures are not well understood. Using data from 277 older drivers, exploratory factor analysis was used to test the homogeneity of three driving self-regulation scales: the DHQ, DMQ-A, and an extended DMQ-A. Good internal consistency for each of the scales was identified (all αs≥.9). A one factor solution was identified for two of the measures (DHQ, DMQ-A) and a two factor solution accounting for over 70% of the score variance was identified for the third measure. The two factors assessed situations that may be avoided while driving because of the "external" (e.g., weather-related) or "internal" (e.g., passenger-related) driving environments, respectively. The findings suggest that the interpretation of an overall summated scale score, or single-item interpretations, may not be appropriate. Instead, driving self-regulation may be a multifaceted construct comprised of distinct dimensions that have not been identified previously but can be reliably measured. These data have implications for our understanding of driving self-regulation by older adults and the way in which this behavior is measured. Copyright © 2015 Elsevier Ltd. All rights reserved.

  9. Children’s Self-Regulation in Cultural Contexts: The Role of Parental Socialization Theories, Goals, and Practices

    Science.gov (United States)

    Jaramillo, Jorge M.; Rendón, María I.; Muñoz, Lorena; Weis, Mirjam; Trommsdorff, Gisela

    2017-01-01

    Self-regulation is a complex multidimensional construct which has been approached mainly in Western cultural contexts. The present contribution examines the importance of considering the culture-sensitive nature of self-regulation by reviewing theory and research on the development of children’s self-regulation in different cultural contexts. This review of theory and research allows to suggest that widely shared values in a cultural group influence parental socialization theories, goals, and practices, which in turn have an impact on how children learn to self-regulate, the forms of self-regulation they develop, and the goals associated with self-regulation. Thus, this article concludes that more specific research is required to relate both the developmental and the cultural aspects of children’s self-regulation. PMID:28634460

  10. The History of the emergence and development of self-regulation in Russia

    Directory of Open Access Journals (Sweden)

    Anna Algazina

    2017-01-01

    Full Text Available The subject. The study of the Genesis of the emergence and development of any phenomenonallows to know its essence, as well as to make a prediction about the prospects for itsfurther development. Given the importance of self-regulation in the context of the changesin our country, administrative reform, addressing the problems of the Genesis of self-regulationis very timely and relevant.The purpose of the article is to reveal the peculiarities of the emergence and developmentof self-regulation in Russia.Methodology. The methodological basis for the study: general scientific methods (analysis,synthesis, comparison, description; private and academic (comparative legal, interpretation,formal-legal.Results, scope. Under self-regulation this article is to understand the management activitiescarried out by self-regulatory organizations, and consisting in the development and establishmentof standards and rules of professional activity, as well as sanctions for non-complianceor inadequate performance. Based on the author's proposed definition of "self-regulation",the fundamental criterion for the recognition of any organizations the prototypeof the modern self-regulating organizations was selected the purpose of their creation: regulationof activity of subjects of professional activities and the availability of appropriategiven the objectives of the authority. The study of the history of creation and functioningof associations of subjects of professional activity allows to conclude that self-regulation isnot fundamentally new, previously unknown in our country a legal phenomenon.Conclusions. The first prototypes of self-regulatory organizations originated in Russia in theMiddle ages as a voluntary Association of merchants.In the XVIII century found the beginnings of a model of mandatory self-regulation. In thisperiod at the state's initiative used the European experience, was created workshops as anorganizational form of Association of artisans, granting

  11. Self-regulated learning and science achievement in a community college

    Science.gov (United States)

    Maslin, (Louisa) Lin-Yi L.

    Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement

  12. Global volcanic earthquake swarm database and preliminary analysis of volcanic earthquake swarm duration

    Directory of Open Access Journals (Sweden)

    S. R. McNutt

    1996-06-01

    Full Text Available Global data from 1979 to 1989 pertaining to volcanic earthquake swarms have been compiled into a custom-designed relational database. The database is composed of three sections: 1 a section containing general information on volcanoes, 2 a section containing earthquake swarm data (such as dates of swarm occurrence and durations, and 3 a section containing eruption information. The most abundant and reliable parameter, duration of volcanic earthquake swarms, was chosen for preliminary analysis. The distribution of all swarm durations was found to have a geometric mean of 5.5 days. Precursory swarms were then separated from those not associated with eruptions. The geometric mean precursory swarm duration was 8 days whereas the geometric mean duration of swarms not associated with eruptive activity was 3.5 days. Two groups of precursory swarms are apparent when duration is compared with the eruption repose time. Swarms with durations shorter than 4 months showed no clear relationship with the eruption repose time. However, the second group, lasting longer than 4 months, showed a significant positive correlation with the log10 of the eruption repose period. The two groups suggest that different suites of physical processes are involved in the generation of volcanic earthquake swarms.

  13. Swarm Data Processing and First Scientific Results

    DEFF Research Database (Denmark)

    Olsen, Nils

    2014-01-01

    , accelerometer, plasma and electric field measurements. These observations will be distributed by ESA as Level-1b data, which are the calibrated and formatted time series of e.g. the magnetic field measurements taken by each of the three Swarm satellites. The talks presents a first scientific validation of Swarm...... Level-1b data products....

  14. Osmotic pressure in a bacterial swarm.

    Science.gov (United States)

    Ping, Liyan; Wu, Yilin; Hosu, Basarab G; Tang, Jay X; Berg, Howard C

    2014-08-19

    Using Escherichia coli as a model organism, we studied how water is recruited by a bacterial swarm. A previous analysis of trajectories of small air bubbles revealed a stream of fluid flowing in a clockwise direction ahead of the swarm. A companion study suggested that water moves out of the agar into the swarm in a narrow region centered ∼ 30 μm from the leading edge of the swarm and then back into the agar (at a smaller rate) in a region centered ∼ 120 μm back from the leading edge. Presumably, these flows are driven by changes in osmolarity. Here, we utilized green/red fluorescent liposomes as reporters of osmolarity to verify this hypothesis. The stream of fluid that flows in front of the swarm contains osmolytes. Two distinct regions are observed inside the swarm near its leading edge: an outer high-osmolarity band (∼ 30 mOsm higher than the agar baseline) and an inner low-osmolarity band (isotonic or slightly hypotonic to the agar baseline). This profile supports the fluid-flow model derived from the drift of air bubbles and provides new (to our knowledge) insights into water maintenance in bacterial swarms. High osmotic pressure at the leading edge of the swarm extracts water from the underlying agar and promotes motility. The osmolyte is of high molecular weight and probably is lipopolysaccharide. Copyright © 2014 Biophysical Society. Published by Elsevier Inc. All rights reserved.

  15. Swarm Products and Space Weather Applications

    DEFF Research Database (Denmark)

    Stolle, Claudia; Olsen, Nils; Martini, Daniel

    The Swarm satellite constellation mission provides high precision magnetic field data and models and other observations that enable us to explore near Earth space for example in terms of in situ electron density and electric fields. On board GPS observables can be used for sounding ionospheric...... in aeronomy and space weather. We will emphasize results from the Swarm mission....

  16. 3rd international swarm seminar. Proceedings

    International Nuclear Information System (INIS)

    Lindinger, W.; Villinger, H.; Federer, W.

    1983-01-01

    47 papers on various problems of ion physics have been presented. The session headings are 1) recombination and electron attachment 2) transport of electrons in gases and liquids 3) swarm studies on collisions of metastable and on collisions of Rydberg atoms 4) ion neutral-interactions 5) ion transport in gases 6) applied aspects of swarm studies. (G.Q.)

  17. Toddler's self-regulation strategies in a challenge context are nap-dependent.

    Science.gov (United States)

    Miller, Alison L; Seifer, Ronald; Crossin, Rebecca; Lebourgeois, Monique K

    2015-06-01

    Early childhood represents a time of developmental changes in both sleep and self-regulation, a construct reflecting the ability to control one's behaviour, attention and emotions when challenged. Links between sleep and self-regulation processes have been proposed, but experimental evidence with young children is lacking. In the current study, we tested the effects of acute sleep restriction (nap deprivation) on toddlers' self-regulation. Healthy children (n = 12; four males; aged 30-36 months (33.9 ± 1.7)) slept on a strict schedule (verified with actigraphy and sleep diaries) for 5 days before each of two afternoon assessments following a nap and a no-nap condition (~11-day protocol). Children were videotaped while attempting an unsolvable puzzle, and 10 mutually exclusive self-regulation strategies were later coded. On average, children lost ~90 min of sleep on the no-nap versus the nap day. Nap deprivation resulted in moderate-to-large effects on self-regulation strategies, with decreases in scepticism (d = 0.77; 7% change), negative self-appraisal (d = 0.92; 5% change) and increases in physical self-soothing (d = 0.68; 10% change), focus on the puzzle piece that would not fit (perseveration; d = 0.50; 9% change) and insistence on completing the unsolvable puzzle (d = 0.91; 10% change). Results suggest that sleep serves an important role in the way that toddlers respond to challenging events in their daily lives. After losing daytime sleep, toddlers were less able to engage effectively in a difficult task and reverted to less mature self-regulation strategies than when they were well rested. Over time, chronically missed sleep may impair young children's self-regulation abilities, resulting in risk for social-emotional, behavioural and school problems. © 2014 European Sleep Research Society.

  18. Toddler’s Self-Regulation Strategies in a Challenge Context are Nap-Dependent

    Science.gov (United States)

    Miller, Alison L.; Seifer, Ronald; Crossin, Rebecca; LeBourgeois, Monique K.

    2015-01-01

    SUMMARY Early childhood represents a time of developmental changes in both sleep and self-regulation, a construct reflecting the ability to control one’s behavior, attention, and emotion when challenged. Links between sleep and self-regulation processes have been proposed, but experimental evidence with young children is lacking. In the current study, we tested the effects of acute sleep restriction (nap deprivation) on toddlers’ self-regulation. Healthy children (n=12; 4 males; 30–36 months (33.9±1.7) slept on a strict schedule (verified with actigraphy and sleep diaries) for 5 days before each of two afternoon assessments following a Nap and a No-Nap condition (~11-day protocol). Children were videotaped while attempting an unsolvable puzzle, and 10 mutually exclusive self-regulation strategies were later coded. On average, children lost ~90 min of sleep on the No-Nap versus the Nap day. Nap deprivation resulted in moderate-to-large effects on self-regulation strategies, with decreases in skepticism (d=0.77; 7% change), negative self-appraisal (d=0.92; 5% change), and increases in physical self-soothing (d=0.68; 10% change), focus on the puzzle piece that would not fit (perseveration; d=0.50; 9% change), and insistence on completing the unsolvable puzzle (d=0.91; 10% change). Results suggest sleep serves an important role in the way toddlers respond to challenging events in their daily lives. After losing daytime sleep, toddlers were less able to effectively engage in a difficult task and reverted to less mature self-regulation strategies, than when they were well-rested. Over time, chronically missed sleep may impair young children’s self-regulation abilities, resulting in risk for social-emotional, behavioral, and school problems. PMID:25394169

  19. Knowledge About HIV / AIDS: The Influence of Lifestyles and Self-Regulation in Adolescents

    Directory of Open Access Journals (Sweden)

    Claudia Balula Chaves

    2013-12-01

    Full Text Available Adolescents’ vulnerability to HIV/AIDS infection arises from their immaturity, sexual risk behaviours as well as factors of a social, economic, cultural and gender nature. Adolescence is a stage of the lifecycle in which managing constant and daily temptations and gaining and maintaining healthy lifestyles are difficult tasks and a test of the powers of self-regulation. The purpose of the study is to analyze the relationship between socio-demographic variables, school context, lifestyles, self-regulation skills and knowledge about HIV/AIDS in adolescents in secondary education in Portugal. A quantitative, cross-sectional, analytical, descriptive and correlational study with a sample of 971 adolescents in secondary education was conducted. The evaluation protocol includes a socio-demographic questionnaire, the school context, lifestyles, the Reduced Questionnaire of Self-regulation, Knowledge About AIDS Scale for Adolescents. The sample consisted of 50.80% boys and 49.20% girls, 43.40% of the adolescents with or less than 16 years, 66.40% residing in rural areas and 77.30% cohabiting with parents. The correlations indicate that among adolescents’ knowledge about AIDS and the subscale setting goals there is a positive and significant correlation (r = 0.224, p = 0.000, as well as the overall value of the Self-regulation Scale. Significant and negative correlations are presented for the impulse control subscale (r = -0.257, p = 0.000 and not significant to the overall self-regulation value (r = -0.041, p = 0.099, ranging in reverse, meaning that more knowledge about AIDS, better self-regulation with regard to impulses subscale. Self-regulated behaviour requires control of immediate needs, mobilization of thoughts, feelings and behaviours for purposes of long-term health, especially with regard to the prevention of HIV/AIDS.

  20. Validation of an instrument to measure students' motivation and self-regulation towards technology learning

    Science.gov (United States)

    Liou, Pey-Yan; Kuo, Pei-Jung

    2014-05-01

    Background:Few studies have examined students' attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students' motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education. Purpose:The present study is to validate an instrument for assessing senior high school students' motivation and self-regulation towards technology learning. Sample:A total of 1822 Taiwanese senior high school students (1020 males and 802 females) responded to the newly developed instrument. Design and method:The Motivation and Self-regulation towards Technology Learning (MSRTL) instrument was developed based on the previous instruments measuring students' motivation and self-regulation towards science learning. Exploratory and confirmatory factor analyses were utilized to investigate the structure of the items. Cronbach's alpha was applied for measuring the internal consistency of each scale. Furthermore, multivariate analysis of variance was used to examine gender differences. Results:Seven scales, including 'Technology learning self-efficacy,' 'Technology learning value,' 'Technology active learning strategies,' 'Technology learning environment stimulation,' 'Technology learning goal-orientation,' 'Technology learning self-regulation-triggering,' and 'Technology learning self-regulation-implementing' were confirmed for the MSRTL instrument. Moreover, the results also showed that male and female students did not present the same degree of preference in all of the scales. Conclusions:The MSRTL instrument composed of seven scales corresponding to 39 items was shown to be valid based on validity and reliability analyses. While male students tended to express more positive and active performance in the motivation scales, no gender differences were found in the self-regulation scales.

  1. Metacognition, Motivation and Emotions: Contribution of Self-Regulated Learning to Solving Mathematical Problems

    Directory of Open Access Journals (Sweden)

    Meirav Tzohar-Rozen

    2014-11-01

    Full Text Available Mathematical problem solving is among the most valuable aspects of mathematics education. It is also the hardest for elementary school students (Verschaffel, Greer & De Corte, 2000. Students experience cognitive and metacognitive difficulties in this area and develop negative emotions and poor motivation which hamper their efforts (Kramarski, Weiss, & Kololshi-Minsker, 2010. 9–11 seems the critical stage for developing attitudes and emotional reactions towards mathematics (Artino, 2009. These metacognitive and motivational-emotional factors are fundamental components of Self-Regulated Learning (SRL, a non-innate process requiring systematic, explicit student training (Pintrich, 2000; Zimmerman, 2000. Most self-regulation studies relating to problem-solving focus on metacognition. Few explore the motivational-emotional component. This study aimed to develop, examine, and compare two SRL interventions dealing with two additional components of self-regulation: metacognitive regulation (MC and motivational-emotional regulation (ME. It also sought to examine the significance of these components and their contribution to learners' problem-solving achievements and self-regulation. The study examined 118 fifth grade students, randomly assigned to two groups. Pre- and post-intervention, the two groups completed self-regulation questionnaires relating to metacognition, motivation, and emotion. They also solved arithmetic series problems presented in two ways (verbal form and numeric form. After intervention we also examined a novel transfer problem. The intervention consisted of 10 hours for 5 weeks. Following the intervention the groups exhibited similar improvements across all the problems. The MC group performed best in metacognitive self-regulation and the ME group performed best in certain motivational-emotional aspects of self-regulation. Research implications are discussed.

  2. Self-entrustment: how trainees' self-regulated learning supports participation in the workplace.

    Science.gov (United States)

    Sagasser, Margaretha H; Kramer, Anneke W M; Fluit, Cornelia R M G; van Weel, Chris; van der Vleuten, Cees P M

    2017-10-01

    Clinical workplaces offer postgraduate trainees a wealth of opportunities to learn from experience. To promote deliberate and meaningful learning self-regulated learning skills are foundational. We explored trainees' learning activities related to patient encounters to better understand what aspects of self-regulated learning contribute to trainees' development, and to explore supervisor's role herein. We conducted a qualitative non-participant observational study in seven general practices. During two days we observed trainee's patient encounters, daily debriefing sessions and educational meetings between trainee and supervisor and interviewed them separately afterwards. Data collection and analysis were iterative and inspired by a phenomenological approach. To organise data we used networks, time-ordered matrices and codebooks. Self-regulated learning supported trainees to increasingly perform independently. They engaged in self-regulated learning before, during and after encounters. Trainees' activities depended on the type of medical problem presented and on patient, trainee and supervisor characteristics. Trainees used their sense of confidence to decide if they could manage the encounter alone or if they should consult their supervisor. They deliberately used feedback on their performance and engaged in reflection. Supervisors appeared vital in trainees' learning by reassuring trainees, discussing experience, knowledge and professional issues, identifying possible unawareness of incompetence, assessing performance and securing patient safety. Self-confidence, reflection and feedback, and support from the supervisor are important aspects of self-regulated learning in practice. The results reflect how self-regulated learning and self-entrustment promote trainees' increased participation in the workplace. Securing organized moments of interaction with supervisors is beneficial to trainees' self-regulated learning.

  3. Design and control of swarm dynamics

    CERN Document Server

    Bouffanais, Roland

    2016-01-01

    The book is about the key elements required for designing, building and controlling effective artificial swarms comprised of multiple moving physical agents. Therefore this book presents the fundamentals of each of those key elements in the particular frame of dynamic swarming, specifically exposing the profound connections between these elements and establish some general design principles for swarming behaviors. This scientific endeavor requires an inter-disciplinary approach: biomimetic inspiration from ethology and ecology, study of social information flow, analysis of temporal and adaptive signaling network of interaction, considerations of control of networked real-time systems, and lastly, elements of complex adaptive dynamical systems. This book offers a completely new perspective on the scientific understanding of dynamic collective behaviors thanks to its multi-disciplinary approach and its focus on artificial swarm of physical agents. Two of the key problems in understanding the emergence of swarm ...

  4. Particle swarm genetic algorithm and its application

    International Nuclear Information System (INIS)

    Liu Chengxiang; Yan Changxiang; Wang Jianjun; Liu Zhenhai

    2012-01-01

    To solve the problems of slow convergence speed and tendency to fall into the local optimum of the standard particle swarm optimization while dealing with nonlinear constraint optimization problem, a particle swarm genetic algorithm is designed. The proposed algorithm adopts feasibility principle handles constraint conditions and avoids the difficulty of penalty function method in selecting punishment factor, generates initial feasible group randomly, which accelerates particle swarm convergence speed, and introduces genetic algorithm crossover and mutation strategy to avoid particle swarm falls into the local optimum Through the optimization calculation of the typical test functions, the results show that particle swarm genetic algorithm has better optimized performance. The algorithm is applied in nuclear power plant optimization, and the optimization results are significantly. (authors)

  5. Observatory data and the Swarm mission

    DEFF Research Database (Denmark)

    Macmillan, S.; Olsen, Nils

    2013-01-01

    products. We describe here the preparation of the data set of ground observatory hourly mean values, including procedures to check and select observatory data spanning the modern magnetic survey satellite era. We discuss other possible combined uses of satellite and observatory data, in particular those......The ESA Swarm mission to identify and measure very accurately the different magnetic signals that arise in the Earth’s core, mantle, crust, oceans, ionosphere and magnetosphere, which together form the magnetic field around the Earth, has increased interest in magnetic data collected on the surface...... of the Earth at observatories. The scientific use of Swarm data and Swarm-derived products is greatly enhanced by combination with observatory data and indices. As part of the Swarm Level-2 data activities plans are in place to distribute such ground-based data along with the Swarm data as auxiliary data...

  6. Insular species swarm goes underground

    DEFF Research Database (Denmark)

    P. S. Reboleira, Ana Sofia; Enghoff, Henrik

    2014-01-01

    Two new species of the genus Cylindroiulus Verhoeff, 1894, C. julesvernei and C. oromii, are described from the subterranean ecosystem of Madeira Island, Portugal. Species are illustrated with photographs and diagrammatic drawings. The new species belong to the Cylindroiulus madeirae......-group, an insular species swarm distributed in the archipelagos of Madeira and the Canary Islands. We discuss the differences between the new species and their relatives and present information on the subterranean environment of Madeira. An updated overview of the subterranean biodiversity of millipedes...

  7. Archives and societal provenance Australian essays

    CERN Document Server

    Piggott, Michael

    2012-01-01

    Records and archival arrangements in Australia are globally relevant because Australia's indigenous people represent the oldest living culture in the world, and because modern Australia is an ex-colonial society now heavily multicultural in outlook. Archives and Societal Provenance explores this distinctiveness using the theoretical concept of societal provenance as propounded by Canadian archival scholars led by Dr Tom Nesmith. The book's seventeen essays blend new writing and re-workings of earlier work, comprising the fi rst text to apply a societal provenance perspective to a national sett

  8. Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design.

    Science.gov (United States)

    Yilmaz Soylu, Meryem; Bruning, Roger H

    2016-01-01

    This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: (1) characteristics of expert video gamers, (2) conditions for playing a video game, (3) figuring out a game, (4) how gamers act and, (5) game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation.

  9. Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design

    Science.gov (United States)

    Yilmaz Soylu, Meryem; Bruning, Roger H.

    2016-01-01

    This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne's model of self-regulation (Winne, 2001) guided the study. The main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: (1) characteristics of expert video gamers, (2) conditions for playing a video game, (3) figuring out a game, (4) how gamers act and, (5) game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation. PMID:27729881

  10. Exploring Self-Regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design

    Directory of Open Access Journals (Sweden)

    Meryem YILMAZ SOYLU

    2016-09-01

    Full Text Available This study examined differences in self-regulation among college-age expert, moderately expert, and non-expert video game players in playing video games for fun. Winne’s model of self-regulation (Winne, 2001 guided the study. Main assumption of this study was that expert video game players used more processes of self-regulation than the less-expert players. We surveyed 143 college students about their game playing frequency, habits, and use of self-regulation. Data analysis indicated that while playing recreational video games, expert gamers self-regulated more than moderately expert and non-expert players and moderately expert players used more processes of self-regulation than non-experts. Semi-structured interviews also were conducted with selected participants at each of the expertise levels. Qualitative follow-up analyses revealed five themes: 1 characteristics of expert video gamers, 2 conditions for playing a video game, 3 figuring out a game, 4 how gamers act and, 5 game context. Overall, findings indicated that playing a video game is a highly self-regulated activity and that becoming an expert video game player mobilizes multiple sets of self-regulation related skills and processes. These findings are seen as promising for educators desiring to encourage student self-regulation, because they indicate the possibility of supporting students via recreational video games by recognizing that their play includes processes of self-regulation.

  11. Using tablets to support self-regulated learning in a longitudinal integrated clerkship

    Directory of Open Access Journals (Sweden)

    Dylan Archbold Hufty Alegría

    2014-03-01

    Full Text Available Introduction: The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods: We provided 15 LIC students with tablet computers with access to the electronic health record (EHR, to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results: Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions: LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context.

  12. Using tablets to support self-regulated learning in a longitudinal integrated clerkship.

    Science.gov (United States)

    Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

    2014-01-01

    The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students' ability to develop and employ self-regulatory skills in a clinical context.

  13. Predicting heavy episodic drinking using an extended temporal self-regulation theory.

    Science.gov (United States)

    Black, Nicola; Mullan, Barbara; Sharpe, Louise

    2017-10-01

    Alcohol consumption contributes significantly to the global burden from disease and injury, and specific patterns of heavy episodic drinking contribute uniquely to this burden. Temporal self-regulation theory and the dual-process model describe similar theoretical constructs that might predict heavy episodic drinking. The aims of this study were to test the utility of temporal self-regulation theory in predicting heavy episodic drinking, and examine whether the theoretical relationships suggested by the dual-process model significantly extend temporal self-regulation theory. This was a predictive study with 149 Australian adults. Measures were questionnaires (self-report habit index, cues to action scale, purpose-made intention questionnaire, timeline follow-back questionnaire) and executive function tasks (Stroop, Tower of London, operation span). Participants completed measures of theoretical constructs at baseline and reported their alcohol consumption two weeks later. Data were analysed using hierarchical multiple linear regression. Temporal self-regulation theory significantly predicted heavy episodic drinking (R 2 =48.0-54.8%, ptheory and the extended temporal self-regulation theory provide good prediction of heavy episodic drinking. Intention, behavioural prepotency, planning ability and inhibitory control may be good targets for interventions designed to decrease heavy episodic drinking. Copyright © 2017 Elsevier Ltd. All rights reserved.

  14. Genetic moderation of transactional relations between parenting practices and child self-regulation.

    Science.gov (United States)

    Cho, Junhan; Kogan, Steven M; Brody, Gene H

    2016-10-01

    The present study addressed the ways in which parent and child dopamine D4 receptor (DRD4) genotypes jointly moderate the transactional relations between parenting practices and child self-regulation. African American children (N = 309) and their parents provided longitudinal data spanning child ages 11 to 15 years and a saliva sample from which variation at DRD4 was genotyped. Based on the differential susceptibility perspective, this study examined moderation effects of DRD4 status on (a) the extent to which parenting practices affect child self-regulation and (b) the extent to which child self-regulation, as an environmental influence on the parent, affects parenting behavior. Results indicated that responsive-supportive parenting interacted with children's DRD4 status to influence increases in child self-regulation. Also, child self-regulation interacted with parent's DRD4 status to predict changes in parenting practices. Both Gene × Environment effects conformed to a differential susceptibility model in which parents' and children's DRD4 genes operated to increase environmental sensitivity "for better and for worse." (PsycINFO Database Record (c) 2016 APA, all rights reserved).

  15. Family Financial Stress and Adolescent Sexual Risk-Taking: The Role of Self-Regulation.

    Science.gov (United States)

    Crandall, AliceAnn; Magnusson, Brianna M; Novilla, M Lelinneth B; Novilla, Lynneth Kirsten B; Dyer, W Justin

    2017-01-01

    The ability to control one's emotions, thoughts, and behaviors is known as self-regulation. Family stress and low adolescent self-regulation have been linked with increased engagement in risky sexual behaviors, which peak in late adolescence and early adulthood. The purpose of this study was to assess whether adolescent self-regulation, measured by parent and adolescent self-report and respiratory sinus arrhythmia, mediates or moderates the relationship between family financial stress and risky sexual behaviors. We assessed these relationships in a 4-year longitudinal sample of 450 adolescents (52 % female; 70 % white) and their parents using structural equation modeling. Results indicated that high family financial stress predicts engagement in risky sexual behaviors as mediated, but not moderated, by adolescent self-regulation. The results suggest that adolescent self-regulatory capacities are a mechanism through which proximal external forces influence adolescent risk-taking. Promoting adolescent self-regulation, especially in the face of external stressors, may be an important method to reduce risk-taking behaviors as adolescents transition to adulthood.

  16. Effects of team-based learning on self-regulated online learning.

    Science.gov (United States)

    Whittaker, Alice A

    2015-04-10

    Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

  17. Distinct brain systems mediate the effects of nociceptive input and self-regulation on pain.

    Directory of Open Access Journals (Sweden)

    Choong-Wan Woo

    2015-01-01

    Full Text Available Cognitive self-regulation can strongly modulate pain and emotion. However, it is unclear whether self-regulation primarily influences primary nociceptive and affective processes or evaluative ones. In this study, participants engaged in self-regulation to increase or decrease pain while experiencing multiple levels of painful heat during functional magnetic resonance imaging (fMRI imaging. Both heat intensity and self-regulation strongly influenced reported pain, but they did so via two distinct brain pathways. The effects of stimulus intensity were mediated by the neurologic pain signature (NPS, an a priori distributed brain network shown to predict physical pain with over 90% sensitivity and specificity across four studies. Self-regulation did not influence NPS responses; instead, its effects were mediated through functional connections between the nucleus accumbens and ventromedial prefrontal cortex. This pathway was unresponsive to noxious input, and has been broadly implicated in valuation, emotional appraisal, and functional outcomes in pain and other types of affective processes. These findings provide evidence that pain reports are associated with two dissociable functional systems: nociceptive/affective aspects mediated by the NPS, and evaluative/functional aspects mediated by a fronto-striatal system.

  18. A comparative study of self-regulation in substance dependent and non-dependent individuals.

    Science.gov (United States)

    Bakhshani, Nour Mohammad; Hosseinbor, Mohsen

    2013-08-05

    Several factors influence the beginning and maintenance of substance use. The purpose of this study was to examine as well as to compare 'self-regulation' in both substance dependent and non-substance dependent individuals. In a cross-sectional study 228 (118 substance dependent and 110 with no history of using substance) participants aged 16-55 were recruited. All of the participants were asked to complete the Self-Regulation Inventory (SRI-25) and a demographic characteristics data checklist. Data was analyzed using descriptive statistics (frequency, mean and standard deviation) and the t-test. The results showed significant differences between substance dependent and non- substance dependent groups in all the scales of the self-regulation inventory including positive actions, controllability, expression of feelings and needs, assertiveness, and well-being seeking (p<0.01). Self-regulation and self-control skills in drug dependent individuals are lower than those without substance dependence individuals. It is concluded that substance use may related to a deficiency in self-control and regulation of feelings. Therefore, for prevention and treatment of substance dependence disorder, it is necessary to work out and exploit strategies that include the improvement of self-regulation.

  19. Content Analysis of Diet-Related Mobile Apps: A Self-Regulation Perspective.

    Science.gov (United States)

    Zahry, Nagwan R; Cheng, Ying; Peng, Wei

    2016-10-01

    Diet-related mobile apps hold promise in helping individuals self-regulate their eating behaviors. Nevertheless, little is known about the extent to which diet-related mobile apps incorporate the established behavior change theories and evidence-based practices that promote dietary self-regulation. Guided by the self-regulation aspect of Bandura's social cognitive theory and the Dietary Guidelines for Americans 2010 of the U.S. Department of Agriculture, this study conducts a content analysis of diet-related mobile apps for iPhone (N = 400). In terms of the adherence to the self-regulation aspect of the social cognitive theory, results show that although 72.5% of the apps incorporate at least one theoretical construct, few apps tap all three processes of self-regulation (i.e., self-observation/monitoring, judgment process, and self-reaction). Additionally, outcome expectation is manifested in a majority of the diet-related apps. In terms of the Dietary Guidelines for Americans 2010, while the diet-related apps equally emphasize setting goals for calorie intake or nutrient consumption, more apps feature nutrient tracking than calorie tracking. Implications and limitations are discussed.

  20. Does self-regulation capacity predict psychological well-being in physicians?

    Science.gov (United States)

    Simon, Christopher R; Durand-Bush, Natalie

    2015-01-01

    Despite increasing research on physician well-being, factors appearing to account for individual variation in levels of optimal functioning are largely unclear. One such factor could be self-regulation, which reflects how individuals effectively manage their thoughts, emotions and behaviours, and cope with adversity in their environment. The purpose of this study was to determine if self-regulation capacity could significantly predict psychological well-being in a sample of Canadian physicians. A total of 132 physicians completed the Scales of Psychological Well-Being and the short form of the Self-Regulation Questionnaire. Regression analyses confirmed the hypothesis that a significant amount of variance in levels of psychological well-being would be explained by self-regulation capacity. There was a particularly strong relationship between self-regulation capacity and the dimensions of purpose in life and environmental mastery, which suggests that physicians who effectively self-manage may be better able to preserve a sense of purpose and an adequate work-life balance in their daily life. Physicians today face consistently growing demands stemming from increasingly challenging work environments. Results of this study mark an important step in increasing our understanding of a potentially valuable skill that may help physicians to achieve well-being.

  1. Using tablets to support self-regulated learning in a longitudinal integrated clerkship

    Science.gov (United States)

    Alegría, Dylan Archbold Hufty; Boscardin, Christy; Poncelet, Ann; Mayfield, Chandler; Wamsley, Maria

    2014-01-01

    Introduction The need to train physicians committed to learning throughout their careers has prompted medical schools to encourage the development and practice of self-regulated learning by students. Longitudinal integrated clerkships (LICs) require students to exercise self-regulated learning skills. As mobile tools, tablets can potentially support self-regulation among LIC students. Methods We provided 15 LIC students with tablet computers with access to the electronic health record (EHR), to track their patient cohort, and a multiplatform online notebook, to support documentation and retrieval of self-identified clinical learning issues. Students received a 1-hour workshop on the relevant features of the tablet and online notebook. Two focus groups with the students were used to evaluate the program, one early and one late in the year and were coded by two raters. Results Students used the tablet to support their self-regulated learning in ways that were unique to their learning styles and increased access to resources and utilization of down-time. Students who used the tablet to self-monitor and target learning demonstrated the utility of tablets as learning tools. Conclusions LICs are environments rich in opportunity for self-regulated learning. Tablets can enhance students’ ability to develop and employ self-regulatory skills in a clinical context. PMID:24646438

  2. The interaction between self-regulation and motivation prospectively predicting problem behavior in adolescence.

    Science.gov (United States)

    Rhodes, Jessica D; Colder, Craig R; Trucco, Elisa M; Speidel, Carolyn; Hawk, Larry W; Lengua, Liliana J; Das Eiden, Rina; Wieczorek, William

    2013-01-01

    A large literature suggests associations between self-regulation and motivation and adolescent problem behavior; however, this research has mostly pitted these constructs against one another or tested them in isolation. Following recent neural-systems based theories (e.g., Ernst & Fudge, 2009 ), the present study investigated the interactions between self-regulation and approach and avoidance motivation prospectively predicting delinquency and depressive symptoms in early adolescence. The community sample included 387 adolescents aged 11 to 13 years old (55% female; 17% minority). Laboratory tasks were used to assess self-regulation and approach and avoidance motivation, and adolescent self-reports were used to measure depressive symptoms and delinquency. Analyses suggested that low levels of approach motivation were associated with high levels of depressive symptoms, but only at high levels of self-regulation (p = .01). High levels of approach were associated with high levels of rule breaking, but only at low levels of self-regulation (p theories that posit integration of motivational and self-regulatory individual differences via moderational models to understand adolescent problem behavior.

  3. Role of Procrastination and Motivational Self-Regulation in Predicting Students\\' Behavioral Engagement

    Directory of Open Access Journals (Sweden)

    Abbasi M

    2015-12-01

    Full Text Available Aims: As an important intervening factor to enhance educational and motivational performance of the students, understating the effective factors on behavioral enthusiasm plays a very important role. The aim of this study was to explain the role of motivational self-regulation and procrastination in predicting the students’ behavioral enthusiasm.  Instrument & Methods: In the correlational descriptive cross-sectional study, 311 students of Arak University of Medical Sciences were selected via Available Sampling using Cochran’s Formula in 2014-15 academic year. Data was collected, using Students’ Educational Procrastination Scale, Motivational Self-regulating Scale, and Behavioral Enthusiasm Scale. Data was analyzed in SPSS 19 software using Pearson Correlation Coefficient, and Multiple Regression Analysis. Findings: The highest and the lowest correlations were between procrastination and behavioral enthusiasm and between environmental control and behavioral enthusiasm, respectively (p<0.05. There was a positive and significant correlation between self-regulation and behavioral enthusiasm. In addition, there was a negative and significant correlation between procrastination and behavioral enthusiasm (p<0.001. Totally, procrastination (β=-0.233 and motivational self-regulation (β=0.238 explained 10% of the students’ behavioral enthusiasm variance (p<0.001; R²=0.102. Conclusion: Any reduction in procrastination and any enhancement in motivational self-regulation can enhance the students’ behavioral enthusiasm. 

  4. Future orientation in the self-system: possible selves, self-regulation, and behavior.

    Science.gov (United States)

    Hoyle, Rick H; Sherrill, Michelle R

    2006-12-01

    Possible selves are representations of the self in the future. Early theoretical accounts of the construct suggested that possible selves directly influence motivation and behavior. We propose an alternative view of possible selves as a component in self-regulatory processes through which motivation and behavior are influenced. We demonstrate the advantages of this conceptualization in two studies that test predictions generated from theoretical models of self-regulation in which the possible selves construct could be embedded. In one study, we show how viewing possible selves as a source of behavioral standards in a control-process model of self-regulation yields support for a set of predictions about the influence of possible selves on current behavior. In the other study, we examine possible selves in the context of an interpersonal model of self-regulation, showing strong evidence of concern for relational value in freely generated hoped-for and feared selves. These findings suggest that the role of possible selves in motivation and behavior can be profitably studied in models that fully specify the process of self-regulation and that those models can be enriched by a consideration of future-oriented self-representations. We offer additional recommendations for strengthening research on possible selves and self-regulation.

  5. Adolescent neurocognitive development, self-regulation, and school-based drug use prevention.

    Science.gov (United States)

    Pokhrel, Pallav; Herzog, Thaddeus A; Black, David S; Zaman, Adnin; Riggs, Nathaniel R; Sussman, Steve

    2013-06-01

    Adolescence is marked by several key development-related changes, including neurocognitive changes. Cognitive abilities associated with self-regulation are not fully developed until late adolescence or early adulthood whereas tendencies to take risks and seek thrilling and novel experience seem to increase significantly throughout this phase, resulting in a discrepancy between increased susceptibility to poor regulation and lower ability to exercise self-control. Increased vulnerability to drug use initiation, maintenance, and dependence during adolescence may be explained based on this imbalance in the self-regulation system. In this paper, we highlight the relevance of schools as a setting for delivering adolescent drug use prevention programs that are based on recent findings from neuroscience concerning adolescent brain development. We discuss evidence from school-based as well as laboratory research that suggests that suitable training may improve adolescents' executive brain functions that underlie self-regulation abilities and, as a result, help prevent drug use and abuse. We note that considerable further research is needed in order (1) to determine that self-regulation training has effects at the neurocognitive level and (2) to effectively incorporate self-regulation training based on neuropsychological models into school-based programming.

  6. Applying novel technologies and methods to inform the ontology of self-regulation.

    Science.gov (United States)

    Eisenberg, Ian W; Bissett, Patrick G; Canning, Jessica R; Dallery, Jesse; Enkavi, A Zeynep; Whitfield-Gabrieli, Susan; Gonzalez, Oscar; Green, Alan I; Greene, Mary Ann; Kiernan, Michaela; Kim, Sunny Jung; Li, Jamie; Lowe, Michael R; Mazza, Gina L; Metcalf, Stephen A; Onken, Lisa; Parikh, Sadev S; Peters, Ellen; Prochaska, Judith J; Scherer, Emily A; Stoeckel, Luke E; Valente, Matthew J; Wu, Jialing; Xie, Haiyi; MacKinnon, David P; Marsch, Lisa A; Poldrack, Russell A

    2018-02-01

    Self-regulation is a broad construct representing the general ability to recruit cognitive, motivational and emotional resources to achieve long-term goals. This construct has been implicated in a host of health-risk behaviors, and is a promising target for fostering beneficial behavior change. Despite its clear importance, the behavioral, psychological and neural components of self-regulation remain poorly understood, which contributes to theoretical inconsistencies and hinders maximally effective intervention development. We outline a research program that seeks to define a neuropsychological ontology of self-regulation, articulating the cognitive components that compose self-regulation, their relationships, and their associated measurements. The ontology will be informed by two large-scale approaches to assessing individual differences: first purely behaviorally using data collected via Amazon's Mechanical Turk, then coupled with neuroimaging data collected from a separate population. To validate the ontology and demonstrate its utility, we will then use it to contextualize health risk behaviors in two exemplar behavioral groups: overweight/obese adults who binge eat and smokers. After identifying ontological targets that precipitate maladaptive behavior, we will craft interventions that engage these targets. If successful, this work will provide a structured, holistic account of self-regulation in the form of an explicit ontology, which will better clarify the pattern of deficits related to maladaptive health behavior, and provide direction for more effective behavior change interventions. Copyright © 2017 Elsevier Ltd. All rights reserved.

  7. Self-Regulated Strategies for School Writing Tasks: A Cross-Cultural Report

    Directory of Open Access Journals (Sweden)

    Malpique Anabela

    2017-11-01

    Full Text Available We investigated cross-cultural differences in ninth-grade students’ reported use of self-regulated strategies for writing. We assessed 12 self-regulated strategies for writing tapping environmental, behavioural, and personal self-regulated processes. Seven hundred and thirty-two Portuguese and Brazilian students in transition to high school (Mage = 14.3; 372 male and 306 female from mainstream urban schools reported on their use of the strategies. Statistical analyses included a multivariate analysis of variance (MANOVA with 12 dependent variables (self-regulated strategies for writing and 2 between-subjects variables (country and gender. There were significant main effects for country with medium effect sizes and statistically significant small effect sizes for gender main effects. All-male and all-female comparisons indicated significant differences and medium effect sizes within gender groups. The majority of the differences tapped personal self-regulated strategies. Taken together, these findings suggest that initiating and controlling writing may be a contextualised bounded process.

  8. Life Goals Increase Self-regulation Among Male Patients with Alcohol Use Disorder.

    Science.gov (United States)

    Won, Sung-Doo; Kim, Im-Yel

    2018-01-24

    Alcohol use disorder (AUD) has been conceptualized as a chronic self-regulation failure. The aim of this study was to examine the most probable pathways related to self-regulation among patients with AUD. In this study, a hypothetical model was proposed that focused on the relationship between risk factors (extrinsic life goals, emotion dysregulation) and protective factors (intrinsic life goals, self-control, and abstinence self-efficacy). Male patients with AUD (N = 188) were recruited from alcohol centers of four psychiatric hospitals between March 2015 and September 2015. All participants completed psychological assessments, including the Future Oriented Goals Scale (FOGS), the Alcohol Abstinence Self-Efficacy Scale (AASE), the Brief Self-Control Scale (BSCS), and the Difficulties in Emotion Regulation Scale (DERS) as well as sociodemographic characteristics. The final model was found to be a good fit to data. In testing indirect effects, it was shown that intrinsic life goals via emotion dysregulation, self-control, and alcohol abstinence self-efficacy decreased alcohol self-regulation failure. On the other hand, extrinsic life goals via these factors increased alcohol self-regulation failure. Conclusions/Importance: These results suggest that intrinsic goals might indirectly be the important and protective factors for AUD. Moreover, the findings implicate that self-regulation through goal setting may be necessary to alleviate symptoms and improve function among patients with AUD.

  9. Factors affecting self-regulated learning in medical students: a qualitative study.

    Science.gov (United States)

    Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

    2015-01-01

    Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

  10. Personalised Learning Object System Based on Self-Regulated Learning Theories

    Directory of Open Access Journals (Sweden)

    Ali Alharbi

    2014-06-01

    Full Text Available Self-regulated learning has become an important construct in education research in the last few years. Selfregulated learning in its simple form is the learner’s ability to monitor and control the learning process. There is increasing research in the literature on how to support students become more self-regulated learners. However, the advancement in the information technology has led to paradigm changes in the design and development of educational content. The concept of learning object instructional technology has emerged as a result of this shift in educational technology paradigms. This paper presents the results of a study that investigated the potential educational effectiveness of a pedagogical framework based on the self-regulated learning theories to support the design of learning object systems to help computer science students. A prototype learning object system was developed based on the contemporary research on self-regulated learning. The system was educationally evaluated in a quasi-experimental study over two semesters in a core programming languages concepts course. The evaluation revealed that a learning object system that takes into consideration contemporary research on self-regulated learning can be an effective learning environment to support computer science education.

  11. Swarms, swarming and entanglements of fungal hyphae and of plant roots

    Science.gov (United States)

    Barlow, Peter W.; Fisahn, Joachim

    2013-01-01

    There has been recent interest in the possibility that plant roots can show oriented collective motion, or swarming behavior. We examine the evidence supportive of root swarming and we also present new observations on this topic. Seven criteria are proposed for the definition of a swarm, whose application can help identify putative swarming behavior in plants. Examples where these criteria are fulfilled, at many levels of organization, are presented in relation to plant roots and root systems, as well as to the root-like mycelial cords (rhizomorphs) of fungi. The ideas of both an “active” swarming, directed by a signal which imposes a common vector on swarm element aggregation, and a “passive” swarming, where aggregation results from external constraint, are introduced. Active swarming is a pattern of cooperative behavior peculiar to the sporophyte generation of vascular plants and is the antithesis of the competitive behavior shown by the gametophyte generation of such plants, where passive swarming may be found. Fungal mycelial cords could serve as a model example of swarming in a multi-cellular, non-animal system. PMID:24255743

  12. The societal impact value of risk

    International Nuclear Information System (INIS)

    Simpson, D.E.

    1995-04-01

    A key ill-defined issue in the management and regulation of potentially hazardous conditions is that of the value to be associated with a reduction (or existence) of human health risks, such as radiation exposure or hazardous substance ingestion. Empirical observations of societal behavior patterns lead to a relationship for the quantitative value of societal risk impact which is consistent with general societal risk acceptance, is not inconsistent with ''de facto'' risk regulation, and is suitable and appropriate as a specification or guide for risk management and risk regulation. This societal risk impact expression is: Impact ($/year) = (8 x 10 7 ) NR i 4/3 where Ri = individual annual mortality risk; N = number of persons in the population sharing the risk and benefits. The change in Impact which can be derived from a regulation or risk management activity is the value of annual benefit which society would expect to forego (or annual equivalent cost to incur) in consideration of the activity

  13. Self-Regulation and Implicit Attitudes Toward Physical Activity Influence Exercise Behavior.

    Science.gov (United States)

    Padin, Avelina C; Emery, Charles F; Vasey, Michael; Kiecolt-Glaser, Janice K

    2017-08-01

    Dual-process models of health behavior posit that implicit and explicit attitudes independently drive healthy behaviors. Prior evidence indicates that implicit attitudes may be related to weekly physical activity (PA) levels, but the extent to which self-regulation attenuates this link remains unknown. This study examined the associations between implicit attitudes and self-reported PA during leisure time among 150 highly active young adults and evaluated the extent to which effortful control (one aspect of self-regulation) moderated this relationship. Results indicated that implicit attitudes toward exercise were unrelated to average workout length among individuals with higher effortful control. However, those with lower effortful control and more negative implicit attitudes reported shorter average exercise sessions compared with those with more positive attitudes. Implicit and explicit attitudes were unrelated to total weekly PA. A combination of poorer self-regulation and negative implicit attitudes may leave individuals vulnerable to mental and physical health consequences of low PA.

  14. Self-regulation strategies may enhance the acute effect of exercise on smoking delay.

    Science.gov (United States)

    Hatzigeorgiadis, Antonis; Pappa, Vassiliki; Tsiami, Anastasia; Tzatzaki, Theodora; Georgakouli, Kalliopi; Zourbanos, Nikos; Goudas, Marios; Chatzisarantis, Nikos; Theodorakis, Yannis

    2016-06-01

    The present study examined the acute effect of a moderate intensity aerobic exercise session combined with self-regulation on smoking delay in physically inactive smokers. Participants were 11 adults (5 males and 6 females) that completed three experimental conditions: control, exercise, and exercise using self-regulation strategies (SR). Following the experimental treatment smoking for the two exercise conditions delayed significantly more than for the control condition; in addition exercise SR delayed smoking marginally more that the plain exercise condition. Findings supported previous research that acute exercise reduces cravings to smoke, and suggests that the use of self-regulation strategies may strengthen exercise for smoking cessation interventions. Copyright © 2016 Elsevier Ltd. All rights reserved.

  15. ADHD and SCT Symptomatology in Relation to College Students' Use of Self-Regulated Learning Strategies.

    Science.gov (United States)

    Shelton, Christopher R; Addison, William E; Hartung, Cynthia M

    2017-02-01

    The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated Strategies for Learning Questionnaire (MSLQ). Among college students, inattention symptomatology was consistently predictive of deficits in use of value, expectancy, and self-regulation strategies, while SCT symptomatology was only predictive of deficits in the use of self-regulation strategies. This study is the first to examine the relation between SCT symptomatology and SRL strategy use in college students. The findings revealed that SRL strategy use differs between college students exhibiting ADHD or SCT symptomatology. Remediation focusing on these deficits would likely increase academic achievement. Clinical implications, limitations, and suggestions for future research are discussed.

  16. Study role of different dimensions of emotional self-regulation on addiction potential.

    Directory of Open Access Journals (Sweden)

    Zahra Nikmanesh

    2014-06-01

    Full Text Available To investigate relationship between addiction potentiality and different dimensions of emotional self-regulation.This descriptive and correlational study included students of Sistan and Baluchistan University, Sistan and Baluchestan, Iran. Participants were selected by random sampling method. We applied Addiction Potential Scale (APS and Difficult in Emotion Regulation Scale (DERS for this study. For statistical analysis, Pearson correlation and regression analysis methods were used.The results show that there is a positive and significant relationship between the addiction potential and all dimensions of emotional self-regulation (excepting lack of awareness. The enter regression analysis for prediction of the APS by the DERS shows that the DERS predicts 16% of the APS variances.Regard to the results, it is necessary to introduce an especial program in emotional self-regulation for the youth with addiction potential.

  17. THE ROLE OF STUDENTS’ MOTIVATIONAL SELF-REGULATION IN STRUCTURE III

    Directory of Open Access Journals (Sweden)

    Thomas Wahyu Prabowo Mukti

    2017-10-01

    Full Text Available One of the important factors that influence the language learning, especially learning the basic rule of a language, is motivation. Many studies have tried to find out the correlation between motivation and self-regulation with the students' academic performance and they find out that both motivation and learning language are correlated so much. Thus, this paper specifically tried to find out the role of students’ motivational self-regulation with the students’ learning strategy. This research employed quantitative approach by employing survey method using observation sheet, questionnaire, and interview on some participants. The results of this study showed that the students’ motivation was high but they cannot self-regulate themselves.

  18. SELF-REGULATED LEARNING DAN PROKRASTINASI: STUDI PADA SISWA SMK PANCA KARYA TANGERANG

    Directory of Open Access Journals (Sweden)

    Nuryetty Zain

    2015-10-01

    Full Text Available This research aims to know whether there is the correlation between self-regulated learning and procrastination in Students of SMK Panca Karya Tangerang. Research method used is a method of survey. The population in this research was all of the students in SMK Panca Karya Tangerang, affordable population in this research is all of Office Administration’s students which consisted of 112 students, and sample used as many as 94 students by using techniques proportional random sampling. An instrument used to obtain data for variable x (self-regulated learning and variable y (procrastination measured using a questionnaire with Liker’s Scale.This study uses the logistic correlation hypothesis test.Results of the analysis showed thatthere is a negative and significant correlation between Self-Regulated Learning and Procrastination.

  19. Self-regulated learning using multimedia programs in Dentistry posgraduate students. A multimethod approach

    Directory of Open Access Journals (Sweden)

    Miguel Rivas LLORET

    2009-10-01

    Full Text Available The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico. A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol was used. Self-regulated activities were identified with the MSLQ questionnaire. Results of the MSLQ pretest/post-test questionnaire didn't show an intervention effect. In contrast, the qualitative methodology allowed the registration of a high frequency of self-regulated dimensions on the metacognitive area, on the making of inferences (cognitive area, and on the planning time and effort (behavioural area. Our data revealed the usefulness of a qualitative methodology for the understanding of the complex nature of the self-regulatory processes on learning environments based on computers.

  20. The influence of swarm deformation on the velocity behavior of falling swarms of particles

    Science.gov (United States)

    Mitchell, C. A.; Pyrak-Nolte, L. J.; Nitsche, L.

    2017-12-01

    Cohesive particle swarms have been shown to exhibit enhanced sedimentation in fractures for an optimal range of fracture apertures. Within this range, swarms travel farther and faster than a disperse (particulate) solution. This study aims to uncover the physics underlying the enhanced sedimentation. Swarm behavior at low Reynolds number in a quiescent unbounded fluid and between smooth rigid planar boundaries is investigated numerically using direct-summation, particle-mesh (PM) and particle-particle particle-mesh (P3M) methods - based upon mutually interacting viscous point forces (Stokeslet fields). Wall effects are treated with a least-squares boundary singularity method. Sub-structural effects beyond pseudo-liquid behavior (i.e., particle-scale interactions) are approximated by the P3M method much more efficiently than with direct summation. The model parameters are selected from particle swarm experiments to enable comparison. From the simulations, if the initial swarm geometry at release is unaffected by the fracture aperture, no enhanced transport occurs. The swarm velocity as a function of apertures increases monotonically until it asymptotes to the swarm velocity in an open tank. However, if the fracture aperture affects the initial swarm geometry, the swarm velocity no longer exhibits a monotonic behavior. When swarms are released between two parallel smooth walls with very small apertures, the swarm is forced to reorganize and quickly deform, which results in dramatically reduced swarm velocities. At large apertures, the swarm evolution is similar to that of a swarm in open tank and quickly flattens into a slow speed torus. In the optimal aperture range, the swarm maintains a cohesive unit behaving similarly to a falling sphere. Swarms falling in apertures less than or greater than the optimal aperture range, experience a level of anisotropy that considerably decreases velocities. Unraveling the physics that drives swarm behavior in fractured porous

  1. Transport of Particle Swarms Through Fractures

    Science.gov (United States)

    Boomsma, E.; Pyrak-Nolte, L. J.

    2011-12-01

    The transport of engineered micro- and nano-scale particles through fractured rock is often assumed to occur as dispersions or emulsions. Another potential transport mechanism is the release of particle swarms from natural or industrial processes where small liquid drops, containing thousands to millions of colloidal-size particles, are released over time from seepage or leaks. Swarms have higher velocities than any individual colloid because the interactions among the particles maintain the cohesiveness of the swarm as it falls under gravity. Thus particle swarms give rise to the possibility that engineered particles may be transported farther and faster in fractures than predicted by traditional dispersion models. In this study, the effect of fractures on colloidal swarm cohesiveness and evolution was studied as a swarm falls under gravity and interacts with fracture walls. Transparent acrylic was used to fabricate synthetic fracture samples with either (1) a uniform aperture or (2) a converging aperture followed by a uniform aperture (funnel-shaped). The samples consisted of two blocks that measured 100 x 100 x 50 mm. The separation between these blocks determined the aperture (0.5 mm to 50 mm). During experiments, a fracture was fully submerged in water and swarms were released into it. The swarms consisted of dilute suspensions of either 25 micron soda-lime glass beads (2% by mass) or 3 micron polystyrene fluorescent beads (1% by mass) with an initial volume of 5μL. The swarms were illuminated with a green (525 nm) LED array and imaged optically with a CCD camera. In the uniform aperture fracture, the speed of the swarm prior to bifurcation increased with aperture up to a maximum at a fracture width of approximately 10 mm. For apertures greater than ~15 mm, the velocity was essentially constant with fracture width (but less than at 10 mm). This peak suggests that two competing mechanisms affect swarm velocity in fractures. The wall provides both drag, which

  2. Societal health and urban sustainability indicators

    Energy Technology Data Exchange (ETDEWEB)

    Petrich, C.H.; Tonn, B.E.

    1996-08-27

    Without the social will, no city can successfully Undertake the planning and programs necessary for meaningful progress toward sustainability. Social will derives from wellsprings of vital societal health. This paper presents an approach to helping cities in APEC member economies initiate a program for developing indicators of sustainability. Representative indicators of social capital and other aspects of civic engagement, as proxies for societal health, are presented.

  3. Scouts behave as streakers in honeybee swarms

    Science.gov (United States)

    Greggers, Uwe; Schöning, Caspar; Degen, Jacqueline; Menzel, Randolf

    2013-08-01

    Harmonic radar tracking was used to record the flights of scout bees during takeoff and initial flight path of two honeybee swarms. One swarm remained intact and performed a full flight to a destination beyond the range of the harmonic radar, while a second swarm disintegrated within the range of the radar and most of the bees returned to the queen. The initial stretch of the full flight is characterized by accelerating speed, whereas the disintegrating swarm flew steadily at low speed. The two scouts in the swarm displaying full flight performed characteristic flight maneuvers. They flew at high speed when traveling in the direction of their destination and slowed down or returned over short stretches at low speed. Scouts in the disintegrating swarm did not exhibit the same kind of characteristic flight performance. Our data support the streaker bee hypothesis proposing that scout bees guide the swarm by traveling at high speed in the direction of the new nest site for short stretches of flight and slowing down when reversing flight direction.

  4. Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

    Science.gov (United States)

    Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

    2013-11-01

    Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing

  5. Parent emotional expressiveness and children's self-regulation: Associations with abused children's school functioning

    Science.gov (United States)

    Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

    2012-01-01

    Objective Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results Parents’ expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. PMID:22565040

  6. Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

    Science.gov (United States)

    Turan, Sevgi; Konan, Ali

    2012-01-01

    Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

  7. Motive-goal congruence moderates the use of automatic self-regulation.

    Science.gov (United States)

    Müller, Florian; Rothermund, Klaus

    2017-10-10

    We tested whether the fit between individuals' motives and goal properties predicts efficiency of implicit self-regulation. Participants' (German university students; M age  = 22; 64% female) implicit motives measurement (Multi-Motive Grid) was followed by assessment of implicit self-regulation in differently framed tasks. In Study 1 (N = 45), positive implicit evaluations of stimuli relating to an achievement goal (studying) were used as an indicator of implicit self-regulation. Study 2 (N = 70) framed a laboratory task as either achievement or power related, thus experimentally controlling the goal's properties, and assessed implicit evaluations for task-related stimuli with an evaluative priming paradigm. Study 3 (N = 67) contrasted playing a game framed as agency related (achievement, power) with a control condition. Implicit evaluations of task-related stimuli were assessed as an indicator of self-regulation with an approach/avoidance task. In Study 1, implicit positive evaluations of an achievement goal were positively related to participants' achievement motive. Because of similarities between achievement and power, implicit positive evaluations of task-related stimuli were positively related to the achievement motive in both conditions of Study 2. In Study 3, positive implicit evaluations of the task were positively related to the agency motives only in the agency condition. Congruence between individuals' implicit motives and goal properties boosts implicit self-regulation, thus identifying a promising predictor for success and failure in self-regulation that potentially mediates effects of goal-motive fit on goal pursuit. © 2017 Wiley Periodicals, Inc.

  8. Patterns in clinical students' self-regulated learning behavior: a Q-methodology study.

    Science.gov (United States)

    Berkhout, Joris J; Teunissen, Pim W; Helmich, Esther; van Exel, Job; van der Vleuten, Cees P M; Jaarsma, Debbie A D C

    2017-03-01

    Students feel insufficiently supported in clinical environments to engage in active learning and achieve a high level of self-regulation. As a result clinical learning is highly demanding for students. Because of large differences between students, supervisors may not know how to support them in their learning process. We explored patterns in undergraduate students' self-regulated learning behavior in the clinical environment, to improve tailored supervision, using Q-methodology. Q-methodology uses features of both qualitative and quantitative methods for the systematic investigation of subjective issues by having participants sort statements along a continuum to represent their opinion. We enrolled 74 students between December 2014 and April 2015 and had them characterize their learning behavior by sorting 52 statements about self-regulated learning behavior and explaining their response. The statements used for the sorting were extracted from a previous study. The data was analyzed using by-person factor analysis to identify clusters of individuals with similar sorts of the statements. The resulting factors and qualitative data were used to interpret and describe the patterns that emerged. Five resulting patterns were identified in students' self-regulated learning behavior in the clinical environment, which we labelled: Engaged, Critically opportunistic, Uncertain, Restrained and Effortful. The five patterns varied mostly regarding goals, metacognition, communication, effort, and dependence on external regulation for learning. These discrete patterns in students' self-regulated learning behavior in the clinical environment are part of a complex interaction between student and learning context. The results suggest that developing self-regulated learning behavior might best be supported regarding individual students' needs.

  9. Societal embedding of climate-friendly innovations

    International Nuclear Information System (INIS)

    Vaeyrynen, E.; Kivisaari, Sirkku; Lovio, R.

    2002-01-01

    This project assesses the possibilities of constructing a market for climate-friendly energy technologies by applying the process of 'societal embedding of innovations'. The term refers to an interactive learning process amongst three groups of key actors: producers, users and societal actors. Their co-operation shapes the innovation to fit the needs of the market and contributes to creation of conditions in which the innovation can be adopted. The project consists of two case studies: (1) Shaping of the ESCO energy service concept in Finnish municipalities and (2) Increasing the use of wood pellets in single-family houses. The case studies have illustrated the possibilities and limitations concerning the application of societal embedding in the energy sector. The project indicates that societal embedding may promote the implementation of climate-friendly energy technologies in at least three ways. Firstly, the process mobilises key actors to cooperation. This generates interactive learning on the problem and its solving. Market construction is forged ahead by mutual adaptation of the innovation and its environment. Secondly, this approach offers a tool to examine the societal quality of the innovation, a question related vitally to climate change. Thirdly, by producing new knowledge of the needs on the market this approach supports the societal actors in choosing different instruments to induce the intended transition to sustainability. (orig.)

  10. Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination.

    Science.gov (United States)

    Strunk, Kamden K; Steele, Misty R

    2011-12-01

    The relative contributions of self-efficacy, self-regulation, and self-handicapping student procrastination were explored. College undergraduate participants (N = 138; 40 men, 97 women, one not reporting sex) filled out the Procrastination Scale, the Self-Handicapping Scale-Short Form, and the Self-regulation and Self-handicapping scales of the Motivated Strategies for Learning Questionnaire. A hierarchical regression of the above measures indicated that self-efficacy, self-regulation, and self-handicapping all predicted scores on the Procrastination Scale, but self-regulation fully accounted for the predictive power of self-efficacy. The results suggested self-regulation and self-handicapping predict procrastination independently. These findings are discussed in relation to the literature on the concept of "self-efficacy for self-regulation" and its use in the field of procrastination research.

  11. How clinical medical students perceive others to influence their self-regulated learning.

    Science.gov (United States)

    Berkhout, Joris J; Helmich, Esther; Teunissen, Pim W; van der Vleuten, Cees P M; Jaarsma, A Debbie C

    2017-03-01

    Undergraduate medical students are prone to struggle with learning in clinical environments. One of the reasons may be that they are expected to self-regulate their learning, which often turns out to be difficult. Students' self-regulated learning is an interactive process between person and context, making a supportive context imperative. From a socio-cultural perspective, learning takes place in social practice, and therefore teachers and other hospital staff present are vital for students' self-regulated learning in a given context. Therefore, in this study we were interested in how others in a clinical environment influence clinical students' self-regulated learning. We conducted a qualitative study borrowing methods from grounded theory methodology, using semi-structured interviews facilitated by the visual Pictor technique. Fourteen medical students were purposively sampled based on age, gender, experience and current clerkship to ensure maximum variety in the data. The interviews were transcribed verbatim and were, together with the Pictor charts, analysed iteratively, using constant comparison and open, axial and interpretive coding. Others could influence students' self-regulated learning through role clarification, goal setting, learning opportunities, self-reflection and coping with emotions. We found large differences in students' self-regulated learning and their perceptions of the roles of peers, supervisors and other hospital staff. Novice students require others, mainly residents and peers, to actively help them to navigate and understand their new learning environment. Experienced students who feel settled in a clinical environment are less susceptible to the influence of others and are better able to use others to their advantage. Undergraduate medical students' self-regulated learning requires context-specific support. This is especially important for more novice students learning in a clinical environment. Their learning is influenced most

  12. On a simple model for self-regulating star formation in the galactic disk

    International Nuclear Information System (INIS)

    Meusinger, H.

    1989-01-01

    Star formation in galaxies is a process with feedback to the interstellar medium (ISM) and possibly it is part of a self-regulating cycle. Dopita (1985) proposed a model in which star formation in spiral and irregular galaxies is self-regulated by the pressure in the ISM. In the present paper it is shown that available data for radial distributions of gas, total mass and the flux of Lyman continuum photons in the disk of our galaxy do not support such a simple model. Several possible causes are discussed. (author)

  13. Hungry for love: the influence of self-regulation on infidelity.

    Science.gov (United States)

    Ciarocco, Natalie J; Echevarria, Jessica; Lewandowski, Gary W

    2012-01-01

    The current research examines the effect of self-regulation on the likelihood of committing infidelity. Thirty-two college students in exclusive romantic relationships interacted through a private chat room with an opposite-sex confederate. Prior to this interaction, a food-restriction task depleted half the participants of self-control. As predicted, depleted levels of self-regulation increased the likelihood of infidelity. Specifically, depleted participants were more likely to both accept a coffee date from and supply a personal telephone number to the confederate than non-depleted participants. Weakened self-control may be one potential cause for the levels of infidelity occurring in romantic partnerships today.

  14. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

    Science.gov (United States)

    Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

  15. Improving Mathematical Communication Ability and Self Regulation Learning of Yunior High Students by Using Reciprocal Teaching

    OpenAIRE

    Qohar, Abdul; Sumarmo, Utari

    2013-01-01

    This paper presents the findings from a posttest experiment control group design  by  using reciprocal teaching, conducted  in Indonesia University of Education to investigate students’ ability in mathematical communication and self regulated learning.  Subject of the study were 254 of 9th grade students from three junior high schools of high, medium, and low level in Bojonegoro, East Java.  The instruments of the study were an essay mathematical communication test, and a self regulated learn...

  16. Self-Regulated Learning: Examining the Baccalaureate Millennial Nursing Student's Approach.

    Science.gov (United States)

    Robb, Meigan K

    2016-01-01

    Pre-licensure baccalaureate nursing programs are facing the demand to retain and graduate students with the skills needed for the complex health care environment. Nursing faculty are challenged to identify the best pedagogical methods for educating the current generation of students. The influence of student-centered approaches is documented in the literature. However, the effective use of these methods requires a collaborative partnership. The cognitive, self-regulated approaches used by millennial nursing students is not well understood. This article describes the findings of a study that examined the relationship between self-regulated approaches to learning, self-efficacy, independent study behaviors, and grade point average.

  17. Galactic evolution with self-regulated star formation - Stability of a simple one-zone model

    International Nuclear Information System (INIS)

    Parravano, A.; Rosenzweig, P.; Teran, M.

    1990-01-01

    In a simple one-zone model of mass exchange between three components (stars, clouds, and diffused gas), a self-regulating mechanism based on the sensitivity of the condensation of small cool clouds upon the radiation density in the 912-1100 A band is presently included. This mechanism is capable of affecting the large-scale structure of the galaxies due to the fact that it acts at a large scale in a very short time. Even in the most favorable models for the production of nonlinear oscillations, the inclusion of this mechanism of self-regulation leads, in many cases, to the progressive damping of the oscillations. 26 refs

  18. Self-regulation resources and physical activity participation among adults with type 2 diabetes.

    Science.gov (United States)

    Castonguay, Alexandre; Miquelon, Paule; Boudreau, François

    2018-01-01

    Physical activity plays a crucial role in the prevention and treatment of type 2 diabetes. Therefore, it is important to understand why so few adults with type 2 diabetes regularly engage in physical activity. The role of self-regulation in the context of health-related behavior adherence, especially in terms of physical activity engagement and adherence, has largely been reviewed based on the strength energy model. Building on this line of research, the aim of this theoretical work was to highlight how self-regulation and ego depletion can influence the lower rate of physical activity participation among adults with type 2 diabetes, compared to adults from the general population.

  19. Bedtime procrastination: A self-regulation perspective on sleep insufficiency in the general population.

    Science.gov (United States)

    Kroese, Floor M; Evers, Catharine; Adriaanse, Marieke A; de Ridder, Denise T D

    2016-05-01

    Getting insufficient sleep has serious consequences in terms of mental and physical health. The current study is the first to approach insufficient sleep from a self-regulation perspective by investigating the phenomenon of bedtime procrastination: going to bed later than intended, without having external reasons for doing so. Data from a representative sample of Dutch adults (N = 2431) revealed that a large proportion of the general population experiences getting insufficient sleep and regularly goes to bed later than they would like to. Most importantly, a relationship between self-regulation and experienced insufficient sleep was found, which was mediated by bedtime procrastination. © The Author(s) 2014.

  20. Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

    Science.gov (United States)

    Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

    2017-01-01

    Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and

  1. Self-Regulation of the Primary Auditory Cortex Attention Via Directed Attention Mediated By Real Time fMRI Neurofeedback

    Science.gov (United States)

    2017-05-05

    NELSON FROM: 59 MDW /SGYU SUBJECT: Professional Presentation Approval 1. Your paper, entitled Self - regulation of the Primary Auditory Cortex Attention via...DATE Sherwood - p.1 Self - regulation of the primary auditory cortex attention via directed attention mediated by real-time fMRI neurofeedback M S...auditory cortex hyperactivity by self - regulation of the primary auditory cortex (A 1) based on real-time functional magnetic resonance imaging neurofeedback

  2. The development of adolescent self-regulation: reviewing the role of parent, peer, friend, and romantic relationships.

    Science.gov (United States)

    Farley, Julee P; Kim-Spoon, Jungmeen

    2014-06-01

    Self-regulation plays an important role in adolescent development, predicting success in multiple domains including school and social relationships. While researchers have paid increasing attention to the influence of parents on the development of adolescent self-regulation, we know little about the influence of peers and friends and even less about the influence of romantic partners on adolescent development of self-regulation. Extant studies examined a unidirectional model of self-regulation development rather than a bidirectional model of self-regulation development. Given that relationships and self-regulation develop in tandem, a model of bidirectional development between relationship context and adolescent self-regulation may be relevant. This review summarizes extant literature and proposes that in order to understand how adolescent behavioral and emotional self-regulation develops in the context of social relationships one must consider that each relationship builds upon previous relationships and that self-regulation and relationship context develop bidirectionally. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  3. The effect of discovery learning and problem-based learning on middle school students’ self-regulated learning

    Science.gov (United States)

    Miatun, A.; Muntazhimah

    2018-01-01

    The aim of this research was to determine the effect of learning models on mathematics achievement viewed from student’s self-regulated learning. The learning model compared were discovery learning and problem-based learning. The population was all students at the grade VIII of Junior High School in Boyolali regency. The samples were students of SMPN 4 Boyolali, SMPN 6 Boyolali, and SMPN 4 Mojosongo. The instruments used were mathematics achievement tests and self-regulated learning questionnaire. The data were analyzed using unbalanced two-ways Anova. The conclusion was as follows: (1) discovery learning gives better achievement than problem-based learning. (2) Achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. (3) For discovery learning, achievement of students who have high self-regulated learning was better than students who have medium and low self-regulated learning. For problem-based learning, students who have high and medium self-regulated learning have the same achievement. (4) For students who have high self-regulated learning, discovery learning gives better achievement than problem-based learning. Students who have medium and low self-regulated learning, both learning models give the same achievement.

  4. DIRECTIONS OF IMPROVING SELF-REGULATING SYSTEM IN CONSTRUCTION IN THE CONTEXT OF THE THEORY OF CHANGE

    Directory of Open Access Journals (Sweden)

    Uvarova Svetlana Sergeevna

    2016-08-01

    Full Text Available Self-regulation in construction is characterized by a number of essential disadvantages, which reduce its efficiency. The authors justify scientific and methodological base of self-regulation, which includes the elements of the theory of change and self-organization. Introduction of self-regulation is considered as organizational and economical change, the life cycle of which is an implementation process of the projects of change. According to the lifecycle, key problem zones of self-regulation process are determined and a number of required economical and institutional changes are offered.

  5. PARTICLE SWARM OPTIMIZATION BASED OF THE MAXIMUM ...

    African Journals Online (AJOL)

    2010-06-30

    Jun 30, 2010 ... Keywords: Particle Swarm Optimization (PSO), photovoltaic system, MPOP, ... systems from one hand and because of the instantaneous change of ..... Because of the P-V characteristics this heuristic method is used to seek ...

  6. A REVIEW OF SWARMING UNMANNED AERIAL VEHICLES

    Directory of Open Access Journals (Sweden)

    CORNEA Mihai

    2016-11-01

    Full Text Available This paper in if fact an overview of state of the art in mobile multi-robot systems as an initial part of our research in implementing a system based on swarm robotics concepts to be used in natural disaster search and rescue missions. The system is to be composed of a group of drones that can detect survivor mobile cell signals and exhibit some other features as well. This paper surveys the swarm robotics research landscape to provide a theoretical background to the implementation and help determine the techniques available to create the system. The Particle swarm optimization (PSO and Glowworm swarm optimization (GSO algorithms are briefly described and there is also insight into Bird flocking behavior and the model behind it

  7. Swarm controlled emergence for ant clustering

    DEFF Research Database (Denmark)

    Scheidler, Alexander; Merkle, Daniel; Middendorf, Martin

    2013-01-01

    .g. moving robots, and clustering algorithms. Design/methodology/approach: Different types of control agents for that ant clustering model are designed by introducing slight changes to the behavioural rules of the normal agents. The clustering behaviour of the resulting swarms is investigated by extensive...... for future research to investigate the application of the method in other swarm systems. Swarm controlled emergence might be applied to control emergent effects in computing systems that consist of many autonomous components which make decentralized decisions based on local information. Practical...... simulation studies. Findings: It is shown that complex behavior can emerge in systems with two types of agents (normal agents and control agents). For a particular behavior of the control agents, an interesting swarm size dependent effect was found. The behaviour prevents clustering when the number...

  8. Time Optimal Reachability Analysis Using Swarm Verification

    DEFF Research Database (Denmark)

    Zhang, Zhengkui; Nielsen, Brian; Larsen, Kim Guldstrand

    2016-01-01

    Time optimal reachability analysis employs model-checking to compute goal states that can be reached from an initial state with a minimal accumulated time duration. The model-checker may produce a corresponding diagnostic trace which can be interpreted as a feasible schedule for many scheduling...... and planning problems, response time optimization etc. We propose swarm verification to accelerate time optimal reachability using the real-time model-checker Uppaal. In swarm verification, a large number of model checker instances execute in parallel on a computer cluster using different, typically randomized...... search strategies. We develop four swarm algorithms and evaluate them with four models in terms scalability, and time- and memory consumption. Three of these cooperate by exchanging costs of intermediate solutions to prune the search using a branch-and-bound approach. Our results show that swarm...

  9. Particle swarm optimisation classical and quantum perspectives

    CERN Document Server

    Sun, Jun; Wu, Xiao-Jun

    2016-01-01

    IntroductionOptimisation Problems and Optimisation MethodsRandom Search TechniquesMetaheuristic MethodsSwarm IntelligenceParticle Swarm OptimisationOverviewMotivationsPSO Algorithm: Basic Concepts and the ProcedureParadigm: How to Use PSO to Solve Optimisation ProblemsSome Harder Examples Some Variants of Particle Swarm Optimisation Why Does the PSO Algorithm Need to Be Improved? Inertia and Constriction-Acceleration Techniques for PSOLocal Best ModelProbabilistic AlgorithmsOther Variants of PSO Quantum-Behaved Particle Swarm Optimisation OverviewMotivation: From Classical Dynamics to Quantum MechanicsQuantum Model: Fundamentals of QPSOQPSO AlgorithmSome Essential ApplicationsSome Variants of QPSOSummary Advanced Topics Behaviour Analysis of Individual ParticlesConvergence Analysis of the AlgorithmTime Complexity and Rate of ConvergenceParameter Selection and PerformanceSummaryIndustrial Applications Inverse Problems for Partial Differential EquationsInverse Problems for Non-Linear Dynamical SystemsOptimal De...

  10. Study of particle swarm optimization particle trajectories

    CSIR Research Space (South Africa)

    Van den Bergh, F

    2006-01-01

    Full Text Available . These theoretical studies concentrate mainly on simplified PSO systems. This paper overviews current theoretical studies, and extend these studies to investigate particle trajectories for general swarms to include the influence of the inertia term. The paper also...

  11. Gene expression in Pseudomonas aeruginosa swarming motility

    Directory of Open Access Journals (Sweden)

    Déziel Eric

    2010-10-01

    Full Text Available Abstract Background The bacterium Pseudomonas aeruginosa is capable of three types of motilities: swimming, twitching and swarming. The latter is characterized by a fast and coordinated group movement over a semi-solid surface resulting from intercellular interactions and morphological differentiation. A striking feature of swarming motility is the complex fractal-like patterns displayed by migrating bacteria while they move away from their inoculation point. This type of group behaviour is still poorly understood and its characterization provides important information on bacterial structured communities such as biofilms. Using GeneChip® Affymetrix microarrays, we obtained the transcriptomic profiles of both bacterial populations located at the tip of migrating tendrils and swarm center of swarming colonies and compared these profiles to that of a bacterial control population grown on the same media but solidified to not allow swarming motility. Results Microarray raw data were corrected for background noise with the RMA algorithm and quantile normalized. Differentially expressed genes between the three conditions were selected using a threshold of 1.5 log2-fold, which gave a total of 378 selected genes (6.3% of the predicted open reading frames of strain PA14. Major shifts in gene expression patterns are observed in each growth conditions, highlighting the presence of distinct bacterial subpopulations within a swarming colony (tendril tips vs. swarm center. Unexpectedly, microarrays expression data reveal that a minority of genes are up-regulated in tendril tip populations. Among them, we found energy metabolism, ribosomal protein and transport of small molecules related genes. On the other hand, many well-known virulence factors genes were globally repressed in tendril tip cells. Swarm center cells are distinct and appear to be under oxidative and copper stress responses. Conclusions Results reported in this study show that, as opposed to

  12. Self-regulated and technology-enhanced learning: a European perspective

    NARCIS (Netherlands)

    Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow

    2014-01-01

    Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate

  13. Self-regulated and technology-enhanced learning: a European perspective

    NARCIS (Netherlands)

    Mooij, Ton; Steffens, Karl; Andrade, Maureen Snow

    2015-01-01

    Self-regulation of learning, learning to learn, and their potential stimulation by specific Information and Communication Technologies (ICTs), are main topics in European policy. This issue of the ‘European Educational Research Journal’ (EERJ) focuses on research to develop, integrate, and evaluate

  14. Management Coaching with Performance Templates to Stimulate Self-Regulated Learning

    Science.gov (United States)

    Lyons, Paul; Bandura, Randall P.

    2017-01-01

    Purpose: Much has been written about self-regulated learning (SRL) (including mind-sets) in psychology and education, but little research is found in the HRD or training literature regarding the stimulation of this learning. This paper aims to present a practical training tool, performance templates (P-T), to demonstrate how a line manager may…

  15. Determinants of Teachers' Recognitions of Self-Regulated Learning Practices in Elementary Education

    Science.gov (United States)

    Lombaerts, Koen; Engels, Nadine; van Braak, Johan

    2009-01-01

    The authors examined the relations among teacher characteristics, contextual factors, and the recognition of self-regulated learning (SRL). Participants of the survey study were 172 elementary school teachers in the Brussels Capital Region and surrounding area (Belgium). The authors assessed the interrelations of several measures on personal…

  16. A Chinese Learner and Her Self-Regulated Learning: An Autoethnography

    Science.gov (United States)

    Heng, Jiang

    2015-01-01

    In this paper, I use an autoethnographical approach, coupled with existing research literature on Chinese learners and learning, to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning, and how they establish and justify their own sense of self-regulation in learning. It…

  17. Pitfalls of the self-regulation of advertisements directed at children on Mexican television.

    Science.gov (United States)

    Théodore, F L; Tolentino-Mayo, L; Hernández-Zenil, E; Bahena, L; Velasco, A; Popkin, B; Rivera, J A; Barquera, S

    2017-08-01

    There are no academic studies that characterize advertisements directed at children from the companies that signed the self-regulation. The aim of this paper was to assess the extent and nature of food advertisements and the persuasive techniques used to market unhealthy food and beverages (UFB) to children, by signatory companies of self-regulation. From December 2012 to April 2013, 600 h of programming were recorded on the four broadcast public television channels in Mexico with the highest rating nationwide. Marketing aimed at children directly (broadcast on children's programmes or advertisements with a specific appeal to children) or indirectly (aimed at other target audiences with messages or scenes that link children to the product) were considered. About 74.9% (2148) of the total food and beverage advertisements tried to influence children directly and indirectly. Companies, which had signed the self-regulation, focused 92.7% of their advertisements on UFB. Of the total number, 23.9% were aimed at children, 7.1% at adolescents, 12.5% at parents and 56.2% at the general public. Most of these advertisements were broadcast on movies (29.8%), cartoons (18%), soap operas (17.6%), entertainment shows (17.2%) and sports programs (6.4%). Despite the self-regulation of television marketing, children were surrounded by UFB advertisements. Signatory companies influence children indirectly by targeting other audiences and by marketing during family television programs, which are also watched by children. © 2016 World Obesity Federation.

  18. [Inefficacy of self-regulation of alcohol advertisements: a systematic review of the literature].

    Science.gov (United States)

    Vendrame, Alan; Pinsky, Ilana

    2011-06-01

    The most recent scientific literature indicates that alcohol advertising influences behavior, particularly early and higher alcohol consumption by children and adolescents. From a public health perspective, alcohol advertising should be restricted. In many countries, as well as in Brazil, limits to alcohol advertising are established by industry self-regulation (e.g. controlled by the advertising community itself). We examined in this review all articles on the subject of industry self-regulation of alcohol advertising published in the international literature. A systematic literature review was conducted on articles investigating the effectiveness of self-regulation of alcohol advertisings. The search was conducted in Medline, SciELO, Camy and Google Scholar, between the years of 1991 and 2010. In addition, the "snowball" technique for the indication of the main authors on the subject was employed. From the articles found, 11 focused on the subject discussed here. The set of articles obtained indicates that industry self-regulation of alcohol advertising does not show evidence of efficacy. In other words, such a regulation does not prevent, for instance, alcohol advertising directed at children and adolescents. Further measures should be considered for the control and the broadcast of alcohol advertising, such as independent monitoring, legal control.

  19. Bedtime procrastination: a self-regulation perspective on sleep insufficiency in the general population

    NARCIS (Netherlands)

    Kroese, Floor|info:eu-repo/dai/nl/313869871; Evers, Catharine|info:eu-repo/dai/nl/280594232; Adriaanse, Marieke|info:eu-repo/dai/nl/304823023; de Ridder, Denise|info:eu-repo/dai/nl/070706174

    2016-01-01

    Getting insufficient sleep has serious consequences in terms of mental and physical health. The current study is the first to approach insufficient sleep from a self-regulation perspective by investigating the phenomenon of bedtime procrastination: going to bed later than intended, without having

  20. Individual Style of Self-Regulation of the Top Quality Sportsmen

    Directory of Open Access Journals (Sweden)

    V. N. Potapov

    2012-01-01

    Full Text Available The paper deals with identifying the individual specifics of self- regulation style development by the top qualification biathletes – the members of the Russian Federation team. The research combines the theoretical analysis methods, idealization and modeling techniques, psychological diagnostics, medical and pedagogical testing, and pedagogic experiment. The methodology basis includes the ideas of self-regulation developed by O. A. Konopkin and V. I. Morosanova. The author has devised and substantiated the method of developing the individual style of self-regulation by the top category biathletes. It has been proved that the above style can be achieved by sportsmen in the process of developing socially adequate motivation and socially valued personality traits by using verbal auto-training methods. It is indicated that there is no fixed correlation between a success in sport training and personality type. However, each type has its inherent steady characteristic complex of self-regulation. The research findings can be implemented both in training the top achievement sportsmen and sport reserves. 

  1. How leaders self-regulate their task performance: evidence that power promotes diligence, depletion, and disdain.

    Science.gov (United States)

    DeWall, C Nathan; Baumeister, Roy F; Mead, Nicole L; Vohs, Kathleen D

    2011-01-01

    When leaders perform solitary tasks, do they self-regulate to maximize their effort, or do they reduce effort and conserve their resources? Our model suggests that power motivates self-regulation toward effective performance-unless the task is perceived as unworthy of leaders. Our 1st studies showed that power improves self-regulation and performance, even when resources for self-regulation are low (ego depletion). Additional studies showed that leaders sometimes disdain tasks they deem unworthy, by withholding effort (and therefore performing poorly). Ironically, during ego depletion, leaders skip the appraisal and, therefore, work hard regardless of task suitability, so that depleted leaders sometimes outperform nondepleted ones. Our final studies replicated these patterns with different tasks and even with simple manipulation of framing and perception of the same task (Experiment 5). Experiment 4 also showed that the continued high exertion of leaders when depleted takes a heavy toll, resulting in larger impairments later. The judicious expenditure of self-control resources among powerful people may help them prioritize their efforts to pursue their goals effectively. (PsycINFO Database Record (c) 2010 APA, all rights reserved).

  2. Health and Self-Regulation among School-Age Children Experiencing Family Homelessness

    Directory of Open Access Journals (Sweden)

    Andrew J. Barnes

    2017-08-01

    Full Text Available Children in homeless families have high levels of adversity and are at risk for behavior problems and chronic health conditions, however little is known about the relationship between cognitive-emotional self-regulation and health among school-aged homeless children. Children (n = 86; mean age 10.5 living in shelters were assessed for health, family stress/adversity, emotional-behavioral regulation, nonverbal intellectual abilities, and executive function. Vision problems were the most prevalent health condition, followed by chronic respiratory conditions. Cumulative risk, child executive function, and self-regulation problems in children were uniquely related to child physical health. Homeless children experience problems with cognitive, emotional, and behavioral regulation as well as physical health, occurring in a context of high psychosocial risk. Several aspects of children’s self-regulation predict physical health in 9- to 11-year-old homeless children. Health promotion efforts in homeless families should address individual differences in children’s self-regulation as a resilience factor.

  3. The Potentials of Educational Data Mining for Researching Metacognition, Motivation and Self-Regulated Learning

    Science.gov (United States)

    Winne, Philip H.; Baker, Ryan S. J. D.

    2013-01-01

    Our article introduces the "Journal of Educational Data Mining's" Special Issue on Educational Data Mining on Motivation, Metacognition, and Self-Regulated Learning. We outline general research challenges for data mining researchers who conduct investigations in these areas, the potential of EDM to advance research in this area, and…

  4. Evaluation of a serious self-regulation game intervention for overweight-related behaviors ("Balance It")

    NARCIS (Netherlands)

    Spook, Jorinde; Paulussen, Theo; Kok, Gerjo; Empelen, van Pepijn

    2016-01-01

    Background: Serious games have the potential to promote health behavior. Because overweight is still a major issue among secondary vocational education students in the Netherlands, this study piloted the effects of "Balance It," a serious self-regulation game intervention targeting students'

  5. Self-Regulated Workplace Learning: A Pedagogical Framework and Semantic Web-Based Environment

    Science.gov (United States)

    Siadaty, Melody; Gasevic, Dragan; Jovanovic, Jelena; Pata, Kai; Milikic, Nikola; Holocher-Ertl, Teresa; Jeremic, Zoran; Ali, Liaqat; Giljanovic, Aleksandar; Hatala, Marek

    2012-01-01

    Self-regulated learning processes have a potential to enhance the motivation of knowledge workers to take part in learning and reflection about learning, and thus contribute to the resolution of an important research challenge in workplace learning. An equally important research challenge for the successful completion of each step of a…

  6. The Effect of Reflective Science Journal Writing on Students' Self-Regulated Learning Strategies

    Science.gov (United States)

    Al-Rawahi, Nawar M.; Al-Balushi, Sulaiman M.

    2015-01-01

    The current study investigates the effectiveness of grade-ten students' reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students…

  7. Analyzing the Impact of Using Optional Activities in Self-Regulated Learning

    Science.gov (United States)

    Ruipérez-Valiente, Jose A.; Muñoz-Merino, Pedro J.; Kloos, Carlos Delgado; Niemann, Katja; Scheffel, Maren; Wolpers, Martin

    2016-01-01

    Self-regulated learning (SRL) environments provide students with activities to improve their learning (e.g., by solving exercises), but they might also provide optional activities (e.g., changing an avatar image or setting goals) where students can decide whether they would like to use or do them and how. Few works have dealt with the use of…

  8. The Relationship of Scaffolding on Cognitive Load in an Online Self-Regulated Learning Environment

    Science.gov (United States)

    Danilenko, Eugene Paul

    2010-01-01

    Scaffolding learners in self-regulated learning environments is a topic of increasing importance as implementation of online learning grows. Since cognitive overload in hypermedia environments can be a problem for some learners, instructional design strategies can be used to decrease extraneous load or encourage germane load in order to help…

  9. Aspects on Media Self Regulation Reflected in the Activity of Romanian Journalists

    Directory of Open Access Journals (Sweden)

    Daniela Aurelia Popa

    2011-05-01

    Full Text Available The media organizations in Romania, reticent to the idea to constraint the press freedom, manage to understand the importance of implementing a system of media responsibility. Therefore, the present study is a research in incipient stage that begins with the identification of the initiatives of media self regulation as an alternative to the efforts of enacting press in Romania. The identification of the self regulating system in Romania will be accomplished through the description of the context of development of the media responsibility system in the Romanian journalistic culture and by underlining the self regulation initiatives. For the delineation and establishment of such important self regulation initiatives, the activity of an ethical instance is necessary, for the defense and solving cases of norms contained by the new deontological code. The establishment of such an instance in Romania will represent a viable solution for the development of a more ethical professional environment that confirms the assumption of media responsibility for the adhesion to quality journalistic standards.

  10. Effect of Methods of Learning and Self Regulated Learning toward Outcomes of Learning Social Studies

    Science.gov (United States)

    Tjalla, Awaluddin; Sofiah, Evi

    2015-01-01

    This research aims to reveal the influence of learning methods and self-regulated learning on students learning scores for Social Studies object. The research was done in Islamic Junior High School (MTs Manba'ul Ulum), Batuceper City Tangerang using quasi-experimental method. The research employed simple random technique to 28 students. Data were…

  11. Self-Regulation Strategies in Achievement Settings: Culture and Gender Differences.

    Science.gov (United States)

    Kurman, Jenny

    2001-01-01

    Investigated culture and gender differences in a self-regulation task. College students in Singapore and Israel completed anagram-solving task that let them select levels of difficulty to maximize achievement. There were cultural differences in attained scores. Women preferred significantly easier tasks, though there was no gender difference in…

  12. Self-regulation and weight reduction in patients with type 2 diabetes : A pilot intervention study

    NARCIS (Netherlands)

    Huisman, S.; de Gucht, V.; Maes, S.; Schroevers, M.; Chatrou, M.; Haak, H.

    2009-01-01

    Objective: To evaluate the efficacy of a self-regulation (SR) weight reduction intervention on weight, body mass index(BMI), glycosylated hemoglobin (HbA1c) (primary outcomes), exercise, nutrition and quality of life (secondary outcomes). Methods: A pilot intervention (n = 53) based on SR-principles

  13. Self-Regulation of Physical Education Teacher Education Students' Attitudes towards Exercise and Diet

    Science.gov (United States)

    Wilkinson, Carol; Prusak, Keven

    2013-01-01

    The purpose of this study was to assess differences in self-regulation of attitudes towards engaging in exercise and eating a healthy diet between physical education teacher education (PETE) students and general education (GE) students, and between male students and female students. Participants were university students (n = 194) at a university…

  14. Using Self-Regulated Learning Strategies to Develop Students' Multicultural Counseling Competency

    Science.gov (United States)

    Zeleke, Waganesh A.; Karayigit, Cebrail; Myers-Brooks, Kaitlyn

    2018-01-01

    This study examines the effect of self-regulated learning strategies on students' multicultural competency development. Quantitative and qualitative data were collected from 26 students who took a semester-long multicultural counseling course. Results show statistically significant improvement in students' multicultural awareness and knowledge and…

  15. Self-Regulated Learning Using Multimedia Programs in Dentistry Postgraduate Students: A Multimethod Approach

    Science.gov (United States)

    Lloret, Miguel; Aguila, Estela; Lloret, Alejandro

    2009-01-01

    The purpose of this study was to study the effect of a multimedia computing program on the production of activities and self-regulated learning processes in 18 students of the Dentistry postdegree (Celaya, Mexico). A multi-method design (quasi-experimental, pretest-post-test and qualitative: Think aloud protocol) was used. Self-regulated…

  16. To Achieve or Not To Achieve: A Self-Regulation Perspective on Adolescents' Academic Decision Making.

    Science.gov (United States)

    Miller, David C.; Byrnes, James P.

    2001-01-01

    This study investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents' academic decision making. Measures included an assessment of decision-making skill; academic goals; select scales of Learning and Study Strategies Inventory; and teacher ratings of achievement behavior. Adolescents'…

  17. Self-regulated learning: A key learning effect of feedback in a ...

    African Journals Online (AJOL)

    Background. Problem-based learning (PBL) has been adopted across many health professions training institutions. Small-group student tutorials are a major component of PBL. Facilitator feedback during a tutorial is a key activity to promote self-regulated learning. Objective. To explore ways in which students use feedback ...

  18. Investigating Grit and Its Relations with College Students' Self-Regulated Learning and Academic Achievement

    Science.gov (United States)

    Wolters, Christopher A.; Hussain, Maryam

    2015-01-01

    We investigated grit and its relations with students' self-regulated learning (SRL) and academic achievement. An ethnically diverse sample of 213 college students completed an online self-report survey that included the Grit Short scale (Duckworth and Quinn "Journal of Personality Assessment, 91(2)," 166-174, 2009), seven indicators of…

  19. "Mind-Blowing:" Fostering Self-Regulated Learning in Information Literacy Instruction

    Science.gov (United States)

    Houtman, Eveline

    2015-01-01

    The new ACRL "Framework for Information Literacy for Higher Education" brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how…

  20. Assessing Self-Regulated Strategies for School Writing: Cross-Cultural Validation of a Triadic Measure

    Science.gov (United States)

    Malpique, Anabela Abreu; Veiga Simão, Ana Margarida

    2015-01-01

    This study reports on the construction of a questionnaire to assess ninth-grade students' use of self-regulated strategies for school writing tasks. Exploratory and confirmatory factorial analyses were conducted to validate the factor structure of the instrument. The initial factor analytic stage (n = 296) revealed a 13-factor scale, accounting…

  1. Promoting Self-Regulation through School-Based Martial Arts Training

    Science.gov (United States)

    Lakes, Kimberley D.; Hoyt, William T.

    2004-01-01

    The impact of school-based Tae Kwon Do training on self-regulatory abilities was examined. A self-regulation framework including three domains (cognitive, affective, and physical) was presented. Children (N = 207) from kindergarten through Grade 5 were randomly assigned by homeroom class to either the intervention (martial arts) group or a…

  2. Learning Pre-Played Solos: Self-Regulated Learning Strategies in Jazz/Improvised Music

    Science.gov (United States)

    Nielsen, Siw G.

    2015-01-01

    This article reports on the self-regulated learning strategies of two advanced students in jazz/improvised music education when learning pre-played solos over well-known jazz tunes. The students were enrolled in a well-established performance degree programme in a music conservatoire, and videotaped their own individual practice sessions. In…

  3. Pupils' Readiness for Self-Regulated Learning in the Forethought Phase of Exploratory Production

    Science.gov (United States)

    Metsärinne, Mika; Kallio, Manne; Virta, Kalle

    2015-01-01

    This article discusses pupils' readiness for self-regulation in Exploratory Production in Technology Education. In the forethought phase of Exploratory Production, pupils envision and regulate their technological production activities. Next, in the performance phase, the envisioned goals are tried and implemented through ideating, planning and…

  4. Academic Motivation and Self-Regulated Learning in Predicting Academic Achievement in College

    Science.gov (United States)

    Çetin, Baris

    2015-01-01

    The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…

  5. Self Regulated Learning for Developing Nursing Skills via Web-Based

    Science.gov (United States)

    Razak, Rafiza Abdul; Hua, Khor Bee

    2013-01-01

    The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

  6. Using Self-Regulated Strategy Development for Written Expression with Students with Attention Deficit Hyperactivity Disorder

    Science.gov (United States)

    Reid, Robert; Hagaman, Jessica L.; Graham, Steve

    2014-01-01

    This review assessed the use of self-regulated strategy development (SRSD) for teaching written composition strategies to students with attention deficit hyperactivity disorders. We examined the participants and the settings in which SRSD has been used, the writing strategies tested, genres addressed, and the effects of SRSD on outcome measures.…

  7. Self-Regulated Learning in the Digital Age: An EFL Perspective

    Science.gov (United States)

    Sahin Kizil, Aysel; Savran, Zehra

    2016-01-01

    Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in…

  8. Barriers to Construction Health and Safety Self-regulation: A Scoping Case of Nigeria

    Directory of Open Access Journals (Sweden)

    Umeokafor Nnedinma

    2017-03-01

    Full Text Available This scoping study builds on the recent uncovering that in terms of health and safety (H&S, the Nigerian construction industry is self-regulated in various forms, not unregulated and that the size of company can further explain H&S self-regulation. Consequently, the barriers identified through literature review were assessed using questionnaires. Analysis of the data collected from construction practitioners in Nigeria shows that ‘economic factors’ mostly explains the barriers to construction H&S self-regulation. This is followed by the ‘ability to self-regulate’ and ‘lack of awareness’. Furthermore, the results show significant differences among small, medium and large construction contractors on seven factors of which include ‘normative case’ factors, ‘H&S is a duty’, ‘H&S is the right thing’ and ‘unfair H&S standards or legislation’. Although a scoping study, the study draws attention to the barriers to construction H&S self-regulation in Nigeria and demonstrates an alternative to state regulation of H&S.

  9. Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

    Science.gov (United States)

    de Corte, Erik

    2012-01-01

    In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…

  10. Self-regulation of learning processes of student teachers in new training arrangements

    NARCIS (Netherlands)

    Endedijk, M.; Vermunt, J.D.; Brekelmans, J.M.G.; Brok, den P.J.; Verloop, N.

    2007-01-01

    In the last decade a lot of new training arrangements for student teachers have been started. One of the major changes with regard to former curricula is the more self-regulative way of learning that is expected from student teachers. The question rises if student teachers are well prepared to be

  11. Self-regulation of recombinant DNA technology in Japan in the 1970s.

    Science.gov (United States)

    Nagai, Hiroyuki; Nukaga, Yoshio; Saeki, Koji; Akabayashi, Akira

    2009-07-01

    Recombinant DNA technology was developed in the United States in the early 1970s. Leading scientists held an international Asilomar Conference in 1975 to examine the self regulation of recombinant DNA technology, followed by the U.S. National Institutes of Health drafting the Recombinant DNA Research Guidelines in 1976. The result of this conference significantly affected many nations, including Japan. However, there have been few historical studies on the self-regulation of recombinant technologies conducted by scientists and government officials in Japan. The purpose of this paper is to analyze how the Science Council of Japan, the Ministry of Education, Science adn Culture, and the Science and Technology Agency developed self-regulation policies for recombinant DNA technology in Japan in the 1970s. Groups of molecular biologist and geneticists played a key role in establishing guidelines in cooperation with government officials. Our findings suggest that self-regulation policies on recombinant DNA technology have influenced safety management for the life sciences and establishment of institutions for review in Japan.

  12. Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures

    Science.gov (United States)

    Antonietti, Alessandro; Colombo, Barbara; Di Nuzzo, Chiara

    2015-01-01

    This study aims at investigating students' strategies--as revealed by behavioural, psychophysiological and introspective measures--which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to…

  13. A 3-Year Study of Self-Regulation in Montessori and Non-Montessori Classrooms

    Science.gov (United States)

    Ervin, Barbara; Wash, Pamela D.; Mecca, Marilyn E.

    2010-01-01

    Albert Bandura, the leading pioneer in the study of self-regulation, has defined the term as the child's ability to self-educate, self-direct, regulate motivation, and learn to think about what she is learning (1994). Lev Vygotsky's theory that children can be taught to think independently about how to solve problems expands upon Bandura's work…

  14. The Role of Emotional Reactivity, Self-Regulation, and Puberty in Adolescents' Prosocial Behaviors

    Science.gov (United States)

    Carlo, Gustavo; Crockett, Lisa J.; Wolff, Jennifer M.; Beal, Sarah J.

    2012-01-01

    This study was designed to examine the roles of emotional reactivity, self-regulation, and pubertal timing in prosocial behaviors during adolescence. Participants were 850 sixth graders (50 percent female, mean age = 11.03, standard deviation = 0.17) who were followed up at the age of 15. In hierarchical regression models, measures of emotional…

  15. Self-Regulation, Self-Efficacy and Health Behavior Change in Older Adults.

    Science.gov (United States)

    Purdie, Nola; McCrindle, Andrea

    2002-01-01

    Presents an overview of self-regulation models: theory of planned behavior, protection motivation theory, health belief model, action control theory, transtheoretical model of behavior change, health action process, and precaution adoption process. Applies models to health behavior change in older adults with cardiovascular disease or diabetes.…

  16. Promoting the self-regulation of clinical reasoning skills in nursing students.

    Science.gov (United States)

    Kuiper, R; Pesut, D; Kautz, D

    2009-10-02

    The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues.

  17. Determining the Impact of Prenatal Tobacco Exposure on Self-Regulation at 6 Months

    Science.gov (United States)

    Wiebe, Sandra A.; Fang, Hua; Johnson, Craig; James, Karen E.; Espy, Kimberly Andrews

    2014-01-01

    Our goal in the present study was to examine the effects of maternal smoking during pregnancy on infant self-regulation, exploring birth weight as a mediator and sex as a moderator of risk. A prospective sample of 218 infants was assessed at 6 months of age. Infants completed a battery of tasks assessing working memory/inhibition, attention, and…

  18. Time will tell: The role of mobile learning analytics in self-regulated learning

    NARCIS (Netherlands)

    Tabuenca, Bernardo; Kalz, Marco; Drachsler, Hendrik; Specht, Marcus

    2015-01-01

    This longitudinal study explores the effects of tracking and monitoring time devoted to learn with a mobile tool, on self-regulated learning. Graduate students (n = 36) from three different online courses used their own mobile devices to track how much time they devoted to learn over a period of

  19. Self-Regulated Learning and Perceived Health among Students Participating in University Physical Activity Classes

    Science.gov (United States)

    McBride, Ron E.; Xiang, Ping

    2013-01-01

    Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed…

  20. An Observational Study of Intermediate Band Students' Self-Regulated Practice Behaviors

    Science.gov (United States)

    Miksza, Peter; Prichard, Stephanie; Sorbo, Diana

    2012-01-01

    The purpose of this study was to investigate intermediate musicians' self-regulated practice behaviors. Thirty sixth- through eighth-grade students were observed practicing band repertoire individually for 20 min. Practice sessions were coded according to practice frame frequency and duration, length of musical passage selected, most prominent…

  1. Hope, Self-Esteem, and Self-Regulation: Positive Characteristics among Men and Women in Recovery

    Science.gov (United States)

    Ferrari, Joseph R.; Stevens, Edward B.; Legler, Raymond; Jason, Leonard A.

    2012-01-01

    Hopefulness remains unclear in relation to aspects of self-control and self-esteem among adults in substance abuse recovery. The present study explored the relationship between dispositional hope (agency and pathway) with self-esteem (self-liking, self-competency, and self-confidence) and self-regulation (impulse control and self-discipline),…

  2. Students' Characteristics, Self-Regulated Learning, Technology Self-Efficacy, and Course Outcomes in Online Learning

    Science.gov (United States)

    Wang, Chih-Hsuan; Shannon, David M.; Ross, Margaret E.

    2013-01-01

    The purpose of this study was to examine the relationship among students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning settings. Two hundred and fifty-six students participated in this study. All participants completed an online survey that included demographic information, the modified…

  3. Using Self-Regulated Learning Methods to Increase Native American College Retention

    Science.gov (United States)

    Patterson, David A.; Ahuna, Kelly H.; Tinnesz, Christine Gray; Vanzile-Tamsen, Carol

    2014-01-01

    A big challenge facing colleges and university programs across the United States is retaining students to graduation. This is especially the case for Native American students, who have had one of the highest dropout rates over the past several decades. Using data from a large university that implemented a self-regulated learning course for…

  4. The NAD/NARB System: Advertising Self-Regulation at Work.

    Science.gov (United States)

    Hays, Robert

    Self-regulation, as defined by the National Advertising Division/National Advertising Review Board (NAD/NARB), is a process whereby the advertising industry regulates itself and turns to the federal government only if the system fails. The NAD/NARB system involves a two-step process: complaints are initially handled by the NAD and then are either…

  5. Obesity, overconsumption and self-regulation failure: The unsung role of eating appropriateness standards

    NARCIS (Netherlands)

    Ridder, de D.T.D.; Vet, de E.; Stok, F.M.; Adriaanse, M.A.; Wit, J.B.F.

    2013-01-01

    There is a tendency to blame the so-called ‘obesogenic’ environment, characterised by the abundant presence of high caloric, palatable foods, for the failure of self-regulation of eating behaviour and, consequently, the obesity epidemic. In the present article, it is argued that in addition to the

  6. Parenting and Adolescent Self-Regulation Mediate between Family Socioeconomic Status and Adolescent Adjustment

    Science.gov (United States)

    Farley, Julee P.; Kim-Spoon, Jungmeen

    2017-01-01

    Using two waves of longitudinal data, we utilized the family stress model of economic hardship to test whether family socioeconomic status is related to adolescent adjustment (substance use and academic achievement) through parental knowledge and adolescent self-regulation (behavioral self-control and delay discounting). Participants included 220…

  7. The Effect of Collaborative Learning and Self-Assessment on Self-Regulation

    Science.gov (United States)

    Hatami, Ali

    2015-01-01

    In this study, the effects of teacher assistants' collaborative learning and learners' self-assessment on self-regulation and academic achievement at high levels have been investigated. Collaborative learning teaching method (Jigsaw and teacher assistant) is used for one group and the other group had also the same as well as learners'…

  8. Self-regulation of learning and performance level of elite youth soccer players

    NARCIS (Netherlands)

    Toering, Tynke; Elferink-Gemser, Marije T.; Jordet, Geir; Pepping, Gert-Jan; Visscher, Chris

    2012-01-01

    This study examined the relationship between self-regulated learning and performance level of 256 elite youth soccer players aged 12 to 17 years (M-age = 14.2; SD = 1.2). As relative age may affect this relationship through its association with maturation, experience, and performance level, we

  9. The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems

    Directory of Open Access Journals (Sweden)

    Martine Baars

    2017-08-01

    Full Text Available Self-regulated learning (SRL skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a self-regulated way, affective and motivational resources have received much less research attention. The current study investigated the relation between affect (i.e., Positive Affect and Negative Affect Scale, motivation (i.e., autonomous and controlled motivation, mental effort, SRL skills, and problem-solving performance when learning to solve biology problems in a self-regulated online learning environment. In the learning phase, secondary education students studied video-modeling examples of how to solve hereditary problems, solved hereditary problems which they chose themselves from a set of problems with different complexity levels (i.e., five levels. In the posttest, students solved hereditary problems, self-assessed their performance, and chose a next problem from the set of problems but did not solve these problems. The results from this study showed that negative affect, inaccurate self-assessments during the posttest, and higher perceptions of mental effort during the posttest were negatively associated with problem-solving performance after learning in a self-regulated way.

  10. The association between motivation, affect, and self-regulated learning when solving problems

    NARCIS (Netherlands)

    M.A. Baars (Martine); L. Wijnia (Lisette); G.W.C. Paas (Fred)

    2017-01-01

    textabstractSelf-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a

  11. Using online learning networks to promote self-regulated learning in primary teacher education

    NARCIS (Netherlands)

    Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

    2017-01-01

    Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, teacher educators have begun to increase student teachers’ SRL opportunities in educational pre-service programs. Although primary teacher educators are aware of

  12. Relations between Self Regulation, Future Time Perspective and the Delay of Gratification in University Students

    Science.gov (United States)

    Avci, Suleyman

    2013-01-01

    The present study was conducted on 508 (331 female, 144 male) first grade university students in order to investigate the relations between self regulation, the future time perspectives, and the delay of gratification in the academic field. A future time perspective scale, an academic delay of gratification scale and a motivational strategies for…

  13. The role of interest, self-efficacy and academic self-regulation in ...

    African Journals Online (AJOL)

    The role of interest, self-efficacy and academic self-regulation in predicting academic achievement of students of Islamic Azad University. ... academic achievement and among subtests of interest only subtests of confidence has ability to predict academic achievement, but self-efficacy is not able to predict students' progress.

  14. The process of self-regulation in adolescents: A narrative approach.

    Science.gov (United States)

    Conover, Kelly; Daiute, Colette

    2017-06-01

    This qualitative study utilized a narrative approach to explore the process of self-regulation in adolescents and to examine the functions of various relational genres on psychological state and context expressions in this process. Nineteen participants, who live in high-risk settings were recruited from a youth development and life skills program located at an urban public high school in the United States. The goal of this project is to craft a process method for research and practice on adolescents' self-regulation while providing evidence for self-regulation being a complex process. This research uses an exploratory study design with a narrative approach, utilizing text message based activities in the method. Findings from the plot analysis suggest that for adolescents, the process of self-regulation begins as highly emotional and then becomes a more emotionally and cognitively balanced process. In addition, adolescents utilize different strategies to resolve conflict situations across different contexts and relational genres. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

  15. Internet-Specific Epistemic Beliefs and Self-Regulated Learning in Online Academic Information Searching

    Science.gov (United States)

    Chiu, Yen-Lin; Liang, Jyh-Chong; Tsai, Chin-Chung

    2013-01-01

    Epistemic beliefs have been considered as important components of the self-regulatory model; however, their relationships with self-regulated learning processes in the Internet context need further research. The main purpose of this study was to examine the relationships between Internet-specific epistemic belief dimensions and self-regulated…

  16. Chilean Family Reminiscing about Emotions and Its Relation to Children's Self-Regulation Skills

    Science.gov (United States)

    Leyva, Diana; Nolivos, Virginia

    2015-01-01

    Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a…

  17. The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems

    Science.gov (United States)

    Vula, Eda; Avdyli, Rrezarta; Berisha, Valbona; Saqipi, Blerim; Elezi, Shpetim

    2017-01-01

    This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems.…

  18. Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

    NARCIS (Netherlands)

    Dekker, Sanne; Krabbendam, Lydia; Lee, Nikki; Boschloo, Annemarie; De Groot, Renate; Jolles, Jelle

    2016-01-01

    This study investigated whether academic achievement was predicted by the goal which generally drives a student’s learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read

  19. The effect of self-awareness and self-regulation on organizational ...

    African Journals Online (AJOL)

    Optimal utilization of employees and facilities is the primary goal of any organization and creation of a commitment and satisfaction in employees can have a major role to realize the goals. The aim of this study is to investigate The Effect of Self-awareness and Self-regulation on Organizational Commitment Employees of ...

  20. Examining Hypermedia Learning: The Role of Cognitive Load and Self-Regulated Learning

    Science.gov (United States)

    Moos, Daniel

    2013-01-01

    Distinct theoretical perspectives, Cognitive Load Theory and Self-Regulated Learning (SRL) theory, have been used to examine individual differences the challenges faced with hypermedia learning. However, research has tended to use these theories independently, resulting in less robust explanations of hypermedia learning. This study examined the…