THE EFFECTIVENESS OF SUPPORTIVE EDUCATIVE IN INCREASING SELF REGULATION, SELF EFFICACY, AND SELF CARE AGENCY TO CONTROL GLICHEMIC INDEX IN PATIENT WITH TYPE II DIABETES

Directory of Open Access Journals (Sweden)

Darmansyah AF

2017-04-01

control and diet, physical exercise, medication, blood sugar control and foot care (p = <0.05, self efficacy (p = 0,05, self care agency (p = <0,05. Test result of the correlation among the variables using Partial Least Square (PLS suggest supportive educative model and the obtained value of self regulation is (0,561, self effi cacy is (0,548 self regulation to self care agency (0,592, self effi cacy to self regulation (0,162, self regulation to self care agency (0,094, and self care agency to HbA1c (0,130. Discussion and Conclusion: Novelty in this study indicated that supportive educative is able to improve self care agency patient and HbA1c through increasing self regulation. It is recommended that model of supportive educative could be applied in health service in Indonesia in regard to be independency patient with type 2 DM and other chronical disease.

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.

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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

Devising a Structural Equation Model of Relationships between Preservice Teachers' Time and Study Environment Management, Effort Regulation, Self-Efficacy, Control of Learning Beliefs, and Metacognitive Self-Regulation

Science.gov (United States)

Sen, Senol; Yilmaz, Ayhan

2016-01-01

The objective of this study is to analyze the relationship between preservice teachers' time and study environment management, effort regulation, self-efficacy beliefs, control of learning beliefs and metacognitive self-regulation. This study also investigates the direct and indirect effects of metacognitive self-regulation on time and study…

Peculiarities of self-regulation of extreme profile specialists

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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

Impaired Voluntary Control in PTSD: Probing Self-Regulation of the ACC With Real-Time fMRI

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Jana Zweerings

2018-05-01

Full Text Available Background: Post-traumatic stress disorder (PTSD is characterized by deficits in the self-regulation of cognitions and emotions. Neural networks of emotion regulation may exhibit reduced control mediated by the anterior cingulate cortex (ACC, contributing to aberrant limbic responses in PTSD.Methods: Real-time fMRI neurofeedback (rt-fMRI NF assessed self-regulation of the ACC in nine patients with PTSD after single trauma exposure and nine matched healthy controls. All participants were instructed to train ACC upregulation on three training days.Results: Both groups achieved regulation, which was associated with wide-spread brain activation encompassing the ACC. Compared to the controls, regulation amplitude and learning rate was lower in patients, correlating with symptom severity. In addition, a frontopolar activation cluster was associated with self-regulation efforts in patients.Conclusions: For the first time, we tested self-regulation of the ACC in patients with PTSD. The observed impairment supports models of ACC-mediated regulation deficits that may contribute to the psychopathology of PTSD. Controlled trials in a larger sample are needed to confirm our findings and to directly investigate whether training of central regulation mechanisms improves emotion regulation in PTSD.

Self-Organized Biological Dynamics and Nonlinear Control

Science.gov (United States)

Walleczek, Jan

2006-04-01

The frontiers and challenges of biodynamics research Jan Walleczek; Part I. Nonlinear Dynamics in Biology and Response to Stimuli: 1. External signals and internal oscillation dynamics - principal aspects and response of stimulated rhythmic processes Friedemann Kaiser; 2. Nonlinear dynamics in biochemical and biophysical systems: from enzyme kinetics to epilepsy Raima Larter, Robert Worth and Brent Speelman; 3. Fractal mechanisms in neural control: human heartbeat and gait dynamics in health and disease Chung-Kang Peng, Jeffrey M. Hausdorff and Ary L. Goldberger; 4. Self-organising dynamics in human coordination and perception Mingzhou Ding, Yanqing Chen, J. A. Scott Kelso and Betty Tuller; 5. Signal processing in biochemical reaction networks Adam P. Arkin; Part II. Nonlinear Sensitivity of Biological Systems to Electromagnetic Stimuli: 6. Electrical signal detection and noise in systems with long-range coherence Paul C. Gailey; 7. Oscillatory signals in migrating neutrophils: effects of time-varying chemical and electrical fields Howard R. Petty; 8. Enzyme kinetics and nonlinear biochemical amplification in response to static and oscillating magnetic fields Jan Walleczek and Clemens F. Eichwald; 9. Magnetic field sensitivity in the hippocampus Stefan Engström, Suzanne Bawin and W. Ross Adey; Part III. Stochastic Noise-Induced Dynamics and Transport in Biological Systems: 10. Stochastic resonance: looking forward Frank Moss; 11. Stochastic resonance and small-amplitude signal transduction in voltage-gated ion channels Sergey M. Bezrukov and Igor Vodyanoy; 12. Ratchets, rectifiers and demons: the constructive role of noise in free energy and signal transduction R. Dean Astumian; 13. Cellular transduction of periodic and stochastic energy signals by electroconformational coupling Tian Y. Tsong; Part IV. Nonlinear Control of Biological and Other Excitable Systems: 14. Controlling chaos in dynamical systems Kenneth Showalter; 15. Electromagnetic fields and biological

Position Control of Pneumatic Actuator Using Self-Regulation Nonlinear PID

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Syed Najib Syed Salim

2014-01-01

Full Text Available The enhancement of nonlinear PID (N-PID controller for a pneumatic positioning system is proposed to improve the performance of this controller. This is executed by utilizing the characteristic of rate variation of the nonlinear gain that is readily available in N-PID controller. The proposed equation, namely, self-regulation nonlinear function (SNF, is used to reprocess the error signal with the purpose of generating the value of the rate variation, continuously. With the addition of this function, a new self-regulation nonlinear PID (SN-PID controller is proposed. The proposed controller is then implemented to a variably loaded pneumatic actuator. Simulation and experimental tests are conducted with different inputs, namely, step, multistep, and random waveforms, to evaluate the performance of the proposed technique. The results obtained have been proven as a novel initiative at examining and identifying the characteristic based on a new proposal controller resulting from N-PID controller. The transient response is improved by a factor of 2.2 times greater than previous N-PID technique. Moreover, the performance of pneumatic positioning system is remarkably good under various loads.

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

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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…

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

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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.

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.

Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control

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Weis, Mirjam; Trommsdorff, Gisela; Muñoz, Lorena

2016-01-01

Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g., such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regulation) and school achievement and relations among these variables in Germany and Chile. Seventy-six German and 167 Chilean fourth graders, their mothers, and their teachers participated. Mothers and teachers rated children's behavior regulation with a subscale of the Strengths and Difficulties Questionnaire. Children reported their use of emotion regulation strategies on the Questionnaire for the Measurement of Stress and Coping. Mothers rated maternal restrictive control by answering the Parenting Practice Questionnaire. School achievement was assessed by grades for language and mathematics. Results showed higher behavior regulation of German children in comparison to Chilean children and a higher preference of restrictive parental control in Chilean mothers than in German mothers. Regression analyses revealed positive relations between children's behavior regulation and school achievement in Germany and in Chile. Further, in both cultural contexts, maternal restrictive control was related negatively to behavior regulation and positively to anger-oriented emotion regulation. In sum, the study showed the central function of behavior regulation for school achievement underlining negative relations of maternal restrictive control with children's self-regulation and school achievement in diverse cultural contexts. Culturally adapted interventions related to parenting practices to promote children's behavior regulation may assist in also promoting children's school achievement. PMID:27303318

Self-regulating the effortful "social dos".

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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).

A social learning perspective: a model of parenting styles, self-regulation, perceived drinking control, and alcohol use and problems.

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Patock-Peckham, J A; Cheong, J; Balhorn, M E; Nagoshi, C T

2001-09-01

This investigation sought to determine how different parenting styles are related to general self-regulatory processes that are linked to alcohol use and abuse. Self-regulation and, more specifically, thoughts of control over drinking are forms of positive self-control mechanisms. Parenting styles are known determinants of both negative and positive self-control mechanisms in offspring. According to social learning theory, stronger relationships between parenting style and self-regulatory processes would be expected from the parent who is the same sex as the respondent. A total of 144 female and 107 male college students currently using alcohol were administered a questionnaire on their alcohol use and problems, perceived style of parenting (authoritarian, permissive, or authoritative) of their parents, self-regulation, and perceived control of drinking. A model linking parenting styles, self-regulatory processes, and control over drinking with alcohol use and alcohol problems was tested across sex groups by using structural equation modeling. In general, the parenting style of the parent of the same sex as the respondent's was found to be significantly related to self-regulation, which is known to be protective against alcohol use and abuse. A permissive parent of the same sex as the respondent was negatively associated with good self-regulatory processes for both men and women. Having an authoritative mother was also shown to be related to higher levels of self-regulation for women. Self-regulation mediated the pathway from a permissive parenting style to perceived drinking control, which, in turn, mediated the pathway from self-regulation to alcohol use and problems. Finally, self-regulation mediated the positive pathway from an authoritative mother to perceived control over drinking for women.

Ego depletion and attention regulation under pressure: is a temporary loss of self-control strength indeed related to impaired attention regulation?

Science.gov (United States)

Englert, Chris; Zwemmer, Kris; Bertrams, Alex; Oudejans, Raôul R

2015-04-01

In the current study we investigated whether ego depletion negatively affects attention regulation under pressure in sports by assessing participants' dart throwing performance and accompanying gaze behavior. According to the strength model of self-control, the most important aspect of self-control is attention regulation. Because higher levels of state anxiety are associated with impaired attention regulation, we chose a mixed design with ego depletion (yes vs. no) as between-subjects and anxiety level (high vs. low) as within-subjects factor. Participants performed a perceptual-motor task requiring selective attention, namely, dart throwing. In line with our expectations, depleted participants in the high-anxiety condition performed worse and displayed a shorter final fixation on bull's eye, demonstrating that when one's self-control strength is depleted, attention regulation under pressure cannot be maintained. This is the first study that directly supports the general assumption that ego depletion is a major factor in influencing attention regulation under pressure.

Controlling the dynamics of a self-organized structure using a rf-field

International Nuclear Information System (INIS)

Talasman, S.J.; Ignat, M.

2004-01-01

We investigate the influence of an external rf-field upon a plasma self-organized structure. We show that depending on the intensity of this field, though it is at very low values, the dynamics of the structure can be easily controlled over a wide range of the state parameters values. This could be considered as a non-feedback method of dynamics control

Does a short self-compassion intervention for students increase healthy self-regulation?

DEFF Research Database (Denmark)

Dundas, Ingrid; Binder, Per Einar; Hansen, Tia G.B.

2017-01-01

negative self-directed thinking; as well as for self-compassion, anxiety and depression. Concluding, a short self-compassion course seems an effective method of increasing self-compassion and perceived control over one's life for university students, as well as increasing mental health.......The primary aim of this study was to examine the effects of a two-week self-compassion course on healthy self-regulation (personal growth self-efficacy and healthy impulse control) and unhealthy self-regulation (self-judgment and habitual negative self-directed thinking) in university students. We...... also examined the effects on self-compassion, anxiety and depression. Students (N = 158, 85% women, mean age = 25 years) were randomized to an intervention group and a waiting-list control group in a multi-baseline randomized control trial. Healthy self-control was measured by the Personal Growth...

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....

Using interpersonal affect regulation in simulated healthcare consultations: An experimental investigation of self-control resource depletion

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David eMartínez-Iñigo

2015-09-01

Full Text Available Controlled Interpersonal Affect Regulation –the process of deliberately influencing the internal feeling states of others– occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behaviour that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agents´ resource depletion but there is reason to think that effects will partially rely on targets´ feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers’ resource depletion, measured as self-reported actual and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78 were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving x 2(patients’ feedback: positive vs. negative factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent´s strategy and the target´s response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as

Using interpersonal affect regulation in simulated healthcare consultations: an experimental investigation of self-control resource depletion.

Science.gov (United States)

Martínez-Íñigo, David; Mercado, Francisco; Totterdell, Peter

2015-01-01

Controlled Interpersonal Affect Regulation -the process of deliberately influencing the internal feeling states of others- occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behavior that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agent's resource depletion but there is reason to think that effects will partially rely on target's feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers' resource depletion, measured as self-reported experienced and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78) were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving) × 2(patients' feedback: positive vs. negative) factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent's strategy and the target's response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as well as personal

Children’s Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control

Directory of Open Access Journals (Sweden)

Mirjam eWeis

2016-05-01

Full Text Available Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g. such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regulation and school achievement and relations among these variables in Germany and Chile. Seventy-six German and 167 Chilean fourth graders, their mothers, and their teachers participated. Mothers and teachers rated children’s behavior regulation with a subscale of the Strengths and Difficulties Questionnaire. Children reported their use of emotion regulation strategies on the Questionnaire for the Measurement of Stress and Coping. Mothers rated maternal restrictive control by answering the Parenting Practice Questionnaire. School achievement was assessed by grades for language and mathematics. Results showed higher behavior regulation of German children in comparison to Chilean children and a higher preference of restrictive parental control in Chilean mothers than in German mothers. Regression analyses revealed positive relations between children’s behavior regulation and school achievement in Germany and in Chile. Further, in both cultural contexts, maternal restrictive control was related negatively to behavior regulation and positively to anger-oriented emotion regulation. In sum, the study showed the central function of behavior regulation for school achievement underlining negative relations of maternal restrictive control with children’s self-regulation and school achievement in diverse cultural contexts. Culturally adapted interventions related to parenting practices to promote children’s behavior regulation may assist in also promoting children’s school achievement.

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…

Ego depletion and attention regulation under pressure: Is a temporary loss of self-control strength indeed related to impaired attention regulation?

NARCIS (Netherlands)

Englert, C.; Zwemmer, K.; Bertrams, A.; Oudejans, R.R.D.

2015-01-01

In the current study we investigated whether ego depletion negatively affects attention regulation under pressure in sports by assessing participants' dart throwing performance and accompanying gaze behavior. According to the strength model of self-control, the most important aspect of self-control

Social exclusion, personal control, self-regulation, and stress among substance abuse treatment clients.

Science.gov (United States)

Cole, Jennifer; Logan, T K; Walker, Robert

2011-01-01

The purpose of this study was to examine the relationship of social exclusion, personal control, and self-regulation to perceived stress among individuals who participated in publicly funded substance abuse treatment. Participants entered treatment between June 2006 and July 2007 and completed a 12-month follow-up survey by telephone (n=787). The results of the OLS regression analysis indicate that individuals with greater social exclusion factors (e.g. greater economic hardship, lower subjective social standing, greater perceived discrimination), lower perceived control of one's life, and lower self-regulation had higher perceived stress. Furthermore, a significant interaction was found suggesting a stress-buffering effect of personal control between subjective social standing and perceived stress. Interestingly, income status was not significantly related to perceived stress, while economic hardship, which assesses participants' inability to meet basic expenses, was significantly associated with perceived stress. Future research should examine how to integrate the AA/NA teaching about powerlessness and its role in recovery with the importance of increased personal control and self-control in decreasing perceived stress. Implications for future research and substance abuse treatment are discussed. Copyright © 2010 Elsevier Ireland Ltd. All rights reserved.

Design and Simulation of PID parameters self-tuning based on DC speed regulating system

Directory of Open Access Journals (Sweden)

Feng Wei Jie

2016-01-01

Full Text Available The DC speed regulating system has many difficult issues such as system parameters and PID control parameters are difficult to determine. On the basis of model for a single closed-loop DC speed regulating system, this paper puts forward a method of PID parameters self-tuning based on the step response detection and reduced order equivalent. First, detect system step response and get response parameters. Then equal it to a second order system model, and achieve optimal PID control parameters based on optimal second order system to realize of PID parameters self-tuning. The PID parameters self-tuning process of DC speed regulating system is simulated with the help of MATLAB/Simulink. The simulation results show that the method is simple and effective. The system can obtain good dynamic and static performance when the PID parameters are applied to DC speed regulating system.

The default network and self-generated thought: component processes, dynamic control, and clinical relevance

Science.gov (United States)

Andrews-Hanna, Jessica R.; Smallwood, Jonathan; Spreng, R. Nathan

2014-01-01

Though only a decade has elapsed since the default network was first emphasized as being a large-scale brain system, recent years have brought great insight into the network’s adaptive functions. A growing theme highlights the default network as playing a key role in internally-directed—or self-generated—thought. Here, we synthesize recent findings from cognitive science, neuroscience, and clinical psychology to focus attention on two emerging topics as current and future directions surrounding the default network. First, we present evidence that self-generated thought is a multi-faceted construct whose component processes are supported by different subsystems within the network. Second, we highlight the dynamic nature of the default network, emphasizing its interaction with executive control systems when regulating aspects of internal thought. We conclude by discussing clinical implications of disruptions to the integrity of the network, and consider disorders when thought content becomes polarized or network interactions become disrupted or imbalanced. PMID:24502540

Pathways from maternal effortful control to child self-regulation: The role of maternal emotional support.

Science.gov (United States)

Zeytinoglu, Selin; Calkins, Susan D; Swingler, Margaret M; Leerkes, Esther M

2017-03-01

This study examined the direct and indirect pathways from maternal effortful control to 2 aspects of children's self-regulation-executive functioning and behavioral regulation-via maternal emotional support. Two hundred seventy-eight children and their primary caregivers (96% mothers) participated in laboratory visits when children were 4 and 5 years, and teachers reported on children's behavior at kindergarten. At the 4-year assessment, maternal effortful control was measured using the Adult Temperament Questionnaire (Evans & Rothbart, 2007) and maternal emotional support was observed during a semistructured mother-child problem-solving task. At the 5-year assessment, children's executive functioning was measured using laboratory tasks designed to assess updating/working memory, inhibitory control, and cognitive flexibility, whereas behavioral regulation was assessed via teacher-report questionnaires on children's attention control, discipline and persistence, and work habits. Results from structural equation modeling indicated that, after controlling for child gender and minority status, and maternal education, maternal effortful control was indirectly associated with both child executive functioning and behavioral regulation through maternal emotional support. Maternal effortful control had a direct association with children's teacher-reported behavioral regulation but not observed executive functioning. These findings suggest that maternal effortful control may be a key contributing factor to the development of children's self-regulatory competencies through its impact on maternal emotional support. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Predictive Effects of Good Self-Control and Poor Regulation on Alcohol-Related Outcomes: Do Protective Behavioral Strategies Mediate?

Science.gov (United States)

Pearson, Matthew R.; Kite, Benjamin A.; Henson, James M.

2016-01-01

In the present study, we examined whether use of protective behavioral strategies mediated the relationship between self-control constructs and alcohol-related outcomes. According to the two-mode model of self-control, good self-control (planfulness; measured with Future Time Perspective, Problem Solving, and Self-Reinforcement) and poor regulation (impulsivity; measured with Present Time Perspective, Poor Delay of Gratification, Distractibility) are theorized to be relatively independent constructs rather than opposite ends of a single continuum. The analytic sample consisted of 278 college student drinkers (68% women) who responded to a battery of surveys at a single time point. Using a structural equation model based on the two-mode model of self-control, we found that good self-control predicted increased use of three types of protective behavioral strategies (Manner of Drinking, Limiting/Stopping Drinking, and Serious Harm Reduction). Poor regulation was unrelated to use of protective behavioral strategies, but had direct effects on alcohol use and alcohol problems. Further, protective behavioral strategies mediated the relationship between good self-control and alcohol use. The clinical implications of these findings are discussed. PMID:22663345

Self-Tuning Speed Regulator for CVC Induction Motor Drive

DEFF Research Database (Denmark)

Bidstrup, N.; Rasmussen, Henrik; Knudsen, Torben

1994-01-01

A self-tuning speed regulator for a current vector controlled induction motor drive has been designed.......A self-tuning speed regulator for a current vector controlled induction motor drive has been designed....

Hmga2 regulates self-renewal of retinal progenitors.

Science.gov (United States)

Parameswaran, Sowmya; Xia, Xiaohuan; Hegde, Ganapati; Ahmad, Iqbal

2014-11-01

In vertebrate retina, histogenesis occurs over an extended period. To sustain the temporal generation of diverse cell types, retinal progenitor cells (RPCs) must self-renew. However, self-renewal and regulation of RPCs remain poorly understood. Here, we demonstrate that cell-extrinsic factors coordinate with the epigenetic regulator high-mobility group AT-hook 2 (Hmga2) to regulate self-renewal of late retinal progenitor cells (RPCs). We observed that a small subset of RPCs was capable of clonal propagation and retained multipotentiality of parents in the presence of endothelial cells (ECs), known self-renewal regulators in various stem cell niches. The self-renewing effects, also observed in vivo, involve multiple intercellular signaling pathways, engaging Hmga2. As progenitors exhaust during retinal development, expression of Hmga2 progressively decreases. Analyses of Hmga2-expression perturbation, in vitro and in vivo, revealed that Hmga2 functionally helps to mediate cell-extrinsic influences on late-retinal progenitor self-renewal. Our results provide a framework for integrating the diverse intercellular influences elicited by epigenetic regulators for self-renewal in a dynamic stem cell niche: the developing vertebrate retina. © 2014. Published by The Company of Biologists Ltd.

Functional Coping Dynamics and Experiential Avoidance in a Community Sample with No Self-Injury vs. Non-Suicidal Self-Injury Only vs. Those with Both Non-Suicidal Self-Injury and Suicidal Behaviour

Directory of Open Access Journals (Sweden)

Emma Nielsen

2017-05-01

Full Text Available Although emotional avoidance may be a critical factor in the pathway from psychological distress to self-injury and/or suicidality, little is known about the relative importance of differing functional coping dynamics and experiential avoidance between people with self-injury histories of differing intent (e.g., Non-Suicidal Self-Injury only vs. Non-Suicidal Self-Injury plus Suicidal Behaviour; NSSI vs. NSSI + SB. A community-based survey (N = 313; female, 81%; ages 16–49 years, M = 19.78, SD = 3.48 explored self-reported experiential avoidance and functional coping dynamics in individuals with (i no self-injury history (controls; (ii a history of NSSI only; and (iii a history of NSSI + SB. Jonckheere-Terpstra trend tests indicated that avoidance coping was higher in the NSSI and NSSI + SB groups than in controls. Emotion regulation was higher in controls than those with a history of self-injury (NSSI and NSSI + SB. Approach and reappraisal coping demonstrated significant ordered effects such that control participants were higher in these coping dynamics than those with a history of NSSI only, who, in turn, were higher than those with a history of NSSI + SB (Control > NSSI > NSSI + SB. Endorsement of the reappraisal/denial facet of experiential avoidance was most pronounced in those with a history of NSSI + SB (Control < NSSI < NSSI + SB. No significant ordered effects were observed for other dimensions of experiential avoidance. Understanding how the endorsement of functional coping dynamics and which components of experiential avoidance vary between groups with differing self-injury intent histories has important implications for treatment planning.

Taking control: Working memory training in overweight individuals increases self-regulation of food intake.

Science.gov (United States)

Houben, Katrijn; Dassen, Fania C M; Jansen, Anita

2016-10-01

Working memory (WM) plays a critical role in cognitive control by shielding self-regulatory goals from distraction by desire-related thoughts and emotions. This study examined whether training WM increases self-regulation in overweight participants. It was hypothesized that WM training would decrease psychopathological eating-related thoughts, (over)consumption of food in response to emotions and external cues, food intake and body weight. Overweight participants (n = 50) performed 20-25 sessions of WM training or control/sham training. The dependent measures were self-reported eating-related psychopathology, self-reported emotional/external eating behavior, food intake during a bogus taste test, and body weight, assessed before training, immediately following training, and at one-month follow-up. Relative to control, WM training reduced psychopathological eating-related thoughts and emotional eating (but not external eating). These effects were still present at follow-up, one month later. Food intake and body weight did not show an overall effect of training, though WM training did reduce food intake among highly restrained participants. WM training effectively reduced eating-related thoughts, overeating in response to negative emotions, and food intake among participants with strong dietary restraint goals. Hence, these findings indicate that WM training may strengthen self-regulation by shielding dieting goals from distraction by unwanted eating-related thoughts and emotions. Copyright © 2016 Elsevier Ltd. All rights reserved.

Circadian control of mRNA polyadenylation dynamics regulates rhythmic protein expression

OpenAIRE

Kojima, Shihoko; Sher-Chen, Elaine L.; Green, Carla B.

2012-01-01

Green and colleagues perform a global analysis of circadian-controlled poly(A) tails and identify hundreds of mRNAs that display dynamic rhythmic polyadenylation states. They identify three distinct classes of mRNAs with rhythmic poly(A) tails. Interestingly, class III mRNAs are controlled not by transcription, but by rhythmic cytoplasmic polyadenylation, and are regulated by the components of the cytoplasmic polyadenylation machinery, CPEB2 in particular, which are themselves rhythmically ex...

Design of a self-tuning regulator for temperature control of a polymerization reactor.

Science.gov (United States)

Vasanthi, D; Pranavamoorthy, B; Pappa, N

2012-01-01

The temperature control of a polymerization reactor described by Chylla and Haase, a control engineering benchmark problem, is used to illustrate the potential of adaptive control design by employing a self-tuning regulator concept. In the benchmark scenario, the operation of the reactor must be guaranteed under various disturbing influences, e.g., changing ambient temperatures or impurity of the monomer. The conventional cascade control provides a robust operation, but often lacks in control performance concerning the required strict temperature tolerances. The self-tuning control concept presented in this contribution solves the problem. This design calculates a trajectory for the cooling jacket temperature in order to follow a predefined trajectory of the reactor temperature. The reaction heat and the heat transfer coefficient in the energy balance are estimated online by using an unscented Kalman filter (UKF). Two simple physically motivated relations are employed, which allow the non-delayed estimation of both quantities. Simulation results under model uncertainties show the effectiveness of the self-tuning control concept. Copyright © 2011 ISA. Published by Elsevier Ltd. All rights reserved.

The Predictive Role of Difficulties in Emotion Regulation and Self-Control with Susceptibility to Addiction in Drug-Dependent Individuals

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Mahmoud Shirazi

2015-06-01

Full Text Available Objective: The present study aimed to examine the predictive role of difficulties in emotion regulation and self-control in potential for addiction among drug-dependent individuals. Method: This was a correlational study which falls within the category of descriptive studies. The statistical population of the current study included all patients under treatment in outpatient health centers in Bam, among whom 315 individuals were selected through cluster sampling method as the participants of the study. Difficulties in Emotion Regulation Scale, Self-Control Scale, and Addiction Susceptibility Questionnaire were used for data collection purposes. Results: The results indicated that difficulties engaging in goal directed behavior, impulse control difficulties, lack of emotional awareness, and lack of emotional clarity (dimensions of difficulties in emotion regulation had a significant positive correlation with potential for addiction. In addition, there was a negative significant relationship between self-control and potential for addiction among drug-dependent individuals. Conclusion: In addition to common methods of abstinence from drug dependence, teaching self-control and emotional control techniques to addicted patients can help them reduce their dependence.

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.

Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

NARCIS (Netherlands)

Gorissen, Chantal; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2012-01-01

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style ( ASRS; i.e., a macro level of motivation) on learning. This

Autonomy supported, learner-controlled or system-controlled learning in hypermedia environments and the influence of academic self-regulation style

NARCIS (Netherlands)

Gorissen, Chantal J J; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2015-01-01

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This

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...

The relationship between adult attachment orientation and child self-regulation in eating: The mediating role of persuasive-controlling feeding practices.

Science.gov (United States)

Powell, Elisabeth M; Frankel, Leslie A; Umemura, Tomo; Hazen, Nancy

2017-08-01

The present study examines the hypothesis that adult attachment orientation, specifically anxious attachment, is related to children's diminished ability to self-regulate their food intake, and that this relationship is mediated by parents' persuasive-controlling feeding practices. Two hundred and sixty five mothers and fathers of preschool children completed online questionnaires that included measures of Adult Attachment Orientation, Parental Persuasive-Controlling Feeding Practices, and Child Self-Regulation of Eating. Structural equation modeling revealed a significant relationship between parental anxious attachment and child self-regulatory abilities, which was fully mediated by parental persuasive-controlling feeding. Also as predicted, parents' avoidant attachment was found to be unrelated to persuasive-controlling feeding and child self-regulated eating. Findings suggest that parents with an anxious attachment orientation may be more likely than other parents to try to use persuasive techniques to control their children's food intake, which may impair children's ability to regulate their food intake, increasing their obesity risk. Implications for intervention are discussed. Copyright © 2017 Elsevier Ltd. All rights reserved.

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),…

Self-perceived successful weight regulators are less affected by self-regulatory depletion in the domain of eating behavior.

Science.gov (United States)

Friese, Malte; Engeler, Michèle; Florack, Arnd

2015-01-01

Weight loss and maintenance goals are highly prevalent in many affluent societies, but many weight regulators are not successful in the long term. Research started to reveal psychological mechanisms that help successful weight regulators in being successful. In the present study, we tested the assumption that these mechanisms facilitate successful self-regulation particularly under conditions of self-regulatory depletion. Participants exerted or did not exert self-control in a first task before engaging in a taste test of a tempting but unhealthy food. Participants who had initially exerted self-control ate more than participants in the control condition. This effect was reduced in self-perceived successful weight regulators as compared to perceived unsuccessful self-regulators. A reduced susceptibility to self-regulatory depletion may be an important contributor to long-term weight regulation success in successful weight regulators. Copyright © 2014 Elsevier Ltd. All rights reserved.

Direct Torque Control System for Permanent Magnet Synchronous Machine with Fuzzy Speed Pi Regulator

Science.gov (United States)

Nabti, K.; Abed, K.; Benalla, H.

2008-06-01

The Permanent Magnet Synchronous Machine (PMSM) speed regulation with a conventional PI regulator reduces the speed control precision, increase the torque fluctuation, and consequentially low performances of the whole system. With utilisation of fuzzy logic method, this paper presents the self adaptation of conventional PI regulator parameters Kp and Ki (proportional and integral coefficients respectively), using to regulate the speed in Direct Torque Control strategy (DTC). The ripples of both torque and flux are reduced remarkable, small overshooting and good dynamic of the speed and torque. Simulation results verify the proposed method validity.

Executive functioning, emotion regulation, eating self-regulation, and weight status in low-income preschool children: how do they relate?

Science.gov (United States)

Hughes, Sheryl O; Power, Thomas G; O'Connor, Teresia M; Orlet Fisher, Jennifer

2015-06-01

The purpose of the present study was to examine relationships between child eating self-regulation, child non-eating self-regulation, and child BMIz in a low-income sample of Hispanic families with preschoolers. The eating in the absence of hunger task as well as parent-report of child satiety responsiveness and food responsiveness were used to assess child eating self-regulation. Two laboratory tasks assessing executive functioning, a parent questionnaire assessing child effortful control (a temperament dimension related to executive functioning), and the delay of gratification and gift delay tasks assessing child emotion regulation were used to assess child non-eating self-regulation. Bivariate correlations were run among all variables in the study. Hierarchical linear regression analyses assessed: (1) child eating self-regulation associations with the demographic, executive functioning, effortful control, and emotion regulation measures; and (2) child BMI z-score associations with executive functioning, effortful control, emotion regulation measures, and eating self-regulation measures. Within child eating self-regulation, only the two parent-report measures were related. Low to moderate positive correlations were found between measures of executive functioning, effortful control, and emotion regulation. Only three relationships were found between child eating self-regulation and other forms of child self-regulation: eating in the absence of hunger was positively associated with delay of gratification, and poor regulation on the gift delay task was associated positively with maternal reports of food responsiveness and negatively with parent-reports of satiety responsiveness. Regression analyses showed that child eating self-regulation was associated with child BMIz but other forms of child self-regulation were not. Implications for understanding the role of self-regulation in the development of child obesity are discussed. Copyright © 2015 Elsevier Ltd. All

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

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…

Relationship between anger regulation and self-image inelderly people

Directory of Open Access Journals (Sweden)

Bernarda Bereza

2013-12-01

Full Text Available Aim: The picture of elderly people, narrowly understood, tends to be quite explicitly associated, namely as either embittered, grumpy, tyrannizing their family and friends, emotionally unstable or active, gentle and kind. Meanwhile, like in the case of people from younger age groups, the typology of elderly people is slightly more varied, including their way of regulating experienced emotions. The aim of the article was the search for the specificity of anger regulation and the connection between the techniques of anger regulation and self-image in elderly people. Based on Bentovim’s theory, emotion regulation was understood as modulating, modifying, focusing and controlling intense excitement and experienced tension. Material and methods:The sample group consisted of 31 men (study group and 39 women (control group above 64 years of age. The study procedure had a questionnaire form and involved completing psychological tests by subjects, including Self-Expression and Control Scale – SECS (T. van Elderen et al. and the Adjective Check List – ACL (H.G. Gough, A.B. Heilbrun. Results: The groups differed significantly in terms of anger regulation and self-image. There are links between different ways of anger regulation and the real self-image. Conclusions: The way of anger regulation is significant for the self-image experienced by elderly people, while a constructive expression of anger and the effective control of this process give a chance for the optimization of the quality of life of elderly people.

Autonomy Supported, Learner-Controlled or System-Controlled Learning in Hypermedia Environments and the Influence of Academic Self-Regulation Style

Science.gov (United States)

Gorissen, Chantal J. J.; Kester, Liesbeth; Brand-Gruwel, Saskia; Martens, Rob

2015-01-01

This study focuses on learning in three different hypermedia environments that either support autonomous learning, learner-controlled learning or system-controlled learning and explores the mediating role of academic self-regulation style (ASRS; i.e. a macro level of motivation) on learning. This research was performed to gain more insight in the…

Self-oscillations in dynamic systems a new methodology via two-relay controllers

CERN Document Server

Aguilar, Luis T; Fridman, Leonid; Iriarte, Rafael

2015-01-01

This monograph presents a simple and efficient two-relay control algorithm for generation of self-excited oscillations of a desired amplitude and frequency in dynamic systems. Developed by the authors, the two-relay controller consists of two relays switched by the feedback received from a linear or nonlinear system, and represents a new approach to the self-generation of periodic motions in underactuated mechanical systems. The first part of the book explains the design procedures for two-relay control using three different methodologies – the describing-function method, Poincaré maps, and the locus-of-a perturbed-relay-system method – and concludes with stability analysis of designed periodic oscillations. Two methods to ensure the robustness of two-relay control algorithms are explored in the second part, one based on the combination of the high-order sliding mode controller and backstepping, and the other on higher-order sliding-modes-based reconstruction of uncertainties and their compensation where...

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…

Artificial Epigenetic Networks: Automatic Decomposition of Dynamical Control Tasks Using Topological Self-Modification.

Science.gov (United States)

Turner, Alexander P; Caves, Leo S D; Stepney, Susan; Tyrrell, Andy M; Lones, Michael A

2017-01-01

This paper describes the artificial epigenetic network, a recurrent connectionist architecture that is able to dynamically modify its topology in order to automatically decompose and solve dynamical problems. The approach is motivated by the behavior of gene regulatory networks, particularly the epigenetic process of chromatin remodeling that leads to topological change and which underlies the differentiation of cells within complex biological organisms. We expected this approach to be useful in situations where there is a need to switch between different dynamical behaviors, and do so in a sensitive and robust manner in the absence of a priori information about problem structure. This hypothesis was tested using a series of dynamical control tasks, each requiring solutions that could express different dynamical behaviors at different stages within the task. In each case, the addition of topological self-modification was shown to improve the performance and robustness of controllers. We believe this is due to the ability of topological changes to stabilize attractors, promoting stability within a dynamical regime while allowing rapid switching between different regimes. Post hoc analysis of the controllers also demonstrated how the partitioning of the networks could provide new insights into problem structure.

Gender differences in school achievement: The role of self-regulation

Directory of Open Access Journals (Sweden)

Mirjam eWeis

2013-07-01

Full Text Available This study examined whether different aspects of self-regulation (i.e., emotion and behavior regulation account for gender differences in German and mathematics achievement. Specifically, we investigated whether higher school achievement by girls in comparison to boys can be explained by self-regulation. German and mathematics achievement were assessed in a sample of 53 German fifth graders (19 boys, 34 girls using formal academic performance tests (i.e., reading, writing, mathematics and teachers’ ratings (i.e., grades in German and mathematics. Moreover, teachers rated children’s behavior regulation using the Self-Control Scale (SCS-K-D. Children’s self-reported strategies of emotion regulation were assessed with the Questionnaire for the Measurement of Stress and Coping in Children and Adolescents (SSKJ 3-8. Age and intelligence (CFT 20-R were included as control variables. Analyses of mean differences showed that girls outperformed boys in German achievement and behavior regulation. Regression analyses, using a bootstrapping method, revealed that relations between gender and German achievement were mediated by behavior regulation. Furthermore, we found a suppression effect of behavior regulation on the relation between gender and mathematics achievement: boys’ mathematics achievement was underestimated when the analyses did not control for behavior regulation. We discuss these results from a developmental perspective and within the theoretical framework of self-regulation and achievement.

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

Application of Physiological Self-Regulation and Adaptive Task Allocation Techniques for Controlling Operator Hazardous States of Awareness

Science.gov (United States)

Prinzel, Lawrence J., III; Pope, Alan T.; Freeman, Frederick G.

2001-01-01

Prinzel, Hadley, Freeman, and Mikulka found that adaptive task allocation significantly enhanced performance only when used at the endpoints of the task workload continuum (i.e., very low or high workload), but that the technique degraded performance if invoked during other levels of task demand. These researchers suggested that other techniques should be used in conjunction with adaptive automation to help minimize the onset of hazardous states of awareness (HSA) and keep the operator 'in-the-loop.' The paper reports on such a technique that uses psychophysiological self-regulation to modulate the level of task engagement. Eighteen participants were assigned to three groups (self-regulation, false feedback, and control) and performed a compensatory tracking task that was cycled between three levels of task difficulty on the basis of the electroencephalogram (EEG) record. Those participants who had received self-regulation training performed significantly better and reported lower NASA-TLX scores than participants in the false feedback and control groups. Furthermore, the false feedback and control groups had significantly more task allocations resulting in return-to-manual performance decrements and higher EEG difference scores. Theoretical and practical implications of these results for adaptive automation are discussed.

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.

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…

Self-Organization of Genome Expression from Embryo to Terminal Cell Fate: Single-Cell Statistical Mechanics of Biological Regulation

Directory of Open Access Journals (Sweden)

Alessandro Giuliani

2017-12-01

Full Text Available A statistical mechanical mean-field approach to the temporal development of biological regulation provides a phenomenological, but basic description of the dynamical behavior of genome expression in terms of autonomous self-organization with a critical transition (Self-Organized Criticality: SOC. This approach reveals the basis of self-regulation/organization of genome expression, where the extreme complexity of living matter precludes any strict mechanistic approach. The self-organization in SOC involves two critical behaviors: scaling-divergent behavior (genome avalanche and sandpile-type critical behavior. Genome avalanche patterns—competition between order (scaling and disorder (divergence reflect the opposite sequence of events characterizing the self-organization process in embryo development and helper T17 terminal cell differentiation, respectively. On the other hand, the temporal development of sandpile-type criticality (the degree of SOC control in mouse embryo suggests the existence of an SOC control landscape with a critical transition state (i.e., the erasure of zygote-state criticality. This indicates that a phase transition of the mouse genome before and after reprogramming (immediately after the late 2-cell state occurs through a dynamical change in a control parameter. This result provides a quantitative open-thermodynamic appreciation of the still largely qualitative notion of the epigenetic landscape. Our results suggest: (i the existence of coherent waves of condensation/de-condensation in chromatin, which are transmitted across regions of different gene-expression levels along the genome; and (ii essentially the same critical dynamics we observed for cell-differentiation processes exist in overall RNA expression during embryo development, which is particularly relevant because it gives further proof of SOC control of overall expression as a universal feature.

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.

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...

Robust Self Tuning Controllers

DEFF Research Database (Denmark)

Poulsen, Niels Kjølstad

1985-01-01

The present thesis concerns robustness properties of adaptive controllers. It is addressed to methods for robustifying self tuning controllers with respect to abrupt changes in the plant parameters. In the thesis an algorithm for estimating abruptly changing parameters is presented. The estimator...... has several operation modes and a detector for controlling the mode. A special self tuning controller has been developed to regulate plant with changing time delay.......The present thesis concerns robustness properties of adaptive controllers. It is addressed to methods for robustifying self tuning controllers with respect to abrupt changes in the plant parameters. In the thesis an algorithm for estimating abruptly changing parameters is presented. The estimator...

Method and Apparatus for Encouraging Physiological Self-Regulation Through Modulation of an Operator's Control Input to a Video Game or Training Simulator

Science.gov (United States)

Palsson, Olafur S. (Inventor); Harris, Randall L., Sr. (Inventor); Pope, Alan T. (Inventor)

2002-01-01

Apparatus and methods for modulating the control authority (i.e., control function) of a computer simulation or game input device (e.g., joystick, button control) using physiological information so as to affect the user's ability to impact or control the simulation or game with the input device. One aspect is to use the present invention, along with a computer simulation or game, to affect physiological state or physiological self-regulation according to some programmed criterion (e.g., increase, decrease, or maintain) in order to perform better at the game task. When the affected physiological state or physiological self-regulation is the target of self-regulation or biofeedback training, the simulation or game play reinforces therapeutic changes in the physiological signal(s).

Adaptive control of ionic polymer–metal composite in air and under water using a modified direct self-tuning regulator embedded with integral action

International Nuclear Information System (INIS)

Fang, Bo-Kai; Ju, Ming-Shuang; Lin, Chou-Ching K

2011-01-01

Due to its large deformation response to a low voltage, ionic polymer–metal composite (IPMC) is a highly attractive actuator for many applications in air or under water. However, the dynamic characteristics of IPMC are nonlinear and vary with time, especially in water actuations. In this study, a modified direct self-tuning regulator (DSTR) with integral action was designed to control the tip-displacement of the IPMC, which is a non-minimum phase system to serve in air and underwater applications. The modified DSTR consisted of a pole-placement controller embedded with integral action, a reference model, and a self-tuning mechanism. The reference model specified the dynamic characteristic of the closed-loop IPMC system, and the controller parameters were automatically adjusted by the self-tuning mechanism to minimize the tracking error from the comparison between the response and the reference model output. The integral action may circumvent low-frequency distortions such as the back-relaxation phenomenon. Also, the DSTR may easily control the non-minimum phase system of the IPMC by tuning a delay factor in the reference model. The DSTR was implemented to control an IPMC (0.2 mm × 5 mm × 35 mm) actuated in air and under water, and the tracking performances were compared with a proportional-integral-derivative controller (PID). In contrast with the PID, the parameters of which were determined by the Ziegler–Nichols rule and produced large root-mean-squared tracking errors, the DSTR yielded good tracking performances for actuations both in air and under water from 0.01 to 1 Hz. Through control of the modified DSTR, IPMC may have a wide range of applications in the future

The Dynamics of Addiction: Craving versus Self-Control.

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Johan Grasman

Full Text Available This study deals with addictive acts that exhibit a stable pattern not intervening with the normal routine of daily life. Nevertheless, in the long term such behaviour may result in health damage. Alcohol consumption is an example of such addictive habit. The aim is to describe the process of addiction as a dynamical system in the way this is done in the natural and technological sciences. The dynamics of the addictive behaviour is described by a mathematical model consisting of two coupled difference equations. They determine the change in time of two state variables, craving and self-control. The model equations contain terms that represent external forces such as societal rules, peer influences and cues. The latter are formulated as events that are Poisson distributed in time. With the model it is shown how a person can get addicted when changing lifestyle. Although craving is the dominant variable in the process of addiction, the moment of getting dependent is clearly marked by a switch in a variable that fits the definition of addiction vulnerability in the literature. Furthermore, the way chance affects a therapeutic addiction intervention is analysed by carrying out a Monte Carlo simulation. Essential in the dynamical model is a nonlinear component which determines the configuration of the two stable states of the system: being dependent or not dependent. Under identical external conditions both may be stable (hysteresis. With the dynamical systems approach possible switches between the two states are explored (repeated relapses.

A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go.

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Sitzmann, Traci; Ely, Katherine

2011-05-01

Researchers have been applying their knowledge of goal-oriented behavior to the self-regulated learning domain for more than 30 years. This review examines the current state of research on self-regulated learning and gaps in the field's understanding of how adults regulate their learning of work-related knowledge and skills. Self-regulation theory was used as a conceptual lens for deriving a heuristic framework of 16 fundamental constructs that constitute self-regulated learning. Meta-analytic findings (k=430, N=90,380) support theoretical propositions that self-regulation constructs are interrelated-30% of the corrected correlations among constructs were .50 or greater. Goal level, persistence, effort, and self-efficacy were the self-regulation constructs with the strongest effects on learning. Together these constructs accounted for 17% of the variance in learning, after controlling for cognitive ability and pretraining knowledge. However, 4 self-regulatory processes-planning, monitoring, help seeking, and emotion control-did not exhibit significant relationships with learning. Thus, a parsimonious framework of the self-regulated learning domain is presented that focuses on a subset of self-regulatory processes that have both limited overlap with other core processes and meaningful effects on learning. Research is needed to advance the field's understanding of how adults regulate their learning in an increasingly complex and knowledge-centric work environment. Such investigations should capture the dynamic nature of self-regulated learning, address the role of self-regulation in informal learning, and investigate how trainees regulate their transfer of training. © 2011 American Psychological Association

Identification of a Dynamic Core Transcriptional Network in t(8;21 AML that Regulates Differentiation Block and Self-Renewal

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Anetta Ptasinska

2014-09-01

Full Text Available Oncogenic transcription factors such as RUNX1/ETO, which is generated by the chromosomal translocation t(8;21, subvert normal blood cell development by impairing differentiation and driving malignant self-renewal. Here, we use digital footprinting and chromatin immunoprecipitation sequencing (ChIP-seq to identify the core RUNX1/ETO-responsive transcriptional network of t(8;21 cells. We show that the transcriptional program underlying leukemic propagation is regulated by a dynamic equilibrium between RUNX1/ETO and RUNX1 complexes, which bind to identical DNA sites in a mutually exclusive fashion. Perturbation of this equilibrium in t(8;21 cells by RUNX1/ETO depletion leads to a global redistribution of transcription factor complexes within preexisting open chromatin, resulting in the formation of a transcriptional network that drives myeloid differentiation. Our work demonstrates on a genome-wide level that the extent of impaired myeloid differentiation in t(8;21 is controlled by the dynamic balance between RUNX1/ETO and RUNX1 activities through the repression of transcription factors that drive differentiation.

Self-Regulation of Weight After Sleeve Gastrectomy.

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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.

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

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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

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

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

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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.

Physiological Self-Regulation and Adaptive Automation

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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.

With great control comes great responsibility: the relationship between perceived academic control, student responsibility, and self-regulation.

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Fishman, Evan J

2014-12-01

Students' perceived control over academic outcomes has been linked to their use of self-regulated strategies. However, students' sense of responsibility, or internal commitment to produce such outcomes, has not often been considered in this relationship. The purpose of this study was to examine the relationships between perceived academic control (PAC), student responsibility (SR), and knowledge building (KB). Participants were 152 undergraduate students enrolled in an educational technology course. An exploratory factor analysis was conducted to demonstrate the distinction between the PAC and SR constructs. A series of regression analyses were conducted to address the research hypotheses, and a bootstrap test was used to assess the mediating role of SR in the relationship between the PAC variables and KB. Initial evidence regarding the uniqueness of the PAC and SR constructs was provided. PAC (both primary control and secondary control [SC]) were positively and significantly related to SR. KB was positively and significantly related to SR, as was SC. Additionally, SR partially mediated the relationship between the PAC variables and KB. The findings showed that those who perceived the capability to achieve academic outcomes were more likely to feel internally obligated to produce such outcomes. The same was true for students who perceived the capability to psychologically adjust to academic situations. The results also demonstrated that students' sense of responsibility for academic outcomes played a partially mediating role in the relationship between their perceptions of control and reported use of self-regulated behaviour. © 2014 The British Psychological Society.

Self-organized global control of carbon emissions

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Zhao, Zhenyuan; Fenn, Daniel J.; Hui, Pak Ming; Johnson, Neil F.

2010-09-01

There is much disagreement concerning how best to control global carbon emissions. We explore quantitatively how different control schemes affect the collective emission dynamics of a population of emitting entities. We uncover a complex trade-off which arises between average emissions (affecting the global climate), peak pollution levels (affecting citizens’ everyday health), industrial efficiency (affecting the nation’s economy), frequency of institutional intervention (affecting governmental costs), common information (affecting trading behavior) and market volatility (affecting financial stability). Our findings predict that a self-organized free-market approach at the level of a sector, state, country or continent can provide better control than a top-down regulated scheme in terms of market volatility and monthly pollution peaks. The control of volatility also has important implications for any future derivative carbon emissions market.

Self-tuning regulator for an interacting CSTR process

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Rajendra Mungale, Niraj; Upadhyay, Akshay; Jaganatha Pandian, B.

2017-11-01

In the paper we have laid emphasis on STR that is Self Tuning Regulator and its application for an interacting process. CSTR has a great importance in Chemical Process when we deal with controlling different parameters of a process using CSTR. Basically CSTR is used to maintain a constant liquid temperature in the process. The proposed method called self-tuning regulator, is a different scheme where process parameters are updated and the controller parameters are obtained from the solution of a design problem. The paper deals with STR and methods associated with it.

Neuroanatomy of the vmPFC and dlPFC predicts individual differences in cognitive regulation during dietary self-control across regulation strategies.

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Schmidt, Liane; Tusche, Anita; Manoharan, Nicolas; Hutcherson, Cendri; Hare, Todd; Plassmann, Hilke

2018-06-04

Making healthy food choices is challenging for many people. Individuals differ greatly in their ability to follow health goals in the face of temptation, but it is unclear what underlies such differences. Using voxel-based morphometry (VBM), we investigated in healthy humans (i.e., men and women) links between structural variation in gray matter volume and individuals' level of success in shifting toward healthier food choices. We combined MRI and choice data into a joint dataset by pooling across three independent studies that employed a task prompting participants to explicitly focus on the healthiness of food items before making their food choices. Within this dataset, we found that individual differences in gray matter volume in the ventromedial prefrontal cortex (vmPFC) and dorsolateral prefrontal cortex (dlPFC) predicted regulatory success. We extended and confirmed these initial findings by predicting regulatory success out of sample and across tasks in a second dataset requiring participants to apply a different regulation strategy that entailed distancing from cravings for unhealthy, appetitive foods. Our findings suggest that neuroanatomical markers in the vmPFC and dlPFC generalized to different forms of dietary regulation strategies across participant groups. They provide novel evidence that structural differences in neuroanatomy of two key regions for valuation and its control, the vmPFC and dlPFC, predict an individual's ability to exert control in dietary choices. SIGNIFICANCE STATEMENT Dieting involves regulating food choices in order to eat healthier foods and fewer unhealthy foods. People differ dramatically in their ability to achieve or maintain this regulation, but it is unclear why. Here, we show that individuals with more gray matter volume in the dorsolateral and ventromedial prefrontal cortex are better at exercising dietary self-control. This relationship was observed across four different studies examining two different forms of dietary

Chronobiological methods of human body self-regulation reserve evaluation

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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.

[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.

Self-Supervised Dynamical Systems

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Zak, Michail

2003-01-01

metal aspects of a monad is implemented by feedback from mental to motor dynamics, as represented by the aforementioned fictitious forces. This feedback is what makes the evolution of probability densities nonlinear. The deviation from linear evolution can be characterized, in a sense, as an expression of free will. It has been demonstrated that probability densities can approach prescribed attractors while exhibiting such patterns as shock waves, solitons, and chaos in probability space. The concept of self-supervised dynamical systems has been considered for application to diverse phenomena, including information-based neural networks, cooperation, competition, deception, games, and control of chaos. In addition, a formal similarity between the mathematical structures of self-supervised dynamical systems and of quantum-mechanical systems has been investigated.

The Structural Model in Parenting Style, Attachment Style, Self-regulation and Self-esteem for Smartphone Addiction

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Kwan Hoi Ching

2017-08-01

Full Text Available Excessive smartphone usage has become a highly controversial and substantial worldwide issue. This paper explores the complexities and challenges of smartphone addiction with a particular focus on parenting styles, attachment, and self-regulation. Convenience sampling was used to gather data from 211 university students in Hong Kong (138 females/74 males through their responses to four questionnaires. One structural equation model was formed successfully which indicated that parenting style (authoritative or permissive could be a reasonable predictor of attachment style (secure or dismissive and self-regulation (impulse control or goal setting for smartphone addictions (positive anticipation, withdrawal, cyberspace relationship or overuse. Parenting style was a positive correlate to predict attachment, while the attachment positive correlated to predict self-regulation. Self-regulation was a negative correlate to smartphone addiction. It was revealed that a positive parenting style and positive attachment style could form a significant model with self-regulation and smartphone addiction. Furthermore, secure attachment had higher mediation effect, while impulse control and goal setting behavior had a fair mediation power over influencing addiction tendency. This model helped explore the relationships between smartphone addiction and other constructs in educational psychology. Based on findings, educators can gain insights into how parenting and self-regulation can influence the tendency towards excessive smartphone usage. More educational programs which aim at promoting adequate parenting skills, motivating children through self-regulation and goal setting, is proposed through this study.

Self-tuning control studies of the plasma vertical position problem

International Nuclear Information System (INIS)

Zheng, Guang Lin; Wellstead, P.E.; Browne, M.L.

1993-01-01

The plasma vertical position system in a tokamak device can be open-loop unstable with time-varying dynamics, such that the instability increases with system dynamical changes. Time-varying unstable dynamics makes the plasma vertical position a particularly difficult one to control with traditional fixed-coefficient controllers. A self-tuning technique offers a new solution of the plasma vertical position control problem by an adaptive control approach. Specifically, the self-tuning controller automatically tunes the controller parameters without an a priori knowledge of the system dynamics and continuously tracks dynamical changes within the system, thereby providing the system with auto-tuning and adaptive tuning capabilities. An overview of the self-tuning methods is given, and their applicability to a simulation of the Joint European Torus (JET) vertical plasma positions system is illustrated. Specifically, the applicability of pole-assignment and generalized predictive control self-tuning methods to the vertical plasma position system is demonstrated. 26 refs., 16 figs., 1 tab

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

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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.

Stochastic Modelling and Self Tuning Control of a Continuous Cement Raw Material Mixing System

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Hannu T. Toivonen

1980-01-01

Full Text Available The control of a continuously operating system for cement raw material mixing is studied. The purpose of the mixing system is to maintain a constant composition of the cement raw meal for the kiln despite variations of the raw material compositions. Experimental knowledge of the process dynamics and the characteristics of the various disturbances is used for deriving a stochastic model of the system. The optimal control strategy is then obtained as a minimum variance strategy. The control problem is finally solved using a self-tuning minimum variance regulator, and results from a successful implementation of the regulator are given.

The job-search grind: perceived progress, self-reactions, and self-regulation of search effort

NARCIS (Netherlands)

Wanberg, C.; Zhu, J.; van Hooft, E.A.J.

2010-01-01

Guided by theory and research on self-regulation and goal pursuit, we offer a framework for studying the dynamics of unemployed individuals’ job search. A daily survey over three weeks demonstrated vacillation in job seeker affect and, to a lesser extent, "reemployment efficacy." Daily perceived job

Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination.

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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.

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

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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.

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

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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.

Electrostatic control of the dynamics of lipid bilayer self-spreading using a nanogap gate

International Nuclear Information System (INIS)

Kashimura, Y; Sumitomo, K; Furukawa, K

2014-01-01

The electrostatic control of lipid bilayer self-spreading was investigated using a device equipped with a nanogap gate. A series of mixtures containing negatively charged and uncharged lipids were employed to tune the charge of a membrane. We found that when a voltage is applied on a lipid bilayer passing through a nanogap, the effect of a voltage application on the dynamics depended largely on the charge of the membrane. For rich charged lipid compositions (>10 mol%), the self-spreading was electrostatically controlled applying an electric field to the nanogap. The origin of the behaviour is the electrostatic trapping of charged lipids. The trapped lipids close the nanogap gate, thus preventing any lipid molecules from passing through it. For poor charged lipid compositions (∼1 mol%), no electrostatic trapping occurred even when a lipid bilayer reached the nanogap. Instead, we observed the cessation of self-spreading after a sufficient post-passage time interval, indicating that the translational flow force of self-spreading overcomes the trapping force. For uncharged lipid compositions, there was no electrostatic trapping throughout the measurement. The results suggest that the lipid charge plays a vital role in the electrostatic control mechanism and allow us to control lipid bilayer formation both spatially and temporally. (paper)

STRATEGI SELF-REGULATED LEARNING UNTUK MENURUNKAN TINGKAT PROKRASTINASI AKADEMIK SISWA

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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.

Hungry for love: the influence of self-regulation on infidelity.

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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.

Self-regulation and the problem of human autonomy: does psychology need choice, self-determination, and will?

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Ryan, Richard M; Deci, Edward L

2006-12-01

The term autonomy literally refers to regulation by the self. Its opposite, heteronomy, refers to controlled regulation, or regulation that occurs without self-endorsement. At a time when philosophers and economists are increasingly detailing the nature of autonomy and recognizing its social and practical significance, many psychologists are questioning the reality and import of autonomy and closely related phenomena such as will, choice, and freedom. Using the framework of self-determination theory (Ryan & Deci, 2000), we review research concerning the benefits of autonomous versus controlled regulation for goal performance, persistence, affective experience, quality of relationships, and well-being across domains and cultures. We also address some of the controversies and terminological issues surrounding the construct of autonomy, including critiques of autonomy by biological reductionists, cultural relativists, and behaviorists. We conclude that there is a universal and cross-developmental value to autonomous regulation when the construct is understood in an exacting way.

HUBUNGAN ANTARA SELF REGULATED LEARNING DAN LOCUS OF CONTROL INTERNAL DENGAN KEMATANGAN VOKASIONAL SISWA SMK

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Lativa Hartiningtyas

2016-06-01

Penelitian ini dilaksanakan pada SMK TKJ (Teknik Komputer dan Jaringan se-Kabupaten Tulungagung. Tujuan dari penelitian ini adalah mengetahui hubungan antara self regulated learning dan locus of control internal sebagai variabel bebas (independent dengan kematangan vokasional sebagai variabel terikat (dependent pada siswa SMK. Populasi penelitian ini adalah seluruh siswa kelas XI Paket Keahlian TKJ di Kabupaten Tulungagung yang berjumlah 337 siswa. Teknik sampling yang digunakan dalam penelitian ini adalah proportionate random sampling. Jumlah sampel pada penelitian ini adalah 182 siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan rancangan penelitian deskriptif korelasional. Instrumen yang digunakan berupa angket self regulated learning, locus of control internal, dan kematangan vokasional yang menggunakan skala Likert dengan 4 skala. Analisis data pada penelitian ini menggunakan korelasi product moment untuk mengetahui hubungan antara variabel bebas dengan variabel terikat secara parsial dan analisis regresi ganda untuk mengetahui hubungan secara simultan antara variabel bebas dan variabel terikat. Berdasarkan analisis data dapat diketahui koefisien korelasi antara X1 dengan Y adalah sebesar 0,511 dan koefisien korelasi antara variabel X2 dengan Y adalah sebesar 0,576.

Robust optimal self tuning regulator of nuclear reactors

International Nuclear Information System (INIS)

Nouri Khajavi, M.; Menhaj, M.B.; Ghofrani, M.B.

2000-01-01

Nuclear power reactors are, in nature nonlinear and time varying. These characteristics must be considered, if large power variations occur in their working regime. In this paper a robust optimal self-tuning regulator for regulating the power of a nuclear reactor has been designed and simulated. The proposed controller is capable of regulating power levels in a wide power range (10% to 100% power levels). The controller achieves a fast and good transient response. The simulation results show that the proposed controller outperforms the fixed optimal control recently cited in the literature for nuclear power plants

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…

Alcohol self-control behaviors of adolescents.

Science.gov (United States)

Glassman, Tavis; Werch, Chudley Chad; Jobli, Edessa

2007-03-01

The aims of the present study were to: (1) factor analyze a 13-item adolescent alcohol self-control behavior scale, (2) examine associations between frequency of self-control behavior use and alcohol consumption, and (3) to determine which self-control behaviors best predict alcohol use and consequences. A confidential standardized survey was used to collect data on participant's 30-day frequency, quantity, and heavy use of alcohol; alcohol-related consequences; and alcohol self-control behaviors. A principal component factor analysis produced the following three components: Healthy Alternatives (alpha=.81), Self-regulation (alpha=.72), and Assertive Communication (alpha=.73). MANOVAs indicated strong associations between frequency of use of the three types of self-control behaviors and alcohol consumption (p valuesadolescents, followed by Healthy Alternatives.

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)

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.

Self-regulation, ego depletion, and inhibition.

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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.

Integrating and differentiating aspects of self-regulation: effortful control, executive functioning, and links to negative affectivity.

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Bridgett, David J; Oddi, Kate B; Laake, Lauren M; Murdock, Kyle W; Bachmann, Melissa N

2013-02-01

Subdisciplines within psychology frequently examine self-regulation from different frameworks despite conceptually similar definitions of constructs. In the current study, similarities and differences between effortful control, based on the psychobiological model of temperament (Rothbart, Derryberry, & Posner, 1994), and executive functioning are examined and empirically tested in three studies (n = 509). Structural equation modeling indicated that effortful control and executive functioning are strongly associated and overlapping constructs (Study 1). Additionally, results indicated that effortful control is related to the executive function of updating/monitoring information in working memory, but not inhibition (Studies 2 and 3). Study 3 also demonstrates that better updating/monitoring information in working memory and better effortful control were uniquely linked to lower dispositional negative affect, whereas the executive function of low/poor inhibition was uniquely associated with an increased tendency to express negative affect. Furthermore, dispositional negative affect mediated the links between effortful control and, separately, the executive function of updating/monitoring information in working memory and the tendency to express negative affect. The theoretical implications of these findings are discussed, and a potential framework for guiding future work directed at integrating and differentiating aspects of self-regulation is suggested. PsycINFO Database Record (c) 2013 APA, all rights reserved.

2014 Copyright © 2014, CRISA Publications SELF-CONTROL AND ...

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was measured by the Brief Self-control Scale. Self-reported ... Key words:Alcohol consumption, Botswana, self-control, self-regulation, undergraduate students .... alcohol-related harm. One may ..... a belief that it is acceptable to drink dur-.

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

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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…

Monitoring, metacognition, and executive function: elucidating the role of self-reflection in the development of self-regulation.

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Lyons, Kristen E; Zelazo, Philip David

2011-01-01

While an abundance of research has investigated the development of the automatic and controlled processes through which individuals control their thoughts, emotions, and actions, less research has emphasized the role of the self in self-regulation. This chapter synthesizes four literatures that have examined the mechanisms through which the individual acts in a managerial role, evaluating the current status of the system and initiating regulatory actions as necessary. Taken together, these literatures (on executive function, error monitoring, metacognition, and uncertainty monitoring) suggest that self-reflection plays a critical role in self-regulation, and that developmental improvements in self-reflection (via increasing levels of conscious awareness and enhanced calibration of monitoring systems) may serve as driving forces underlying developmental improvement (and temperamental individual differences) in children's ability to control their thoughts and actions.

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…

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…

Managing lifelike behavior in a dynamic self-assembled system

Science.gov (United States)

Ropp, Chad; Bachelard, Nicolas; Wang, Yuan; Zhang, Xiang

Self-organization can arise outside of thermodynamic equilibrium in a process of dynamic self-assembly. This is observed in nature, for example in flocking birds, but can also be created artificially with non-living entities. Such dynamic systems often display lifelike properties, including the ability to self-heal and adapt to environmental changes, which arise due to the collective and often complex interactions between the many individual elements. Such interactions are inherently difficult to predict and control, and limit the development of artificial systems. Here, we report a fundamentally new method to manage dynamic self-assembly through the direct external control of collective phenomena. Our system consists of a waveguide filled with mobile scattering particles. These particles spontaneously self-organize when driven by a coherent field, self-heal when mechanically perturbed, and adapt to changes in the drive wavelength. This behavior is governed by particle interactions that are completely mediated by coherent wave scattering. Compared to hydrodynamic interactions which lead to compact ordered structures, our system displays sinusoidal degeneracy and many different steady-state geometries that can be adjusted using the external field.

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.

Self-regulation and social pressure reduce prejudiced responding and increase the motivation to be non-prejudiced.

Science.gov (United States)

Buzinski, Steven G; Kitchens, Michael B

2017-01-01

Self-regulation constrains the expression of prejudice, but when self-regulation falters, the immediate environment can act as an external source of prejudice regulation. This hypothesis derives from work demonstrating that external controls and internal self-regulation can prompt goal pursuit in the absence of self-imposed controls. Across four studies, we found support for this complementary model of prejudice regulation. In Study 1, self-regulatory fatigue resulted in less motivation to be non-prejudiced, compared to a non-fatigued control. In Study 2, strong (vs. weak) perceived social pressure was related to greater motivation to be non-prejudiced. In Study 3, dispositional self-regulation predicted non-prejudice motivation when perceived social pressure was weak or moderate, but not when it was strong. Finally, in Study 4 self-regulatory fatigue increased prejudice when social pressure was weak but not when it was strong.

The role of self-determined motivation in job search: A dynamic approach.

Science.gov (United States)

da Motta Veiga, Serge P; Gabriel, Allison S

2016-03-01

Job search is a dynamic self-regulated process during which job seekers need to stay motivated to secure a job. However, past research has taken a relatively static approach to examining motivation during the job search, in addition to ignoring how the quality of one's motivation--ranging from autonomous to controlled--can influence job search processes. Adopting a within-person perspective, the current study extends self-determination theory (SDT) to the job search context to investigate (a) when autonomous and controlled motivations are more or less prevalent and (b) whether they influence job search effort through metacognitive strategies in differing ways depending upon the amount of time elapsed in the search. In a weekly study of new labor market entrants (Level-2 n = 149; Level-1 n = 691), results indicated that autonomous motivation decreased until the midpoint of the job search and then plateaued, whereas controlled motivation remained stable. Results also showed that autonomous motivation had a consistent, positive relation with metacognitive strategies, whereas the relation between controlled motivation and such strategies was negative early in the job search, but became positive as the job search progressed. Finally, the effects of motivation on job search effort occurred via metacognitive strategies differentially depending upon the time elapsed in the search. Combined, we provide a first glimpse into the dynamics of self-determined motivation on job search processes. (c) 2016 APA, all rights reserved).

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

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...

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

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.

Nonlinear dynamics modeling and simulation of two-wheeled self-balancing vehicle

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Yunping Liu

2016-11-01

Full Text Available Two-wheeled self-balancing vehicle system is a kind of naturally unstable underactuated system with high-rank unstable multivariable strongly coupling complicated dynamic nonlinear property. Nonlinear dynamics modeling and simulation, as a basis of two-wheeled self-balancing vehicle dynamics research, has the guiding effect for system design of the project demonstration and design phase. Dynamics model of the two-wheeled self-balancing vehicle is established by importing a TSi ProPac package to the Mathematica software (version 8.0, which analyzes the stability and calculates the Lyapunov exponents of the system. The relationship between external force and stability of the system is analyzed by the phase trajectory. Proportional–integral–derivative control is added to the system in order to improve the stability of the two-wheeled self-balancing vehicle. From the research, Lyapunov exponent can be used to research the stability of hyperchaos system. The stability of the two-wheeled self-balancing vehicle is better by inputting the proportional–integral–derivative control. The Lyapunov exponent and phase trajectory can help us analyze the stability of a system better and lay the foundation for the analysis and control of the two-wheeled self-balancing vehicle system.

Uhrf1 controls the self-renewal versus differentiation of hematopoietic stem cells by epigenetically regulating the cell-division modes.

Science.gov (United States)

Zhao, Jingyao; Chen, Xufeng; Song, Guangrong; Zhang, Jiali; Liu, Haifeng; Liu, Xiaolong

2017-01-10

Hematopoietic stem cells (HSCs) are able to both self-renew and differentiate. However, how individual HSC makes the decision between self-renewal and differentiation remains largely unknown. Here we report that ablation of the key epigenetic regulator Uhrf1 in the hematopoietic system depletes the HSC pool, leading to hematopoietic failure and lethality. Uhrf1-deficient HSCs display normal survival and proliferation, yet undergo erythroid-biased differentiation at the expense of self-renewal capacity. Notably, Uhrf1 is required for the establishment of DNA methylation patterns of erythroid-specific genes during HSC division. The expression of these genes is enhanced in the absence of Uhrf1, which disrupts the HSC-division modes by promoting the symmetric differentiation and suppressing the symmetric self-renewal. Moreover, overexpression of one of the up-regulated genes, Gata1, in HSCs is sufficient to phenocopy Uhrf1-deficient HSCs, which show impaired HSC symmetric self-renewal and increased differentiation commitment. Taken together, our findings suggest that Uhrf1 controls the self-renewal versus differentiation of HSC through epigenetically regulating the cell-division modes, thus providing unique insights into the relationship among Uhrf1-mediated DNA methylation, cell-division mode, and HSC fate decision.

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.

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.

Self-control, self-regulation, and doping in sport: a test of the strength-energy model.

Science.gov (United States)

Chan, Derwin K; Lentillon-Kaestner, Vanessa; Dimmock, James A; Donovan, Robert J; Keatley, David A; Hardcastle, Sarah J; Hagger, Martin S

2015-04-01

We applied the strength-energy model of self-control to understand the relationship between self-control and young athletes' behavioral responses to taking illegal performance-enhancing substances, or "doping." Measures of trait self-control, attitude and intention toward doping, intention toward, and adherence to, doping-avoidant behaviors, and the prevention of unintended doping behaviors were administered to 410 young Australian athletes. Participants also completed a "lollipop" decision-making protocol that simulated avoidance of unintended doping. Hierarchical linear multiple regression analyses revealed that self-control was negatively associated with doping attitude and intention, and positively associated with the intention and adherence to doping-avoidant behaviors, and refusal to take or eat the unfamiliar candy offered in the "lollipop" protocol. Consistent with the strength-energy model, athletes with low self-control were more likely to have heightened attitude and intention toward doping, and reduced intention, behavioral adherence, and awareness of doping avoidance.

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.

[Self-regulation systems to control tobacco advertising. An empirical analysis].

Science.gov (United States)

Martín, Marta; Quiles, M del Carmen; López, Carmen

2004-01-01

Against the background of the debate aroused by the tobacco advertising ban as a result of Directive 98/43/EC and of the Proposed Directive of 5/9/2001, we aimed to evaluate how self-regulation of tobacco advertising systems has worked in the last 5 years and to evaluate its effectiveness and relevance as a potential tool in public health prevention. We performed a content and discourse analysis of all advertisements appearing in the Sunday supplements of the three weekly newspapers with the widest circulation in Spain (El Pais, El Mundo, and ABC) between January 1995 and January 2000 to detect infractions of the norms of the self-regulation code of the Spanish Tobacco Association (Asociacion Espanola de Tabaco [AET]) regarding: a) the identity of models used in advertising; b) direct or indirect claims for the therapeutic properties of smoking; c) depiction of cigarettes in advertisements, and d) printed warnings on advertisements. We examined 910 banners and 369 advertisements. Very few advertisements displayed rational arguments on elements such as price (13%) or product components (7%). Although the AET's code was generally respected, the advertisements displayed a series of subtleties that allowed the industry to get around the code: 10 of the 369 advertisements reviewed depicted famous people (mainly pilots and artists) and one third of them used iconic personages (Joe Camel or Marlboro Man); one advertisement suggested the therapeutic properties of tobacco and almost all linked smoking with social success and leisure. Although cigarettes were not depicted, 18% of the advertisements showed substitutes for cigarettes in various places (12%) and a large percentage infringed the code's recommendations on printed warnings. The industry's use of creative subtleties infringing its self-imposed norms begs the question of how far self-regulation is viable when a failure in the system can have serious consequences for public health.

Fractal dynamics in self-evaluation reveal self-concept clarity.

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Wong, Alexander E; Vallacher, Robin R; Nowak, Andrzej

2014-10-01

The structural account of self-esteem and self-evaluation maintains that they are distinct constructs. Trait self-esteem is stable and is expressed over macro timescales, whereas state self-evaluation is unstable and experienced on micro timescales. We compared predictions based on the structural account with those derived from a dynamical systems perspective on the self, which maintains that self-esteem and self-evaluation are hierarchically related and share basic dynamic properties. Participants recorded a 3-minute narrative about themselves, then used the mouse paradigm (Vallacher, Nowak, Froehlich, & Rockloff, 2002) to track the momentary self-evaluation in their narrative. Multiple methods converged to reveal fractal patterns in the resultant temporal patterns, indicative of nested timescales that link micro and macro selfevaluation and thus supportive of the dynamical account. The fractal dynamics were associated with participants' self-concept clarity, suggesting that the hierarchical relation between macro self-evaluation (self-esteem) and momentary self-evaluation is predicted by the coherence of self-concept organization.

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.

Dynamic Modeling and Fuzzy Self-Tuning Disturbance Decoupling Control for a 3-DOF Serial-Parallel Hybrid Humanoid Arm

Directory of Open Access Journals (Sweden)

Yueling Wang

2013-01-01

Full Text Available A unique fuzzy self-tuning disturbance decoupling controller (FSDDC is designed for a serial-parallel hybrid humanoid arm (HHA to implement the throwing trajectory-tracking mission. Firstly, the dynamic model of the HHA is established and the input signal of the throwing process is obtained by studying the throwing process of human's arm. Secondly, the FSDDC, incorporating the disturbance decoupling controller (DDC and the fuzzy logic controller (FLC, is designed to ensure trajectory tracking of the HHA in the presence of uncertainties and disturbances. With the FSDDC method, the HHA system can be decoupled by actively estimating and rejecting the effects of both the internal plant dynamics and external disturbances. The self-tuning parameters are adapted online to improve the performance of the FSDDC; thus, it does not require detailed system parameters of the presented FSDDC. Finally, the controller introduced is compared with a PD controller which is commonly used for the robot manipulators control in industry. The effectiveness of the designed FSDDC is illustrated by simulations.

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.

Academic self-regulation in students with mild intellectual disability

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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.

A mathematical perspective on flight dynamics and control

CERN Document Server

L'Afflitto, Andrea

2017-01-01

This brief presents several aspects of flight dynamics, which are usually omitted or briefly mentioned in textbooks, in a concise, self-contained, and rigorous manner. The kinematic and dynamic equations of an aircraft are derived starting from the notion of the derivative of a vector and then thoroughly analysed, interpreting their deep meaning from a mathematical standpoint and without relying on physical intuition. Moreover, some classic and advanced control design techniques are presented and illustrated with meaningful examples. Distinguishing features that characterize this brief include a definition of angular velocity, which leaves no room for ambiguities, an improvement on traditional definitions based on infinitesimal variations. Quaternion algebra, Euler parameters, and their role in capturing the dynamics of an aircraft are discussed in great detail. After having analyzed the longitudinal- and lateral-directional modes of an aircraft, the linear-quadratic regulator, the linear-quadratic Gaussian r...

Self-Regulation in Online Learning

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Cho, Moon-Heum; Shen, Demei

2013-01-01

The purpose of this study was to examine the role of goal orientation and academic self-efficacy in student achievement mediated by effort regulation, metacognitive regulation, and interaction regulation in an online course. The results show that intrinsic goal orientation and academic self-efficacy predicted students' metacognitive…

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

Self-Control, Self-Management and Entrepreneurship in Brazilian Creative Industries

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Pedro F. Bendassolli

2016-04-01

Full Text Available Abstract Creative entrepreneurship has gained ground in recent years with the advent of creative industries. The capabilitiesto set targets and individually self-regulate have been indicated as predictors of entrepreneurship. This study aims to identify validity characteristics of a self-regulation scale and to test if score differences are related to whether or not one is an entrepreneur, personalcharacteristics, or the activity sector. A total of 596 professionals from creative industries in Brazil participated in this study. The self-control and self-management scale (SCMS has been applied; it has been translated and adapted to Portuguese. Cross-validation analysis has been done. The results support the three-factor structure of the scale. Entrepreneurs tended to indicate higher means in the self-evaluation factor than non-entrepreneurs. Activity sector, gender and schooling demonstrated a significant difference in the self-monitoring factor.

SRT-Joy - computer-assisted self-regulation training for obese children and adolescents: study protocol for a randomized controlled trial.

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Warschburger, Petra

2015-12-10

Obesity is not only a highly prevalent disease but also poses a considerable burden on children and their families. Evidence is increasing that a lack of self-regulation skills may play a role in the etiology and maintenance of obesity. Our goal with this currently ongoing trial is to examine whether training that focuses on the enhancement of self-regulation skills may increase the sustainability of a complex lifestyle intervention. In a multicenter, prospective, parallel group, randomized controlled superiority trial, 226 obese children and adolescents aged 8 to 16 years will be allocated either to a newly developed computer-training program to improve their self-regulation abilities or to a placebo control group. Randomization occurs centrally and blockwise at a 1:1 allocation ratio for each center. This study is performed in pediatric inpatient rehabilitation facilities specialized in the treatment of obesity. Observer-blind assessments of outcome variables take place at four times: at the beginning of the rehabilitation (pre), at the end of the training in the rehabilitation (post), and 6 and 12 months post-rehabilitation intervention. The primary outcome is the course of BMI-SDS over 1 year after the end of the inpatient rehabilitation. Secondary endpoints are the self-regulation skills. In addition, health-related quality of life, and snack intake will be analyzed. The computer-based training programs might be a feasible and attractive tool to increase the sustainability of the weight loss reached during inpatient rehabilitation. The present study protocol was registered on 13 July 2015 at German Clinical Trials Register: DRKS00007879 .

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

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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.

Executive functions and self-regulation.

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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.

Water ordering controls the dynamic equilibrium of micelle-fibre formation in self-assembly of peptide amphiphiles.

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Deshmukh, Sanket A; Solomon, Lee A; Kamath, Ganesh; Fry, H Christopher; Sankaranarayanan, Subramanian K R S

2016-08-24

Understanding the role of water in governing the kinetics of the self-assembly processes of amphiphilic peptides remains elusive. Here, we use a multistage atomistic-coarse-grained approach, complemented by circular dichroism/infrared spectroscopy and dynamic light scattering experiments to highlight the dual nature of water in driving the self-assembly of peptide amphiphiles (PAs). We show computationally that water cage formation and breakage near the hydrophobic groups control the fusion dynamics and aggregation of PAs in the micellar stage. Simulations also suggest that enhanced structural ordering of vicinal water near the hydrophilic amino acids shifts the equilibrium towards the fibre phase and stimulates structure and order during the PA assembly into nanofibres. Experiments validate our simulation findings; the measured infrared O-H bond stretching frequency is reminiscent of an ice-like bond which suggests that the solvated water becomes increasingly ordered with time in the assembled peptide network, thus shedding light on the role of water in a self-assembly process.

Supporting Student Self-Regulation to Access the General Education Curriculum

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Korinek, Lori; deFur, Sharon H.

2016-01-01

Educators express an almost universal desire for students to exhibit self-control--that is, manage, monitor, and assess their own social and academic behaviors. These skills comprise self-regulation, a complex set of functions derived from several fields of research, including social cognition (Zimmerman, 2000), self-determination (Wehmeyer &…

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...

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

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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…

Self-Regulation, Self-Efficacy and Health Behavior Change in Older Adults.

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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.…

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

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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…

Self-tuning control algorithm design for vehicle adaptive cruise control system through real-time estimation of vehicle parameters and road grade

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Marzbanrad, Javad; Tahbaz-zadeh Moghaddam, Iman

2016-09-01

The main purpose of this paper is to design a self-tuning control algorithm for an adaptive cruise control (ACC) system that can adapt its behaviour to variations of vehicle dynamics and uncertain road grade. To this aim, short-time linear quadratic form (STLQF) estimation technique is developed so as to track simultaneously the trend of the time-varying parameters of vehicle longitudinal dynamics with a small delay. These parameters are vehicle mass, road grade and aerodynamic drag-area coefficient. Next, the values of estimated parameters are used to tune the throttle and brake control inputs and to regulate the throttle/brake switching logic that governs the throttle and brake switching. The performance of the designed STLQF-based self-tuning control (STLQF-STC) algorithm for ACC system is compared with the conventional method based on fixed control structure regarding the speed/distance tracking control modes. Simulation results show that the proposed control algorithm improves the performance of throttle and brake controllers, providing more comfort while travelling, enhancing driving safety and giving a satisfactory performance in the presence of different payloads and road grade variations.

Self-restraint spillover: Inhibitory control disrupts appetite regulation among ruminators.

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Schlinkert, Caroline; Koole, Sander L

2017-10-23

People can use inhibitory control to temporarily inhibit their personal preferences to achieve their long-term goals. According to the ego fixation model (Koole et al., 2014), ruminators have difficulties relaxing inhibitory control, leading them to continue inhibiting their personal needs, even when this is no longer required by the situation. Inhibitory control may thus disrupt healthy appetite regulation among ruminators. Among 324 Dutch undergraduate students (218 women; M age  = 21.5), different inhibitory control states were manipulated by varying whether or not participants exerted inhibitory control (Study 1) or priming high versus low inhibitory control (Study 2). All participants then performed a food-tasting task. Healthy appetite regulation was defined as a positive correlation between level of food deprivation and preference for high-calorie foods. For taste ratings, the interaction between inhibitory control and rumination was significant in each study: Inhibitory control disrupted healthy appetite regulation in taste preferences among ruminators, but not among non-ruminators. For eating behavior, the same interaction effect was significant when the two studies were combined. Inhibitory control disrupts healthy appetite regulation among ruminators. These findings suggest the need for caution in interventions that rely on inhibitory control, especially among samples with compulsive thought tendencies. © 2017 Wiley Periodicals, Inc.

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

Development of control method and dynamic model for multi-evaporator air conditioners (MEAC)

International Nuclear Information System (INIS)

Chen Wu; Zhou Xingxi; Deng Shiming

2005-01-01

Interference between operation parameters among the different evaporators makes the desirable control of MEAC hard to realize. A novel control strategy is herein proposed. The suction pressure was taken as the controlled variable to modulate the speed of its compressor, and at the same time, the room air temperatures were taken to regulate the openings of individual electronic expansion valves (EEV). A self tuning fuzzy control algorithm with a modifying factor was incorporated in the controller. A controllability test was conducted with a dynamic thermodynamic model developed with a special modeling methodology. The controllability test has shown that the control strategy and algorithm are feasible and can achieve desirable control results

Development of control method and dynamic model for multi-evaporator air conditioners (MEAC)

Energy Technology Data Exchange (ETDEWEB)

Chen Wu; Zhou Xingxi; Deng Shiming E-mail: 02900058r@polyu.edu.hk

2005-02-01

Interference between operation parameters among the different evaporators makes the desirable control of MEAC hard to realize. A novel control strategy is herein proposed. The suction pressure was taken as the controlled variable to modulate the speed of its compressor, and at the same time, the room air temperatures were taken to regulate the openings of individual electronic expansion valves (EEV). A self tuning fuzzy control algorithm with a modifying factor was incorporated in the controller. A controllability test was conducted with a dynamic thermodynamic model developed with a special modeling methodology. The controllability test has shown that the control strategy and algorithm are feasible and can achieve desirable control results.

Self-Tuning Control Scheme Based on the Robustness σ-Modification Approach

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Nabiha Touijer

2017-01-01

Full Text Available This paper deals with the self-tuning control problem of linear systems described by autoregressive exogenous (ARX mathematical models in the presence of unmodelled dynamics. An explicit scheme of control is described, which we use a recursive algorithm on the basis of the robustness σ-modification approach to estimate the parameters of the system, to solve the problem of regulation tracking of the system. This approach was designed with the assumptions that the norm of the vector of the parameters is well-known. A new quadratic criterion is proposed to develop a modified recursive least squares (M-RLS algorithm with σ-modification. The stability condition of the proposed estimation scheme is proved using the concepts of the small gain theorem. The effectiveness and reliability of the proposed M-RLS algorithm are shown by an illustrative simulation example. The effectiveness of the described explicit self-tuning control scheme is demonstrated by simulation results of the cruise control system for a vehicle.

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…

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

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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.

Emotional Intelligence of Self Regulated Learners

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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…

Changes in self-efficacy for exercise and improved nutrition fostered by increased self-regulation among adults with obesity.

Science.gov (United States)

Annesi, James J; Johnson, Ping H; McEwen, Kristin L

2015-10-01

Behavioral theory suggests that treatments that increase participants' use of self-regulatory skills and/or their feelings of ability (self-efficacy) will improve exercise and nutrition behaviors. In addition, psychosocial factors associated with increased exercise may carry over to improved eating. Self-regulation might enhance self-efficacy through feelings of ability to manage barriers to maintaining weight-loss behaviors. Sedentary adults with severe or morbid obesity (M age = 43 years; M BMI = 40.1 kg/m(2)) participated in a 6-month study within a community-based YMCA center. We randomly assigned participants to one of the two groups that incorporated the same cognitive-behavioral support of exercise paired with methods for controlled, healthy eating emphasizing either (a) self-efficacy (n = 138), or (b) self-regulation (n = 136) methods. Mixed model repeated measures ANOVAs indicated significant improvements in exercise- and eating-related self-regulation over 3 months, and exercise- and eating-related self-efficacy over 6 months. The Self-Regulation Treatment Group demonstrated greater improvements in self-regulation for eating and fruit and vegetable intake than the Self-Efficacy Group. Regression analyses indicated that for both exercise and eating, self-regulation change significantly predicted self-efficacy change. In separate equations, changes in exercise and fruit and vegetable intake mediated those relationships, and change in self-efficacy and the corresponding behavioral changes demonstrated reciprocal, mutually reinforcing, relationships. There was evidence of carry-over, or generalization, of both self-regulation and self-efficacy changes from an exercise context to an eating context. We discussed findings in terms of leveraging self-regulation to improve self-efficacy, and provide a rationale for why exercise is the strongest predictor of success with weight loss. Results may be used to inform future behavioral weight

Eighty Phenomena About the Self: Representation, Evaluation, Regulation, and Change

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Paul eThagard

2015-03-01

Full Text Available We propose a new approach for examining self-related aspects and phenomena. The approach includes (1 a taxonomy and (2 an emphasis on multiple levels of mechanisms. The taxonomy categorizes approximately eighty self-related phenomena according to three primary functions involving the self: representing, effecting, and changing. The representing self encompasses the ways in which people depict themselves, either to themselves or to others (e.g., self-concepts, self-presentation. The effecting self concerns ways in which people facilitate or limit their own traits and behaviors (e.g., self-enhancement, self-regulation. The changing self is less time-limited than the regulating self; it concerns phenomena that involve lasting alterations in how people represent and control themselves (e.g., self-expansion, self-development. Each self-related phenomenon within these three categories may be examined at four levels of interacting mechanisms (social, individual, neural, and molecular. We illustrate our approach by focusing on seven self-related phenomena.

Self-regulation - advantages and disadvantages in a German network operator's view; Selbstregulierung - Vor- und Nachteile aus Sicht eines deutschen Netzbetreibers

Energy Technology Data Exchange (ETDEWEB)

Marquis, G. [Lech-Elektrizitaetswerke AG, Augsburg (Germany)

2001-06-18

After a very short time the existing mechanisms of self-regulation in connection with the tariff control and the cartel control resulted in an intense and dynamic competition in Germany's energy sector. Within the scope of self-regulation it is now essential to successively eliminate the problems identified during the implementation of competition. The introduction of a regulator as such is no guarantee of quality for competition. A number of problems during the implementation of the liberalisation are based on causes a regulator cannot remove either. (orig.) [German] Die vorhandenen Mechanismen der Selbstregulierung haben in Verbindung mit der Tarifaufsicht und der Kartellaufsicht in kuerzester Zeit zu einem intensiven und dynamischen Wettbewerb im Energiesektor in Deutschland gefuehrt. Im Rahmen der Selbstregulierung gilt es nun, die erkannten Probleme in der Umsetzung des Wettbewerbs sukzessive zu beheben. Die Einfuehrung eines Regulators per se stellt keine Qualitaetsgarantie fuer den Wettbewerb dar. Eine Reihe von Problemen in der Umsetzung der Liberalisierung haben Ursachen, die auch ein Regulator nicht beheben kann. (orig.)

Relaxation therapy and anxiety, self-esteem, and emotional regulation among adults with intellectual disabilities: A randomized controlled trial.

Science.gov (United States)

Bouvet, Cyrille; Coulet, Aurélie

2016-09-01

This pilot study is a randomized controlled trial on the effects of relaxation on anxiety, self-esteem, and emotional regulation in adults with intellectual disabilities (ID) working in a center of supported employment in France. We studied 30 adults with mild or moderate ID who were split at random into a relaxation group (RG, 15 subjects), who completed 10 sessions of relaxation therapy, and a control group (CG, 15 subjects), who were on a waiting list. The method used is the pretest and posttest. Variables were assessed by the State-Trait Anxiety Inventory form Y scale, the Rosenberg Self-Esteem scale, and the Emotion Regulation Questionnaire. We found that in the RG, relaxation significantly reduced state anxiety, t(14, 15) = 17.8***, d = -0.72, and improved self-esteem, t(14, 15) = -7.7***, d = 1.03, and cognitive reappraisal, t(14, 15) = -6.3***, d = 1.3, while the CG showed no change for these variables. We conclude that relaxation seems to be an interesting therapeutic option for reducing anxiety in people with ID in a supported employment setting. © The Author(s) 2015.

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.

Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

Science.gov (United States)

Raaijmakers, Steven F; Baars, Martine; Paas, Fred; van Merriënboer, Jeroen J G; van Gog, Tamara

2018-01-01

Students' ability to accurately self-assess their performance and select a suitable subsequent learning task in response is imperative for effective self-regulated learning. Video modeling examples have proven effective for training self-assessment and task-selection skills, and-importantly-such training fostered self-regulated learning outcomes. It is unclear, however, whether trained skills would transfer across domains. We investigated whether skills acquired from training with either a specific, algorithmic task-selection rule or a more general heuristic task-selection rule in biology would transfer to self-regulated learning in math. A manipulation check performed after the training confirmed that both algorithmic and heuristic training improved task-selection skills on the biology problems compared with the control condition. However, we found no evidence that students subsequently applied the acquired skills during self-regulated learning in math. Future research should investigate how to support transfer of task-selection skills across domains.

Dynamic PID loop control

International Nuclear Information System (INIS)

Pei, L.; Klebaner, A.; Theilacker, J.; Soyars, W.; Martinez, A.; Bossert, R.; DeGraff, B.; Darve, C.

2011-01-01

The Horizontal Test Stand (HTS) SRF Cavity and Cryomodule 1 (CM1) of eight 9-cell, 1.3GHz SRF cavities are operating at Fermilab. For the cryogenic control system, how to hold liquid level constant in the cryostat by regulation of its Joule-Thompson JT-valve is very important after cryostat cool down to 2.0 K. The 72-cell cryostat liquid level response generally takes a long time delay after regulating its JT-valve; therefore, typical PID control loop should result in some cryostat parameter oscillations. This paper presents a type of PID parameter self-optimal and Time-Delay control method used to reduce cryogenic system parameters oscillation.

Self-Awareness, Self-Regulation, and Self-Transcendence (S-ART: A Framework for Understanding the Neurobiological Mechanisms of Mindfulness

Directory of Open Access Journals (Sweden)

David R. Vago

2012-10-01

Full Text Available Mindfulness - as a state, trait, process, type of meditation, and intervention has proven to be beneficial across a diverse group of psychological disorders as well as for general stress reduction. Yet, there remains a lack of clarity in the operationalization of this construct, and underlying mechanisms. Here, we provide an integrative theoretical framework and systems-based neurobiological model that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind. Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness, an ability to effectively modulate one’s behavior (self-regulation, and the development of a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence. This framework of self-awareness, regulation, and transcendence (S-ART illustrates a method for becoming aware of the conditions that cause (and remove distortions or biases. The development of S-ART through meditation is proposed to modulate self-specifying and narrative self-networks through an integrative fronto-parietal control network. Relevant perceptual, cognitive, emotional, and behavioral neuropsychological processes are highlighted, including intention and motivation, attention regulation, emotion regulation, extinction and reconsolidation, prosociality, non-attachment and decentering. The S-ART framework and neurobiological model is based on our growing understanding of the mechanisms for neurocognition, empirical literature, and through dismantling the specific meditation practices thought to cultivate mindfulness. The proposed framework will inform future research in the contemplative sciences and target specific areas for development in the treatment of psychological disorders.

Self-awareness, self-regulation, and self-transcendence (S-ART): a framework for understanding the neurobiological mechanisms of mindfulness.

Science.gov (United States)

Vago, David R; Silbersweig, David A

2012-01-01

Mindfulness-as a state, trait, process, type of meditation, and intervention has proven to be beneficial across a diverse group of psychological disorders as well as for general stress reduction. Yet, there remains a lack of clarity in the operationalization of this construct, and underlying mechanisms. Here, we provide an integrative theoretical framework and systems-based neurobiological model that explains the mechanisms by which mindfulness reduces biases related to self-processing and creates a sustainable healthy mind. Mindfulness is described through systematic mental training that develops meta-awareness (self-awareness), an ability to effectively modulate one's behavior (self-regulation), and a positive relationship between self and other that transcends self-focused needs and increases prosocial characteristics (self-transcendence). This framework of self-awareness, -regulation, and -transcendence (S-ART) illustrates a method for becoming aware of the conditions that cause (and remove) distortions or biases. The development of S-ART through meditation is proposed to modulate self-specifying and narrative self-networks through an integrative fronto-parietal control network. Relevant perceptual, cognitive, emotional, and behavioral neuropsychological processes are highlighted as supporting mechanisms for S-ART, including intention and motivation, attention regulation, emotion regulation, extinction and reconsolidation, prosociality, non-attachment, and decentering. The S-ART framework and neurobiological model is based on our growing understanding of the mechanisms for neurocognition, empirical literature, and through dismantling the specific meditation practices thought to cultivate mindfulness. The proposed framework will inform future research in the contemplative sciences and target specific areas for development in the treatment of psychological disorders.

Self-organizing sensing and actuation for automatic control

Science.gov (United States)

Cheng, George Shu-Xing

2017-07-04

A Self-Organizing Process Control Architecture is introduced with a Sensing Layer, Control Layer, Actuation Layer, Process Layer, as well as Self-Organizing Sensors (SOS) and Self-Organizing Actuators (SOA). A Self-Organizing Sensor for a process variable with one or multiple input variables is disclosed. An artificial neural network (ANN) based dynamic modeling mechanism as part of the Self-Organizing Sensor is described. As a case example, a Self-Organizing Soft-Sensor for CFB Boiler Bed Height is presented. Also provided is a method to develop a Self-Organizing Sensor.

Control of self-motion in dynamic fluids: fish do it differently from bees.

Science.gov (United States)

Scholtyssek, Christine; Dacke, Marie; Kröger, Ronald; Baird, Emily

2014-05-01

To detect and avoid collisions, animals need to perceive and control the distance and the speed with which they are moving relative to obstacles. This is especially challenging for swimming and flying animals that must control movement in a dynamic fluid without reference from physical contact to the ground. Flying animals primarily rely on optic flow to control flight speed and distance to obstacles. Here, we investigate whether swimming animals use similar strategies for self-motion control to flying animals by directly comparing the trajectories of zebrafish (Danio rerio) and bumblebees (Bombus terrestris) moving through the same experimental tunnel. While moving through the tunnel, black and white patterns produced (i) strong horizontal optic flow cues on both walls, (ii) weak horizontal optic flow cues on both walls and (iii) strong optic flow cues on one wall and weak optic flow cues on the other. We find that the mean speed of zebrafish does not depend on the amount of optic flow perceived from the walls. We further show that zebrafish, unlike bumblebees, move closer to the wall that provides the strongest visual feedback. This unexpected preference for strong optic flow cues may reflect an adaptation for self-motion control in water or in environments where visibility is limited. © 2014 The Author(s) Published by the Royal Society. All rights reserved.

Personalised Learning Object System Based on Self-Regulated Learning Theories

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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.

The self-control consequences of political ideology.

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Clarkson, Joshua J; Chambers, John R; Hirt, Edward R; Otto, Ashley S; Kardes, Frank R; Leone, Christopher

2015-07-07

Evidence from three studies reveals a critical difference in self-control as a function of political ideology. Specifically, greater endorsement of political conservatism (versus liberalism) was associated with greater attention regulation and task persistence. Moreover, this relationship is shown to stem from varying beliefs in freewill; specifically, the association between political ideology and self-control is mediated by differences in the extent to which belief in freewill is endorsed, is independent of task performance or motivation, and is reversed when freewill is perceived to impede (rather than enhance) self-control. Collectively, these findings offer insight into the self-control consequences of political ideology by detailing conditions under which conservatives and liberals are better suited to engage in self-control and outlining the role of freewill beliefs in determining these conditions.

How Ego Depletion Affects Sexual Self-Regulation: Is It More Than Resource Depletion?

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Nolet, Kevin; Rouleau, Joanne-Lucine; Benbouriche, Massil; Carrier Emond, Fannie; Renaud, Patrice

2015-12-21

Rational thinking and decision making are impacted when in a state of sexual arousal. The inability to self-regulate arousal can be linked to numerous problems, like sexual risk taking, infidelity, and sexual coercion. Studies have shown that most men are able to exert voluntary control over their sexual excitation with various levels of success. Both situational and dispositional factors can influence self-regulation achievement. The goal of this research was to investigate how ego depletion, a state of low self-control capacity, interacts with personality traits-propensities for sexual excitation and inhibition-and cognitive absorption, to cause sexual self-regulation failure. The sexual responses of 36 heterosexual males were assessed using penile plethysmography. They were asked to control their sexual arousal in two conditions, with and without ego depletion. Results suggest that ego depletion has opposite effects based on the trait sexual inhibition, as individuals moderately inhibited showed an increase in performance while highly inhibited ones showed a decrease. These results challenge the limited resource model of self-regulation and point to the importance of considering how people adapt to acute and high challenging conditions.

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

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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.

Self adaptive internal combustion engine control for hydrogen mixtures based on piezoelectric dynamic cylinder pressure transducers

Energy Technology Data Exchange (ETDEWEB)

Courteau, R.; Bose, T. K. [Universite du Quebec a Trois-Rivieres, Hydrogen Research Institute, Trois-Rivieres, PQ (Canada)

2004-07-01

An algorithm for self-adaptive tuning of an internal combustion engine is proposed, based on a Kalman filter operating on a few selected metrics of the dynamic pressure curve. Piezoelectric transducers are devices to monitor dynamic cylinder pressure; spark plugs with embedded piezo elements are now available to provide diagnostic engine functions. Such transducers are also capable of providing signals to the engine controller to perform auto tuning, a function that is considered very useful particularly in vehicles using alternative fuels whose characteristics frequently show variations between fill-ups. 2 refs., 2 figs.

Inaccurate Metacognitive Monitoring and Its Effects on Metacognitive Control and Task Outcomes in Self-Regulated L2 Learning

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Ranalli, Jim

2018-01-01

Accurate metacognitive monitoring of one's own knowledge or performance is a precondition for self-regulated learning; monitoring informs metacognitive control, which in turn affects task outcomes. Studies of monitoring accuracy and its connection to knowledge and performance are common in psychology and educational research but rare in instructed…

Developing self-regulation for dietary temptations: intervention effects on physical, self-regulatory and psychological outcomes.

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McKee, Heather C; Ntoumanis, Nikos

2014-12-01

We aimed to investigate whether a self-regulatory skills intervention can improve weight loss-related outcomes. Fifty-five participants (M BMI = 32.60 ± 4.86) were randomized into self-regulation training and advice groups and received two training workshops and weekly practice tasks. The self-regulation training group was trained to use six self-regulatory skills: Delayed gratification, thought control, goal setting, self-monitoring, mindfulness, and coping. The advice group received dietary and physical activity advice for weight loss. Physical, self-regulatory, and psychological measures were taken at baseline, end of intervention (week 8) and at follow-up (week 12). Using intention-to-treat analysis, weight, waist circumference, body fat and body mass index (BMI) were significantly reduced at follow-up for both groups. There were significant increases in all six self-regulatory skills and the psychological measures of self-efficacy, self-regulatory success, and physical self-worth for both groups. Results indicate that self-regulatory skills training might be as effective as dietary and physical activity advice in terms of weight loss and related outcomes.

Development of control method and dynamic model for multi-evaporator air conditioners (MEAC)

Energy Technology Data Exchange (ETDEWEB)

Chen Wu; Deng Shiming [Hong Kong Polytechnic University (China). Dept. of Building Services Engineering; Zhou Xingxi [Shanghai Jiao Tong University (China). Institute of Refrigeration and Cryogenics

2005-02-01

Interference between operation parameters among the different evaporators makes the desirable control of MEAC hard to realize. A novel control strategy is herein proposed. The suction pressure was taken as the controlled variable to modulate the speed of its compressor, and at the same time, the room air temperatures were taken to regulate the openings of individual electronic expansion valves (EEV). A self tuning fuzzy control algorithm with a modifying factor was incorporated in the controller. A controllability test was conducted with a dynamic thermodynamic model developed with a special modeling methodology. The controllability test has shown that the control strategy and algorithm are feasible and can achieve desirable control results. (author)

Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

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Deborah L. Butler

2013-01-01

Full Text Available This paper reports findings from a longitudinal project in which secondary teachers were working collaboratively to support adolescents' self-regulated learning through reading (LTR in subject-area classrooms. We build from prior research to “connect the dots” between teachers' engagement in self- and co-regulated inquiry, associated shifts in classroom practice, and student self-regulation. More specifically, we investigated whether and how teachers working within a community of inquiry were mobilizing research to shape classroom practice and advance student learning. Drawing on evidence from 18 teachers and their respective classrooms, we describe findings related to the following research questions: (1 While engaged in self- and co-regulated inquiry, what types of practices did teachers enact to support LTR in their subject-area classrooms? (2 How did teachers draw on research-based resources to inform practice development? (3 What kinds of practices could be associated with gains in students' self-regulated LTR? In our discussion, we highlight contributions to understanding how teachers can be supported to situate research in authentic classroom environments and about qualities of practices supportive of students' self-regulated LTR. We also identify limitations of this work and important future directions.

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

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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.

An Investigation of Preservice Teachers' Perceptions of Locus of Control, Self-Regulation, and Motivation in Online Learning

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Min, Sung-Ho

2012-01-01

This study examined how students' perceptions of locus of control, self-regulation, and motivation were related in an online learning environment. The participants were 73 preservice teachers enrolled in two online technology courses. Near the end of their online course, the participants completed "Brown's Locus of Control…

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.

A Cluster Randomized-Controlled Trial of the Impact of the Tools of the Mind Curriculum on Self-Regulation in Canadian Preschoolers.

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Solomon, Tracy; Plamondon, Andre; O'Hara, Arland; Finch, Heather; Goco, Geraldine; Chaban, Peter; Huggins, Lorrie; Ferguson, Bruce; Tannock, Rosemary

2017-01-01

Early self-regulation predicts school readiness, academic success, and quality of life in adulthood. Its development in the preschool years is rapid and also malleable. Thus, preschool curricula that promote the development of self-regulation may help set children on a more positive developmental trajectory. We conducted a cluster-randomized controlled trial of the Tools of the Mind preschool curriculum, a program that targets self-regulation through imaginative play and self-regulatory language (Tools; clinical trials identifier NCT02462733). Previous research with Tools is limited, with mixed evidence of its effectiveness. Moreover, it is unclear whether it would benefit all preschoolers or primarily those with poorly developed cognitive capacities (e.g., language, executive function, attention). The study goals were to ascertain whether the Tools program leads to greater gains in self-regulation compared to Playing to Learn (YMCA PTL), another play based program that does not target self-regulation specifically, and whether the effects were moderated by children's initial language and hyperactivity/inattention. Two hundred and sixty 3- to 4-year-olds attending 20 largely urban daycares were randomly assigned, at the site level, to receive either Tools or YMCA PTL (the business-as-usual curriculum) for 15 months. We assessed self-regulation at pre-, mid and post intervention, using two executive function tasks, and two questionnaires regarding behavior at home and at school, to capture development in cognitive as well as socio-emotional aspects of self-regulation. Fidelity data showed that only the teachers at the Tools sites implemented Tools, and did so with reasonable success. We found that children who received Tools made greater gains on a behavioral measure of executive function than their YMCA PTL peers, but the difference was significant only for those children whose parents rated them high in hyperactivity/inattention initially. The effect of Tools did

A Cluster Randomized-Controlled Trial of the Impact of the Tools of the Mind Curriculum on Self-Regulation in Canadian Preschoolers

Directory of Open Access Journals (Sweden)

Tracy Solomon

2018-01-01

Full Text Available Early self-regulation predicts school readiness, academic success, and quality of life in adulthood. Its development in the preschool years is rapid and also malleable. Thus, preschool curricula that promote the development of self-regulation may help set children on a more positive developmental trajectory. We conducted a cluster-randomized controlled trial of the Tools of the Mind preschool curriculum, a program that targets self-regulation through imaginative play and self-regulatory language (Tools; clinical trials identifier NCT02462733. Previous research with Tools is limited, with mixed evidence of its effectiveness. Moreover, it is unclear whether it would benefit all preschoolers or primarily those with poorly developed cognitive capacities (e.g., language, executive function, attention. The study goals were to ascertain whether the Tools program leads to greater gains in self-regulation compared to Playing to Learn (YMCA PTL, another play based program that does not target self-regulation specifically, and whether the effects were moderated by children’s initial language and hyperactivity/inattention. Two hundred and sixty 3- to 4-year-olds attending 20 largely urban daycares were randomly assigned, at the site level, to receive either Tools or YMCA PTL (the business-as-usual curriculum for 15 months. We assessed self-regulation at pre-, mid and post intervention, using two executive function tasks, and two questionnaires regarding behavior at home and at school, to capture development in cognitive as well as socio-emotional aspects of self-regulation. Fidelity data showed that only the teachers at the Tools sites implemented Tools, and did so with reasonable success. We found that children who received Tools made greater gains on a behavioral measure of executive function than their YMCA PTL peers, but the difference was significant only for those children whose parents rated them high in hyperactivity/inattention initially. The

A miniaturized piezoelectric turbine with self-regulation for increased air speed range

Energy Technology Data Exchange (ETDEWEB)

Fu, Hailing, E-mail: h.fu14@imperial.ac.uk; Yeatman, Eric M. [Department of Electrical and Electronic Engineering, Imperial College London, London SW7 2AZ (United Kingdom)

2015-12-14

This paper presents the design and demonstration of a piezoelectric turbine with self-regulation for increased air speed range. The turbine's transduction is achieved by magnetic “plucking” of a piezoelectric beam by the passing rotor. The increased speed range is achieved by the self-regulating mechanism which can dynamically adjust the magnetic coupling between the magnets on the turbine rotor and the piezoelectric beam using a micro-spring. The spring is controlled passively by the centrifugal force of the magnet on the rotor. This mechanism automatically changes the relative position of the magnets at different rotational speeds, making the coupling weak at low airflow speeds and strong at high speeds. Hence, the device can start up with a low airflow speed, and the output power can be ensured when the airflow speed is high. A theoretical model was established to analyse the turbine's performance, advantages, and to optimize its design parameters. A prototype was fabricated and tested in a wind tunnel. The start-up airflow speed was 2.34 m/s, showing a 30% improvement against a harvester without the mechanism.

A miniaturized piezoelectric turbine with self-regulation for increased air speed range

International Nuclear Information System (INIS)

Fu, Hailing; Yeatman, Eric M.

2015-01-01

This paper presents the design and demonstration of a piezoelectric turbine with self-regulation for increased air speed range. The turbine's transduction is achieved by magnetic “plucking” of a piezoelectric beam by the passing rotor. The increased speed range is achieved by the self-regulating mechanism which can dynamically adjust the magnetic coupling between the magnets on the turbine rotor and the piezoelectric beam using a micro-spring. The spring is controlled passively by the centrifugal force of the magnet on the rotor. This mechanism automatically changes the relative position of the magnets at different rotational speeds, making the coupling weak at low airflow speeds and strong at high speeds. Hence, the device can start up with a low airflow speed, and the output power can be ensured when the airflow speed is high. A theoretical model was established to analyse the turbine's performance, advantages, and to optimize its design parameters. A prototype was fabricated and tested in a wind tunnel. The start-up airflow speed was 2.34 m/s, showing a 30% improvement against a harvester without the mechanism

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.

Self-Compassion and the Self-Regulation of Exercise: Reactions to Recalled Exercise Setbacks.

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Semenchuk, Brittany N; Strachan, Shaelyn M; Fortier, Michelle

2018-02-01

Self-compassion facilitates health behavior self-regulation; few studies have examined self-compassion and exercise. This online, cross-sectional study investigated self-compassion's relationship with exercise self-regulation of an exercise setback. Adults (N = 105) who had experienced an exercise setback within the last 6 months completed baseline measures, recalled an exercise setback, and completed questionnaires assessing self-regulation in this context. Self-compassion associated with self-determined motivations and exercise goal reengagement, and negatively related to extrinsic motivations, state rumination, and negative affect. Self-compassion predicted unique variance, beyond self-esteem, in exercise goal reengagement, external regulation, state rumination, and negative affect experienced after an exercise setback. Self-compassion and self-esteem had unique relationships with goal reengagement, state rumination, and situational motivation, while having a complementary relationship with negative affect. This research adds to the few studies that examine the role of self-compassion in exercise self-regulation by examining how self-compassion and self-esteem relate to reactions to a recalled exercise setback.

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.

The self-regulated nature of self-concept and the Life World – investigating the process of personal change and transition

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John D. Smith

2006-04-01

Full Text Available This paper examines the systemic (dynamic nature of self-concept to determine how the experience, and associated understandings, of change(s in self-concept might be researched amongst Beginning Teachers (BT’s who are undertaking a long course of education and training. Self-concept has been extensively researched over many years and across a large number of fields; formulating a coherent overview of the topic has been difficult, however, because of the varied traditions and perspectives operating within different research communities. By adopting an approach similar to that used by Sternberg; this paper attempts to identify and map the many metaphors relating to self-concept according to their systemic properties, ie, structure, pattern and process, also their internal, external and boundary relationships within the individual person. The paper then examines self-regulation as a key feature of the autopoietic self, a systems based view of the human as a self-bounded, self-regulating and self-perpetuating entity, and develops a systemic perspective of self-concept as the basis for an integrated conceptual framework. This, essentially descriptive, view of self-concept is then further developed by introducing two process based ideas from Life Span Developmental Psychology – the notion of the life course as a evolving structure and the concept of the developmental life task. The paper ends by examining the role of possible selves as the dynamic force that ‘powers’ the process of everyday living and suggests ways in which the original research question might be further investigated.

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.

The development of Self-control of Cognitive Activity in Preschool Age

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Chernokova T.E.,

2015-02-01

Full Text Available We discuss the problem of self-control formation in the context of metacognitive development of children. The hypothesis of the study was that in the preschool age, the structure of self-cognition begins to form, which includes anticipating, process and final self-control. The aim of the study was to identify the dynamics of self-control of cognitive activity in the preschool years. We used an experimental technique in which children were asked to identify the problem and plan of the learning activities, implement it and evaluate the results. The study involved 60 children aged 4 to 7 years. In all age groups higher rates of current and total self-control were found, but the most intensive dynamics were identified in terms of predictive self-control. In the preschool age children occasionally show a formal self-control. At the age of 5-6 years old, the children start to develop the self-control structure, and significant correlations were found between the indicators of current and final self. The most advanced children demonstrate meaningful self-control. This is due not only to the development of self-awareness, arbitrariness and traditionally described cognitive processes, but also to the development of dialectical thinking and metacognitions.

Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

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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.

Implicit theories about willpower predict self-regulation and grades in everyday life.

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Job, Veronika; Walton, Gregory M; Bernecker, Katharina; Dweck, Carol S

2015-04-01

Laboratory research shows that when people believe that willpower is an abundant (rather than highly limited) resource they exhibit better self-control after demanding tasks. However, some have questioned whether this "nonlimited" theory leads to squandering of resources and worse outcomes in everyday life when demands on self-regulation are high. To examine this, we conducted a longitudinal study, assessing students' theories about willpower and tracking their self-regulation and academic performance. As hypothesized, a nonlimited theory predicted better self-regulation (better time management and less procrastination, unhealthy eating, and impulsive spending) for students who faced high self-regulatory demands. Moreover, among students taking a heavy course load, those with a nonlimited theory earned higher grades, which was mediated by less procrastination. These findings contradict the idea that a limited theory helps people allocate their resources more effectively; instead, it is people with the nonlimited theory who self-regulate well in the face of high demands. (c) 2015 APA, all rights reserved).

[Inefficacy of self-regulation of alcohol advertisements: a systematic review of the literature].

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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.

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

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

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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.

Benefits and disadvantages of self-regulation of environmental noise from military training

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Luz, George A.

2002-05-01

In a 1981 Executive decision, the Administration's Office of Management and Budget (OMB) told the Environmental Protection Agency to end funding of the Office of Noise Abatement and Control (ONAC). This decision, coupled with a specific exemption for military equipment contained in the Noise Control Act of 1972, ensured that the military departments would be self-regulating in regard to noise. This self-regulation for noise stands in contrast to the external regulation of other pollutants, such as air and water emissions. Two possible disadvantages of self-regulation are (1) reduced funding for noise management compared with funding for externally regulated pollutants, and (2) lack of an independent and external set of standards for determining acceptable limits on community noise exposure. Three possible benefits are (1) avoiding the costs of mitigating trivial violations of external standards, (2) maintaining a long-standing policy of preventing noise problems through land use planning, and (3) enabling negotiated solutions between installations and their neighboring communities. The paper ends with an examination of a negotiated solution for a community subjected to noise from the detonation of obsolete ammunition.

Integrating self-regulated learning and discovery learning into English lesson plan

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Sayukti Ni Kadek Heny

2018-01-01

Full Text Available The notion of learner-centeredness has been embedded in the National Curriculum of Indonesia, 2013 Curriculum. However, most of the teachers seem to be hardly acquainted with the concept of Self-Regulated Learning (SRL and discovery learning in the lesson planning. Considering the phenomenon, this study intends to explore the concept of Self-Regulated Learning in the lesson plan of English subject for a tenth-grade level by employing a qualitative design with data obtained from a teacher-made lesson plan and a semi-structured interview. The researcher used content analysis to analyze the lesson plan. Meanwhile, the qualitative data from interview result were preceded through a coding sheet and transcribed modified figure. The findings revealed an integration of SRL cyclical phase and discovery learning in the teacher-made lesson plan. Based on the discussion, the results need to be applied in a considerably large context, in order to see thoroughly dynamic integration between Self-Regulated Learning model, lesson planning and the concept of learner autonomy.

Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

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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.

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

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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.

Self-perception, self-regulation and metacognition in adolescents with intellectual disability.

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Nader-Grosbois, Nathalie

2014-06-01

This study compares self-perception of competences in 28 typically developing children (TD) aged 7-9 years and 32 adolescents with intellectual disability (ID) aged 11-16 years in special school, matched for mental age (MA). The links between self-perception, self-regulation in problem-solving and metacognition are investigated. Overall self-perception and self-perception of competences by domain do not differ significantly between the two groups. Self-perception of competences in specific domains, self-regulation and metacognition vary depending on MA and verbal comprehension in the two groups. ID adolescents attribute more importance to social acceptance than TD children. In both groups, positive links are identified between self-perception and importance attributed to domains. Performance, self-regulation and metacognition are lower in ID adolescents than in TD children. Positive links are obtained between self-perception of competences in specific domains and certain self-regulatory and metacognitive strategies, although these links differ in the two groups. Copyright © 2014 Elsevier Ltd. All rights reserved.

Approaches to Learning to Control Dynamic Uncertainty

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Magda Osman

2015-10-01

Full Text Available In dynamic environments, when faced with a choice of which learning strategy to adopt, do people choose to mostly explore (maximizing their long term gains or exploit (maximizing their short term gains? More to the point, how does this choice of learning strategy influence one’s later ability to control the environment? In the present study, we explore whether people’s self-reported learning strategies and levels of arousal (i.e., surprise, stress correspond to performance measures of controlling a Highly Uncertain or Moderately Uncertain dynamic environment. Generally, self-reports suggest a preference for exploring the environment to begin with. After which, those in the Highly Uncertain environment generally indicated they exploited more than those in the Moderately Uncertain environment; this difference did not impact on performance on later tests of people’s ability to control the dynamic environment. Levels of arousal were also differentially associated with the uncertainty of the environment. Going beyond behavioral data, our model of dynamic decision-making revealed that, in actual fact, there was no difference in exploitation levels between those in the highly uncertain or moderately uncertain environments, but there were differences based on sensitivity to negative reinforcement. We consider the implications of our findings with respect to learning and strategic approaches to controlling dynamic uncertainty.

Relaxation Therapy and Anxiety, Self-Esteem, and Emotional Regulation among Adults with Intellectual Disabilities: A Randomized Controlled Trial

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Bouvet, Cyrille; Coulet, Aurélie

2016-01-01

This pilot study is a randomized controlled trial on the effects of relaxation on anxiety, self-esteem, and emotional regulation in adults with intellectual disabilities (ID) working in a center of supported employment in France. We studied 30 adults with mild or moderate ID who were split at random into a relaxation group (RG, 15 subjects), who…

Targeting self-regulation to promote health behaviors in children.

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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.

Control of ITBs in Fusion Self-Heated Plasmas

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Panta, Soma; Newman, David; Terry, Paul; Sanchez, Raul

2015-11-01

Simple dynamical models have been able to capture a remarkable amount of the dynamics of the transport barriers found in many devices, including the often disconnected nature of the electron thermal transport channel sometimes observed in the presence of a standard (``ion channel'') barrier. By including in this rich though simple dynamic transport model an evolution equation for electron fluctuations we have previously investigated the interaction between the formation of the standard ion channel barrier and the somewhat less common electron channel barrier. The electron channel formation and evolution is even more sensitive to the alignment of the various gradients making up the sheared radial electric field then the ion barrier is. Because of this sensitivity and coupling of the barrier dynamics, the dynamic evolution of the fusion self-heating profile can have a significant impact on the barrier location and dynamics. To investigate this, self-heating has been added this model and the impact of the self-heating on the formation and controllability of the various barriers is explored. It has been found that the evolution of the heating profiles can suppress or collapse the electron channel barrier. NBI and RF schemes will be investigated for profile/barrier control.

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

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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…

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

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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.

Numerical simulation on self-regulating characteristics of a cold neutron source with a closed-thermosiphon

International Nuclear Information System (INIS)

Kawai, Takeshi; Utsuro, Masahiko; Okamoto, Sunao

1989-01-01

A cold neutron source (CNS) having a closed-thermosiphon cooling loop shows a characteristic of self-regulation to the heat load fluctuations if the moderator transfer tube fulfills certain conditions. A dynamical equation of the closed-thermosiphon type CNS having such a property has been presented on the basis of the non-equilibrium thermodynamics. Kyoto University Reactor (KUR) CNS is investigated by numerical simulation of this equation. The numerical predictions for the self-regulating characteristics are in agreement with available experimental data. (author)

Exergames versus self-regulated exercises with instruction leaflets to improve adherence during geriatric rehabilitation: a randomized controlled trial.

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Oesch, Peter; Kool, Jan; Fernandez-Luque, Luis; Brox, Ellen; Evertsen, Gunn; Civit, Anton; Hilfiker, Roger; Bachmann, Stefan

2017-03-23

Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. Design: single center parallel group non-blinded randomized controlled trial with central stratified randomization. center for geriatric inpatient rehabilitation. Included were patients over 65 with mobility restrictions who were able to perform self-regulated exercise. Patients were assigned to self-regulated exercise using a) exergames on Windows Kinect® (exergame group EG) or b) instruction leaflets (conventional group CG). During two 30 min sessions physical therapists instructed self-regulated exercise to be conducted twice daily during thirty minutes during ten working days. Patients reported adherence (primary outcome), enjoyment and motivation daily. Balance during walking was measured blind before and after the treatment phase with an accelerometer. Analysis was by intention to treat. Repeated measures mixed models and Cohen's d effect sizes (ES, moderate if >0.5, large if > 0.8) with 95% CIs were used to evaluate between-group effects over time. Alpha was set at 0.05. From June 2014 to December 2015 217 patients were evaluated and 54 included, 26 in the EG and 28 in the CG. Adverse effects were observed in two patients in the EG who stopped because of pain during exercising. Adherence was comparable at day one (38 min. in the EG and 42 min. in the CG) and significantly higher in the CG at day 10 (54 min. in the CG while decreasing to 28 min. in the EG, p = 0.007, ES 0.94, 0.39-0.151). Benefits favoring the CG were also observed for enjoyment (p = 0.001, ES 0.88, 0.32 - 1.44) and motivation (p = 0

Self-supervised dynamical systems

International Nuclear Information System (INIS)

Zak, Michail

2004-01-01

A new type of dynamical systems which capture the interactions via information flows typical for active multi-agent systems is introduced. The mathematical formalism is based upon coupling the classical dynamical system (with random components caused by uncertainties in initial conditions as well as by Langevin forces) with the corresponding Liouville or the Fokker-Planck equations describing evolution of these uncertainties in terms of probability density. The coupling is implemented by information-based supervising forces which fundamentally change the patterns of probability evolution. It is demonstrated that the probability density can approach prescribed attractors while exhibiting such patterns as shock waves, solitons and chaos in probability space. Applications of these phenomena to information-based neural nets, expectation-based cooperation, self-programmed systems, control chaos using terminal attractors as well as to games with incomplete information, are addressed. A formal similarity between the mathematical structure of the introduced dynamical systems and quantum mechanics is discussed

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

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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.

Behavioral Self-Regulation and Weight-Related Behaviors in Inner-City Adolescents: A Model of Direct and Indirect Effects.

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Isasi, Carmen R; Wills, Thomas A

2011-08-01

BACKGROUND: This study examined the association of two distinct self-regulation constructs, effortful control and dysregulation, with weight-related behaviors in adolescents and tested whether these effects were mediated by self-efficacy variables. METHODS: A school-based survey was conducted with 1771 adolescents from 11 public schools in the Bronx, New York. Self-regulation was assessed by multiple indicators and defined as two latent constructs. Dependent variables included fruit/vegetable intake, intake of snack/junk food, frequency of physical activity, and time spent in sedentary behaviors. Structural equation modeling examined the relation of effortful control and dysregulation to lifestyle behaviors, with self-efficacy variables as possible mediators. RESULTS: Study results showed that effortful control had a positive indirect effect on fruit and vegetable intake, mediated by self-efficacy, as well as a direct effect. Effortful control also had a positive indirect effect on physical activity, mediated by self-efficacy. Dysregulation had direct effects on intake of junk food/snacks and time spent in sedentary behaviors. CONCLUSIONS: These findings indicate that self-regulation characteristics are related to diet and physical activity and that some of these effects are mediated by self-efficacy. Different effects were noted for the two domains of self-regulation. Prevention researchers should consider including self-regulation processes in programs to improve health behaviors in adolescents.

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

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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.

HOW MATHEMATICS TEACHERS DEVELOP THEIR PUPILS’ SELF-REGULATED LEARNING SKILLS

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Iuliana Marchis

2011-11-01

Full Text Available 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 more than two third of the teachers promote the methods of understanding the problem; develop pupils’ self-efficacy and self-control. But only one third of the teachers ask pupils to use different strategies for solving a problem; ask students to explain the solution to their colleagues. In case of unsuccessful problem solving only one third of the respondents ask pupils to present previous knowledge about the problem or/and recall and try different methods.

Endothelin-1 Regulation of Exercise-Induced Changes in Flow: Dynamic Regulation of Vascular Tone

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Robert M. Rapoport

2017-10-01

Full Text Available Although endothelin (ET-1 is a highly potent vasoconstrictor with considerable efficacy in numerous vascular beds, the role of endogenous ET-1 in the regulation of vascular tone remains unclear. The perspective that ET-1 plays little role in the on-going regulation of vascular tone at least under physiologic conditions is supported by findings that potential ET-1 constriction is minimized by the release of the vasodilator and ET-1 synthesis inhibitor, nitric oxide (NO. Indeed, ET-1 release and constriction is self-limited by ET-1-induced, endothelial ETB receptor-mediated release of NO. Moreover, even if the balance between ET-1 and NO were reversed as the result of lowered NO activity, as occurs in a number of pathophysiologies associated with endothelial dysfunction, the well-known resistance of ET-1 constriction to reversal (as determined with exogenous ET-1 precludes ET-1 in the dynamic, i.e., moment-to-moment, regulation of vascular tone. On the other hand, and as presently reviewed, findings of ET-1-dependent modulation of organ blood flow with exercise under physiologic conditions demonstrate the dynamic regulation of vascular tone by ET-1. We speculate that this regulation is mediated at least in part through changes in ET-1 synthesis/release caused by pulsatile flow-induced shear stress and NO.

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

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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.

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

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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.

[Mes differ by positioning: empirical testing of decentralized dynamics of the self].

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Mizokami, Shinichi

2013-10-01

The present study empirically tested the conceptualization of the decentralized dynamics of the self proposed by Hermans & Kempen (1993), which they developed theoretically and from clinical cases, not from large samples of empirical data. They posited that worldviews and images of the self could vary by positioning even in the same individual, and denied that the ego was an omniscient entity that knew and controlled all aspects of the self (centralized ego). Study 1 tested their conceptualization empirically with 47 university students in an experimental group and 17 as a control group. The results showed that the scores on the Rosenberg's self-esteem scale and images of the Mes in the experimental group significantly varied by positioning, but those in the control group did not. Similar results were found in Study 2 with a sample of 120 university students. These results empirically supported the conceptualization of the decentralized dynamics of the self.

Genetic algorithm–based varying parameter linear quadratic regulator control for four-wheel independent steering vehicle

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Linlin Gao

2015-11-01

Full Text Available From the perspective of vehicle dynamics, the four-wheel independent steering vehicle dynamics stability control method is studied, and a four-wheel independent steering varying parameter linear quadratic regulator control system is proposed with the help of expert control method. In the article, a four-wheel independent steering linear quadratic regulator controller for model following purpose is designed first. Then, by analyzing the four-wheel independent steering vehicle dynamic characteristics and the influence of linear quadratic regulator control parameters on control performance, a linear quadratic regulator control parameter adjustment strategy based on vehicle steering state is proposed to achieve the adaptive adjustment of linear quadratic regulator control parameters. In addition, to further improve the control performance, the proposed varying parameter linear quadratic regulator control system is optimized by genetic algorithm. Finally, simulation studies have been conducted by applying the proposed control system to the 8-degree-of-freedom four-wheel independent steering vehicle dynamics model. The simulation results indicate that the proposed control system has better performance and robustness and can effectively improve the stability and steering safety of the four-wheel independent steering vehicle.

Emotional reactivity and emotion regulation among adults with a history of self-harm: laboratory self-report and functional MRI evidence.

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Davis, Tchiki S; Mauss, Iris B; Lumian, Daniel; Troy, Allison S; Shallcross, Amanda J; Zarolia, Paree; Ford, Brett Q; McRae, Kateri

2014-08-01

Intentionally hurting one's body (deliberate self-harm; DSH) is theorized to be associated with high negative emotional reactivity and poor emotion regulation ability. However, little research has assessed the relationship between these potential risk factors and DSH using laboratory measures. Therefore, we conducted 2 studies using laboratory measures of negative emotional reactivity and emotion regulation ability. Study 1 assessed self-reported negative emotions during a sad film clip (reactivity) and during a sad film clip for which participants were instructed to use reappraisal (regulation). Those with a history of DSH were compared with 2 control groups without a history of DSH matched on key demographics: 1 healthy group low in depression and anxiety symptoms and 1 group matched to the DSH group on depression and anxiety symptoms. Study 2 extended Study 1 by assessing neural responding to negative images (reactivity) and negative images for which participants were instructed to use reappraisal (regulation). Those with a history of DSH were compared with a control group matched to the DSH group on demographics, depression, and anxiety symptoms. Compared with control groups, participants with a history of DSH did not exhibit greater negative emotional reactivity but did exhibit lower ability to regulate emotion with reappraisal (greater self-reported negative emotions in Study 1 and greater amygdala activation in Study 2 during regulation). These results suggest that poor emotion regulation ability, but not necessarily greater negative emotional reactivity, is a correlate of and may be a risk factor for DSH, even when controlling for mood disorder symptoms. (c) 2014 APA, all rights reserved.

Dealing with difficult days: Functional coping dynamics in self-harm ideation and enactment.

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Nielsen, Emma; Sayal, Kapil; Townsend, Ellen

2017-01-15

Self-harm affords people a means of coping. However, little is known about how functional coping dynamics differ between stressful situations in which people self-harm (enactment), think about harming (ideation), or experience no self-harmful thoughts or behaviours. Participants (N = 1,157) aged 16-49 years (M = 18.21, SD = 3.24) with a recent history of self-harm (past 3 months) reported how they coped in response to their most significant recent stressor (3 months). Almost 40% of participants, all of whom had self-harmed in the last 3 months, had no self-harm experience (thoughts or behaviours) in response to their most significant stressor in that time frame. In multivariate analysis, adjusting for symptoms of depression and anxiety, reappraisal coping was predictive of self-harm thoughts. Approach, emotion regulation and reappraisal coping were predictive of self-harm behaviour. Emotion regulation coping differentiated self-harm ideation and enactment groups. The cross-sectional design of the study precludes the ability to make inferences regarding causality. Further, there is no agreed definition of 'recent' self-harm. Taken together, the findings suggest that functional coping dynamics may be differentially associated with self-harm ideation and enactment. This is important, given that understanding the transitions between ideation and enactment has been identified as a critical frontier in suicide prevention. Further, results indicate that seemingly innocuous events may have a profound impact as tipping points for enaction; this has implications for clinical practice, including the co-production of safety plans. Copyright © 2016. Published by Elsevier B.V.

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...

Behavioral self-regulation for weight loss in young adults: a randomized controlled trial

Directory of Open Access Journals (Sweden)

Wing Rena R

2009-02-01

Full Text Available Abstract Objective To determine the feasibility of recruiting and retaining young adults in a brief behavioral weight loss intervention tailored for this age group, and to assess the preliminary efficacy of an intervention that emphasizes daily self-weighing within the context of a self-regulation model. Methods Forty young adults (29.1 ± 3.9 years, range 21–35, average BMI of 33.36 ± 3.4 were randomized to one of two brief behavioral weight loss interventions: behavioral self-regulation (BSR or adapted standard behavioral treatment (SBT. Assessments were conducted at baseline, post-treatment (10 weeks, and follow-up (20 weeks. Intent to treat analyses were conducted using general linear modeling in SPSS version 14.0. Results Participants in both groups attended an average of 8.7 out of 10 group meetings, and retention rates were 93% and 88% for post-treatment and follow-up assessments, respectively. Both groups achieved significant weight losses at post-treatment (BSR = -6.4 kg (4.0; SBT = -6.2 kg (4.5 and follow-up (BSR = -6.6 kg (5.5; SBT = -5.8 kg (5.2, p p = .84. Across groups, there was a positive association between frequency of weighing at follow-up and overall weight change at follow-up (p = .01. Daily weighing was not associated with any adverse changes in psychological symptoms. Conclusion Young adults can be recruited and retained in a behavioral weight loss program tailored to their needs, and significant weight losses can be achieved and maintained through this brief intervention. Future research on the longer-term efficacy of a self-regulation approach using daily self-weighing for weight loss in this age group is warranted. Clinical Trials Registration # NCT00488228

College students who have an eveningness preference report lower self-control and greater procrastination.

Science.gov (United States)

Digdon, Nancy L; Howell, Andrew J

2008-11-01

Previous research suggests a possible link between eveningness and general difficulties with self-regulation (e.g., evening types are more likely than other chronotypes to have irregular sleep schedules and social rhythms and use substances). Our study investigated the relationship between eveningness and self-regulation by using two standardized measures of self-regulation: the Self-Control Scale and the Procrastination Scale. We predicted that an eveningness preference would be associated with poorer self-control and greater procrastination than would an intermediate or morningness preference. Participants were 308 psychology students (mean age=19.92 yrs) at a small Canadian college. Students completed the self-regulation questionnaires and Morningness/Eveningness Questionnaire (MEQ) online. The mean MEQ score was 46.69 (SD=8.20), which is intermediate between morningness and eveningness. MEQ scores ranged from definite morningness to definite eveningness, but the dispersion of scores was skewed toward more eveningness. Pearson and partial correlations (controlling for age) were used to assess the relationship between MEQ score and the Self-Control Scale (global score and 5 subscale scores) and Procrastination Scale (global score). All correlations were significant. The magnitude of the effects was medium for all measures except one of the Self-Control subscales, which was small. A multiple regression analysis to predict MEQ score using the Self-Control Scale (global score), Procrastination Scale, and age as predictors indicated the Self-Control Scale was a significant predictor (accounting for 20% of the variance). A multiple regression analysis to predict MEQ scores using the five subscales of the Self-Control Scale and age as predictors showed the subscales for reliability and work ethic were significant predictors (accounting for 33% of the variance). Our study showed a relationship between eveningness and low self-control, but it did not address whether the

Fostering Self-Regulation in Distributed Learning

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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…

Impulsivity, self-control, and hypnotic suggestibility.

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Ludwig, V U; Stelzel, C; Krutiak, H; Prunkl, C E; Steimke, R; Paschke, L M; Kathmann, N; Walter, H

2013-06-01

Hypnotic responding might be due to attenuated frontal lobe functioning after the hypnotic induction. Little is known about whether personality traits linked with frontal functioning are associated with responsiveness to hypnotic suggestions. We assessed whether hypnotic suggestibility is related to the traits of self-control and impulsivity in 154 participants who completed the Brief Self-Control Scale, the Self-Regulation Scale, the Barratt Impulsiveness Scale (BIS-11), and the Harvard Group Scale of Hypnotic Susceptibility (HGSHS:A). BIS-11 non-planning impulsivity correlated positively with HGSHS:A (Bonferroni-corrected). Furthermore, in the best model emerging from a stepwise multiple regression, both non-planning impulsivity and self-control positively predicted hypnotic suggestibility, and there was an interaction of BIS-11 motor impulsivity with gender. For men only, motor impulsivity tended to predict hypnotic suggestibility. Hypnotic suggestibility is associated with personality traits linked with frontal functioning, and hypnotic responding in men and women might differ. Copyright © 2013 Elsevier Inc. All rights reserved.

Purpose of Engagement in Academic Self-Regulation

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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…

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

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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.

The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

OpenAIRE

Özkan KIRMIZI

2015-01-01

Self-concept, self efficacy, and self-regulation are three important factors that predict the success of L2 learners to a large extent. Therefore, the present study was designed to measure the academic self-concept, self efficacy, self-regulation level of higher education students in relation to academic achievement and self-evaluation and secondarily to investigate the correlation between academic self-concept, selfefficacy, and self-regulation. In the present study, academic self-concept wa...

Self adaptive internal combustion engine control for hydrogen mixtures based on piezoelectric dynamic cylinder pressure transducers

International Nuclear Information System (INIS)

Courteau, R.; Bose, T.K.

2004-01-01

Piezoelectric transducers offer an effective, non-intrusive way to monitor dynamic cylinder pressure in internal combustion engines. Devices dedicated to this purpose are appearing on the market, often in the form of spark plugs with embedded piezo elements. Dynamic cylinder pressure is typically used to provide diagnostic functions, or to help map an engine after it is designed. With the advent of powerful signal processor chips, it is now possible to embed enough computing power in the engine controller to perform auto tuning based on the signals provided by such transducers. Such functionality is very useful if the fuel characteristics vary between fill ups, as is often the case with alternative fuels. We propose here an algorithm for self-adaptive tuning based on a Kalman filter operating on a few selected metrics of the dynamic pressure curve. (author)

Self-regulating and self-evolving particle swarm optimizer

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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.

The Development of Self-Regulation across Early Childhood

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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…

Weight Loss and the Prevention of Weight Regain: Evaluation of a Treatment Model of Exercise Self-Regulation Generalizing to Controlled Eating.

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Annesi, James J; Johnson, Ping H; Tennant, Gisèle A; Porter, Kandice J; Mcewen, Kristin L

2016-01-01

For decades, behavioral weight-loss treatments have been unsuccessful beyond the short term. Development and testing of innovative, theoretically based methods that depart from current failed practices is a priority for behavioral medicine. To evaluate a new, theory-based protocol in which exercise support methods are employed to facilitate improvements in psychosocial predictors of controlled eating and sustained weight loss. Women with obesity were randomized into either a comparison treatment that incorporated a print manual plus telephone follow-ups (n = 55) or an experimental treatment of The Coach Approach exercise-support protocol followed after 2 months by group nutrition sessions focused on generalizing self-regulatory skills from an exercise support to a controlled eating context (n = 55). Repeated-measures analysis of variance contrasted group changes in weight, physical activity, fruit and vegetable intake, mood, and exercise- and eating-related self-regulation and self-efficacy over 24 months. Regression analyses determined salient interrelations of change scores over both the weight-loss phase (baseline-month 6) and weight-loss maintenance phase (month 6-month 24). Improvements in all psychological measures, physical activity, and fruit and vegetable intake were significantly greater in the experimental group where a mean weight loss of 5.7 kg (6.1% of initial body weight) occurred at month 6, and was largely maintained at a loss of 5.1 kg (5.4%) through the full 24 months of the study. After establishing temporal intervals for changes in self-regulation, self-efficacy, and mood that best predicted improvements in physical activity and eating, a consolidated multiple mediation model suggested that change in self-regulation best predicted weight loss, whereas change in self-efficacy best predicted maintenance of lost weight. Because for most participants loss of weight remained greater than that required for health benefits, and costs for treatment

Cognitive self-regulation and social functioning among French children: A longitudinal study from kindergarten to first grade.

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Hubert, Blandine; Guimard, Philippe; Florin, Agnès

2017-03-01

This study adds to the body of research examining the links between two components of cognitive self-regulation (inhibitory control and verbal working memory) and social functioning (social integration, social problem solving, and prosocial skills) and focuses on children's sex as a moderator of the association between cognitive self-regulation and social functioning. The participants (N = 131) were French schoolchildren followed from kindergarten (Mage = 68.36 months, SD = 3.33 months) through Grade 1. Using hierarchical regression analyses, three major findings were revealed: (1) inhibitory control was a better predictor than verbal working memory of prosocial skills assessed by peers using the sociometric technique as well as by teachers using questionnaires, after controlling for sex, mother's education, and verbal and non-verbal IQ; (2) the prosocial skills assessed by teachers in kindergarten contributed more to explaining the prosocial skills and peer acceptance assessed in Grade 1 than cognitive self-regulation; and (3) sex did not moderate the relationship between cognitive self-regulation and social functioning. These results suggest that developing strong cognitive self-regulation, especially inhibitory control and prosocial skills, in young children schooled in France could be beneficial for their social development. © 2017 The Institute of Psychology, Chinese Academy of Sciences and John Wiley & Sons Australia, Ltd.

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

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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

Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment.

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Oblak, Ethan F; Lewis-Peacock, Jarrod A; Sulzer, James S

2017-07-01

Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different

Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment.

Directory of Open Access Journals (Sweden)

Ethan F Oblak

2017-07-01

Full Text Available Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic and feedback timing (continuous or intermittent. Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results

Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment

Science.gov (United States)

Sulzer, James S.

2017-01-01

Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different

Controlling Complex Systems and Developing Dynamic Technology

Science.gov (United States)

Avizienis, Audrius Victor

In complex systems, control and understanding become intertwined. Following Ilya Prigogine, we define complex systems as having control parameters which mediate transitions between distinct modes of dynamical behavior. From this perspective, determining the nature of control parameters and demonstrating the associated dynamical phase transitions are practically equivalent and fundamental to engaging with complexity. In the first part of this work, a control parameter is determined for a non-equilibrium electrochemical system by studying a transition in the morphology of structures produced by an electroless deposition reaction. Specifically, changing the size of copper posts used as the substrate for growing metallic silver structures by the reduction of Ag+ from solution under diffusion-limited reaction conditions causes a dynamical phase transition in the crystal growth process. For Cu posts with edge lengths on the order of one micron, local forces promoting anisotropic growth predominate, and the reaction produces interconnected networks of Ag nanowires. As the post size is increased above 10 microns, the local interfacial growth reaction dynamics couple with the macroscopic diffusion field, leading to spatially propagating instabilities in the electrochemical potential which induce periodic branching during crystal growth, producing dendritic deposits. This result is interesting both as an example of control and understanding in a complex system, and as a useful combination of top-down lithography with bottom-up electrochemical self-assembly. The second part of this work focuses on the technological development of devices fabricated using this non-equilibrium electrochemical process, towards a goal of integrating a complex network as a dynamic functional component in a neuromorphic computing device. Self-assembled networks of silver nanowires were reacted with sulfur to produce interfacial "atomic switches": silver-silver sulfide junctions, which exhibit

Exhaustion Experiences in Junior Athletes: The Importance of Motivation and Self-Control Competencies.

Science.gov (United States)

Jordalen, Gro; Lemyre, Pierre-Nicolas; Durand-Bush, Natalie

2016-01-01

Quality of motivation, self-control competencies, as well as past performance experience influence sport participation outcomes in developing athletes. Studies have shown that junior athletes high in self-determined motivation are less prone to experience burnout, while self-control competencies help developing athletes to be conscious and deliberate in their self-regulatory efforts toward elite sport performances and avoid negative sport participation outcomes. Combining the self-determination theory framework and psychosocial theories of self-regulation, the aim of this cross-sectional study was to examine how various types of motivation and self-control competencies together are associated with the development of burnout symptoms in junior athletes. High-level Norwegian winter-sport athletes from elite sport academies ( N = 199; female n = 72; 16-20 years of age) consented to participate. Associations between six types of motivational regulation, self-control, and indices of exhaustion were investigated. We hypothesized that athletes' self-control competencies are important to operate successfully, and influenced by different types of motivation, they are expected to help athletes avoid negative sport participation outcomes such as emotional and physical exhaustion. Structural equation modeling analyses were conducted to analyze these relationships, and results revealed some multifaceted associations. When identifying antecedents of sport participation exhaustion and burnout, there is a need to go beyond the unique framework of motivation theories, and explore what cognitive competencies ensure fulfillment of motivation desires. In the current study, differences in junior athletes' quality of motivation influenced self-control competencies when predicting exhaustion. Interestingly, young athletes driven by self-determined (intrinsic, integrated, and identified), and controlled (introjected and amotivation) regulations in association with self-control offered the

Exhaustion Experiences in Junior Athletes:The Importance of Motivation and Self - Control Competencies

Directory of Open Access Journals (Sweden)

Gro Jordalen

2016-11-01

Full Text Available Quality of motivation, self-control competencies, as well as past performance experience influence sport participation outcomes in developing athletes. Studies have shown that junior athletes high in self-determined motivation are less prone to experience burnout, while self-control competencies help developing athletes to be conscious and deliberate in their self-regulatory efforts toward elite sport performances and avoid negative sport participation outcomes. Combining the self-determination theory (SDT framework and psychosocial theories of self-regulation, the aim of this cross-sectional study was to examine how various types of motivation and self-control competencies together are associated with the development of burnout symptoms in junior athletes. High-level Norwegian winter-sport athletes from elite sport academies (N = 199; female n = 72; 16 to 20 years of age consented to participate. Associations between six types of motivational regulation, self-control, and indices of exhaustion were investigated. We hypothesized that athletes’ self-control competencies are important to operate successfully, and influenced by different types of motivation, they are expected to help athletes avoid negative sport participation outcomes such as emotional and physical exhaustion. Structural equation modeling analyses were conducted to analyze these relationships, and results revealed some multifaceted associations. When identifying antecedents of sport participation exhaustion and burnout, there is a need to go beyond the unique framework of motivation theories, and explore what cognitive competencies ensure fulfillment of motivation desires. In the current study, differences in junior athletes’ quality of motivation influenced self-control competencies when predicting exhaustion. Interestingly, young athletes driven by self-determined (intrinsic, integrated, and identified, and controlled (introjected and amotivation regulations in association

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…

The level of the transcription factor Pax6 is essential for controlling the balance between neural stem cell self-renewal and neurogenesis.

Directory of Open Access Journals (Sweden)

Stephen N Sansom

2009-06-01

Full Text Available Neural stem cell self-renewal, neurogenesis, and cell fate determination are processes that control the generation of specific classes of neurons at the correct place and time. The transcription factor Pax6 is essential for neural stem cell proliferation, multipotency, and neurogenesis in many regions of the central nervous system, including the cerebral cortex. We used Pax6 as an entry point to define the cellular networks controlling neural stem cell self-renewal and neurogenesis in stem cells of the developing mouse cerebral cortex. We identified the genomic binding locations of Pax6 in neocortical stem cells during normal development and ascertained the functional significance of genes that we found to be regulated by Pax6, finding that Pax6 positively and directly regulates cohorts of genes that promote neural stem cell self-renewal, basal progenitor cell genesis, and neurogenesis. Notably, we defined a core network regulating neocortical stem cell decision-making in which Pax6 interacts with three other regulators of neurogenesis, Neurog2, Ascl1, and Hes1. Analyses of the biological function of Pax6 in neural stem cells through phenotypic analyses of Pax6 gain- and loss-of-function mutant cortices demonstrated that the Pax6-regulated networks operating in neural stem cells are highly dosage sensitive. Increasing Pax6 levels drives the system towards neurogenesis and basal progenitor cell genesis by increasing expression of a cohort of basal progenitor cell determinants, including the key transcription factor Eomes/Tbr2, and thus towards neurogenesis at the expense of self-renewal. Removing Pax6 reduces cortical stem cell self-renewal by decreasing expression of key cell cycle regulators, resulting in excess early neurogenesis. We find that the relative levels of Pax6, Hes1, and Neurog2 are key determinants of a dynamic network that controls whether neural stem cells self-renew, generate cortical neurons, or generate basal progenitor cells

SWCD: a sliding window and self-regulated learning-based background updating method for change detection in videos

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Işık, Şahin; Özkan, Kemal; Günal, Serkan; Gerek, Ömer Nezih

2018-03-01

Change detection with background subtraction process remains to be an unresolved issue and attracts research interest due to challenges encountered on static and dynamic scenes. The key challenge is about how to update dynamically changing backgrounds from frames with an adaptive and self-regulated feedback mechanism. In order to achieve this, we present an effective change detection algorithm for pixelwise changes. A sliding window approach combined with dynamic control of update parameters is introduced for updating background frames, which we called sliding window-based change detection. Comprehensive experiments on related test videos show that the integrated algorithm yields good objective and subjective performance by overcoming illumination variations, camera jitters, and intermittent object motions. It is argued that the obtained method makes a fair alternative in most types of foreground extraction scenarios; unlike case-specific methods, which normally fail for their nonconsidered scenarios.

Understanding Self-Controlled Motor Learning Protocols through the Self-Determination Theory.

Science.gov (United States)

Sanli, Elizabeth A; Patterson, Jae T; Bray, Steven R; Lee, Timothy D

2012-01-01

The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT). Three micro-theories within the macro-theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory, and Organismic Integration Theory) are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

Understanding self-controlled motor learning protocols through the self determination theory

Directory of Open Access Journals (Sweden)

Elizabeth Ann Sanli

2013-01-01

Full Text Available The purpose of the present review was to provide a theoretical understanding of the learning advantages underlying a self-controlled practice context through the tenets of the self-determination theory (SDT. Three micro theories within the macro theory of SDT (Basic psychological needs theory, Cognitive Evaluation Theory & Organismic Integration Theory are used as a framework for examining the current self-controlled motor learning literature. A review of 26 peer-reviewed, empirical studies from the motor learning and medical training literature revealed an important limitation of the self-controlled research in motor learning: that the effects of motivation have been assumed rather than quantified. The SDT offers a basis from which to include measurements of motivation into explanations of changes in behavior. This review suggests that a self-controlled practice context can facilitate such factors as feelings of autonomy and competence of the learner, thereby supporting the psychological needs of the learner, leading to long term changes to behavior. Possible tools for the measurement of motivation and regulation in future studies are discussed. The SDT not only allows for a theoretical reinterpretation of the extant motor learning research supporting self-control as a learning variable, but also can help to better understand and measure the changes occurring between the practice environment and the observed behavioral outcomes.

Efficacy of Self-Regulated Strategy Development Instruction for Developing Writers with and without Disabilities in Rural Schools: A Randomized Controlled Trial

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Mason, Linda H.; Cramer, Anne Mong; Garwood, Justin D.; Varghese, Cheryl; Hamm, Jill; Murray, Allen

2017-01-01

A workshop with virtual consultation practice-based professional development model for self-regulated strategy development persuasive writing instruction was evaluated in a randomized controlled trial. Nineteen general education teachers and 564 Grade 5 and 6 students in 16 low-wealth rural schools participated. Following training, teachers…

Introduction: Self-Regulation of Learning in Postsecondary Education

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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…

Dissociable self effects for emotion regulation: a study of Chinese major depressive outpatients.

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Wang, Xiaoxia; Feng, Zhengzhi; Zhou, Daiquan; Lei, Xu; Liao, Tongquan; Zhang, Li; Ji, Bing; Li, Jing

2014-01-01

Reappraisal is an adaptive emotion regulation strategy while the role of self-perspective in reappraisal process of depressed patients is largely unknown in terms of goals (valence/arousal) and tactics (detachment/immersion). In this study, 12 depressed individuals and 15 controls were scanned with MRI during which they either attend naturally to emotional stimuli, or adopt detachment/immersion strategy. Behaviorally, no group differences in self-reported emotion regulation effectiveness were found. In addition, we observed that (1) patients were less able to downregulate amygdala activation with recruitment of more dorsal lateral prefrontal cortex (dlPFC) when adopting detachment strategy regardless of valence, and this preserved ability to regulate emotion was inversely associated with severity of symptoms; (2) patients had deficits in upregulating amygdala activation when adopting immersion strategy, with less inferior frontal gyrus (IFG) activation and strengthening coupling of dlPFC and ventral medial prefrontal cortex (vmPFC) with amygdala; (3) comparison between groups yielded that patients showed stronger vmPFC activation under either self-detached or self-immersed condition. In conclusion, impaired modulatory effects of amygdala in depressed patients are compensated with strengthening cognitive control resources, with dissociable effects for different self-perspectives in reappraisal. These results may help clarify the role of self-perspective underlying reappraisal in major depression.

Dissociable Self Effects for Emotion Regulation: A Study of Chinese Major Depressive Outpatients

Directory of Open Access Journals (Sweden)

Xiaoxia Wang

2014-01-01

Full Text Available Reappraisal is an adaptive emotion regulation strategy while the role of self-perspective in reappraisal process of depressed patients is largely unknown in terms of goals (valence/arousal and tactics (detachment/immersion. In this study, 12 depressed individuals and 15 controls were scanned with MRI during which they either attend naturally to emotional stimuli, or adopt detachment/immersion strategy. Behaviorally, no group differences in self-reported emotion regulation effectiveness were found. In addition, we observed that (1 patients were less able to downregulate amygdala activation with recruitment of more dorsal lateral prefrontal cortex (dlPFC when adopting detachment strategy regardless of valence, and this preserved ability to regulate emotion was inversely associated with severity of symptoms; (2 patients had deficits in upregulating amygdala activation when adopting immersion strategy, with less inferior frontal gyrus (IFG activation and strengthening coupling of dlPFC and ventral medial prefrontal cortex (vmPFC with amygdala; (3 comparison between groups yielded that patients showed stronger vmPFC activation under either self-detached or self-immersed condition. In conclusion, impaired modulatory effects of amygdala in depressed patients are compensated with strengthening cognitive control resources, with dissociable effects for different self-perspectives in reappraisal. These results may help clarify the role of self-perspective underlying reappraisal in major depression.

Motivation, self-determination, and long-term weight control

OpenAIRE

Teixeira, Pedro J; Silva, Marlene N; Mata, Jutta; Palmeira, António L; Markland, David

2012-01-01

Abstract This article explores the topics of motivation and self-regulation in the context of weight management and related behaviors. We focus on the role of a qualitative approach to address motivation - not only considering the level but also type of motivation - in weight control and related behaviors. We critically discuss the operationalization of motivation in current weight control programs, present a complementary approach to understanding motivation based on self-determination theor...

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.

Cognitive and Self-regulatory Mechanisms of Obesity Study (COSMOS): Study protocol for a randomized controlled weight loss trial examining change in biomarkers, cognition, and self-regulation across two behavioral treatments.

Science.gov (United States)

Hawkins, M A W; Colaizzi, Janna; Gunstad, John; Hughes, Joel W; Mullins, Larry L; Betts, Nancy; Smith, Caitlin E; Keirns, Natalie G; Vohs, Kathleen D; Moore, Shirley M; Forman, Evan M; Lovallo, William R

2018-03-01

Obesity is a global epidemic, yet successful interventions are rare. Up to 60% of people fail to achieve clinically meaningful, short-term weight loss (5-10% of start weight), whereas up to 72% are unsuccessful at achieving long-term weight loss (5-10% loss for ≥5years). Understanding how biological, cognitive, and self-regulatory factors work together to promote or to impede weight loss is clearly needed to optimize obesity treatment. This paper describes the methodology of the Cognitive and Self-regulatory Mechanisms of Obesity Study (the COSMOS trial). COSMOS is the first randomized controlled trial to investigate how changes in multiple biopsychosocial and cognitive factors relate to weight loss and one another across two weight loss treatments. The specific aims are to: 1) Confirm that baseline obesity-related physiological dysregulation is linked to cognitive deficits and poorer self-regulation, 2) Evaluate pre- to post-treatment change across time to assess individual differences in biomarkers, cognition, and self-regulation, and 3) Evaluate whether the acceptance-based treatment (ABT) group has greater improvements in outcomes (e.g., greater weight loss and less weight regain, improvements in biomarkers, cognition, and self-regulation), than the standard behavioral treatment group (SBT) from pre- to post-treatment and 1-year follow-up. The results of COSMOS will provide critical information about how dysregulation in biomarkers, cognition, and/or self-regulation is related to weight loss and whether weight loss treatments are differentially associated with these factors. This information will be used to identify promising treatment targets that are informed by biological, cognitive, and self-regulatory factors in order to advance obesity treatment. Copyright © 2017 Elsevier Inc. All rights reserved.

Effect of a Behavioral Self-Regulation Intervention on Patient Adherence to Fluid-Intake Restrictions in Hemodialysis: a Randomized Controlled Trial.

Science.gov (United States)

Howren, M Bryant; Kellerman, Quinn D; Hillis, Stephen L; Cvengros, Jamie; Lawton, William; Christensen, Alan J

2016-04-01

The purpose of this study is to evaluate the efficacy of a behavioral self-regulation intervention vs. active control condition using a parallel-group randomized clinical trial with a sample of center hemodialysis patients with chronic kidney disease. Participants were recruited from 8 hemodialysis treatment centers in the Midwest. Eligible patients were (a) fluid nonadherent as defined by an interdialytic weight gain >2.5 kg over a 4-week period, (b) >18 years of age, (c) English-speaking without severe cognitive impairment, (d) treated with center-based hemodialysis for >3 months, and (e) not living in a care facility in which meals were managed. Medical records were used to identify eligible patients. Patients were randomly assigned to either a behavioral self-regulation intervention or active control condition in which groups of 3-8 patients met for hour-long, weekly sessions for 7 weeks at their usual hemodialysis clinic. Primary analyses were intention-to-treat. Sixty-one patients were randomized to the intervention while 58 were assigned to the attention-placebo support and discussion control. Covariate-adjusted between-subjects analyses demonstrated no unique intervention effect for the primary outcome, interdialytic weight gain (β = 0.13, p = 0.48). Significant within-subjects improvement over time was observed for the intervention group (β = -0.32, p = 0.014). The present study found that participation in a behavioral self-regulation intervention resulted in no unique intervention effect on a key indicator of adherence for those with severe chronic kidney disease. There was, however, modest within-subjects improvement in interdialytic weight gain for the intervention group which meshes with other evidence showing the utility of behavioral interventions in this patient population. ClinicalTrials.gov Identifier: NCT01066949.

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. 

Reconstructing a Network of Stress-Response Regulators via Dynamic System Modeling of Gene Regulation

Directory of Open Access Journals (Sweden)

Wei-Sheng Wu

2008-01-01

Full Text Available Unicellular organisms such as yeasts have evolved mechanisms to respond to environmental stresses by rapidly reorganizing the gene expression program. Although many stress-response genes in yeast have been discovered by DNA microarrays, the stress-response transcription factors (TFs that regulate these stress-response genes remain to be investigated. In this study, we use a dynamic system model of gene regulation to describe the mechanism of how TFs may control a gene’s expression. Then, based on the dynamic system model, we develop the Stress Regulator Identification Algorithm (SRIA to identify stress-response TFs for six kinds of stresses. We identified some general stress-response TFs that respond to various stresses and some specific stress-response TFs that respond to one specifi c stress. The biological significance of our findings is validated by the literature. We found that a small number of TFs is probably suffi cient to control a wide variety of expression patterns in yeast under different stresses. Two implications can be inferred from this observation. First, the response mechanisms to different stresses may have a bow-tie structure. Second, there may be regulatory cross-talks among different stress responses. In conclusion, this study proposes a network of stress-response regulators and the details of their actions.

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.

Peer effects on self-regulation in adolescence depend on the nature and quality of the peer interaction.

Science.gov (United States)

King, Kevin M; McLaughlin, Katie A; Silk, Jennifer; Monahan, Kathryn C

2017-11-21

Adolescence is a critical period for the development of self-regulation, and peer interactions are thought to strongly influence regulation ability. Simple exposure to peers has been found to alter decisions about risky behaviors and increase sensitivity to rewards. The link between peer exposure and self-regulation is likely to vary as a function of the type and quality of peer interaction (e.g., rejection or acceptance). Little is known about how the nature of interactions with peers influences different dimensions of self-regulation. We examined how randomization to acceptance or rejection by online "virtual" peers influenced multiple dimensions of self-regulation in a multisite community sample of 273 adolescents aged 16-17 years. Compared to a neutral condition, exposure to peers produced increases in cold cognitive control, but decreased hot cognitive control. Relative to peer acceptance, peer rejection reduced distress tolerance and increased sensitivity to losses. These findings suggest that different dimensions of adolescent self-regulation are influenced by the nature of the peer context: basic cognitive functions are altered by mere exposure to peers, whereas more complex decision making and emotion regulation processes are influenced primarily by the quality of that exposure.

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

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.

The Association between Motivation, Affect, and Self-regulated Learning When Solving Problems.

Science.gov (United States)

Baars, Martine; Wijnia, Lisette; Paas, Fred

2017-01-01

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.

The Relationship Between Self-Regulation and Online Learning in a Blended Learning Context

Directory of Open Access Journals (Sweden)

Richard Lynch

2004-08-01

Full Text Available This study reviewed the distance education and self-regulation literatures to identify learner self-regulation skills predictive of academic success in a blended education context. Five self-regulatory attributes were judged likely to be predictive of academic performance: intrinsic goal orientation, self-efficacy for learning and performance, time and study environment management, help seeking, and Internet self-efficacy. Verbal ability was used as a control measure. Performance was operationalized as final course grades. Data were collected from 94 students in a blended undergraduate marketing course at a west coast American research university (tier one. Regression analysis revealed that verbal ability and self-efficacy related significantly to performance, together explaining 12 percent of the variance in course grades. Self-efficacy for learning and performance alone accounted for 7 percent of the variance.

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.

Active Self-Assembled Spinners: dynamic crystals, transport and induced surface flows

Science.gov (United States)

Snezhko, Alexey; Kokot, Gasper

Strongly interacting colloids driven out-of-equilibrium by an external periodic forcing often develop nontrivial collective dynamics. Active magnetic colloids proved to be excellent model experimental systems to explore emergent behavior and active (out-of-equilibrium) self-assembly phenomena. Ferromagnetic micro-particles, suspended at a liquid interface and energized by a rotational homogeneous alternating magnetic field applied along the supporting interface, spontaneously form ensembles of synchronized self-assembled spinners with well-defined characteristic length. The size and the torque of an individual self-assembled spinner are controlled by the frequency of the driving magnetic field. Experiments reveal a rich collective dynamics in large ensembles of synchronized magnetic spinners that spontaneously form dynamic spinner lattices at the interface in a certain range of the excitation parameters. Non-trivial dynamics inside of the formed spinner lattices is observed. Transport of passive cargo particles and structure of the underlying self-induced surface flows is analyzed. The research was supported by the U.S. DOE, Office of Basic Energy Sciences, Division of Materials Science and Engineering.

Reversible and Dynamic Fluorescence Imaging of Cellular Redox Self-Regulation Using Fast-Responsive Near-Infrared Ge-Pyronines.

Science.gov (United States)

Nie, Hailiang; Jing, Jing; Tian, Yong; Yang, Wen; Zhang, Rubo; Zhang, Xiaoling

2016-04-13

Cellular self-regulation of reactive oxygen species (ROS) stress via glutathione (GSH) antioxidant repair plays a crucial role in maintaining redox balance, which affects various physiological and pathological pathways. In this work, we developed a simple yet effective strategy for reversible, dynamic, and real-time fluorescence imaging of ROS stress and GSH repair, based on novel Ge-pyronine dyes (GePs). Unlike the current O-pyronine (OP) dye, the fluorescence of GePs can be quenched in GSH reduction and then greatly restored by ROS (e.g., ClO(-), ONOO(-), and HO(•)) oxidation because of their unique affinity toward thiols. The "on-off" and "off-on" fluorescence switch can complete in 10 and 20 s, respectively, and exhibit excellent reversibility in vitro and in cells. GePs also show excitation in the long wavelength from the deep-red to near-infrared (NIR) (621-662 nm) region, high fluorescence quantum yield (Φ(fl) = 0.32-0.44) in aqueous media, and excellent cell permeability. Our results demonstrated that GePs can be used for real-time monitoring of the reversible and dynamic interconversion between ROS oxidation and GSH reduction in living cells. GePs might be a useful tool for investigating various redox-related physiological and pathological pathways.

"I'll stop procrastinating now!" Fostering specific processes of self-regulated learning to reduce academic procrastination.

Science.gov (United States)

Grunschel, Carola; Patrzek, Justine; Klingsieck, Katrin B; Fries, Stefan

2018-01-01

Academic procrastination is considered to be a result of self-regulation failure having detrimental effects on students' well-being and academic performance. In the present study, we developed and evaluated a group training that aimed to reduce academic procrastination. We based the training on a cyclical process model of self-regulated learning, thus, focusing on improving deficient processes of self-regulated learning among academic procrastinators (e.g., time management, dealing with distractions). The training comprised five sessions and took place once a week for 90 min in groups of no more than 10 students. Overall, 106 students completed the training. We evaluated the training using a comprehensive control group design with repeated measures (three points of measurement); the control group was trained after the intervention group's training. The results showed that our training was successful. The trained intervention group significantly reduced academic procrastination and improved specific processes of self-regulated learning (e.g., time management, concentration), whereas the untrained control group showed no change regarding these variables. After the control group had also been trained, the control group also showed the expected favorable changes. The students rated the training overall as good and found it recommendable for procrastinating friends. Hence, fostering self-regulatory processes in our intervention was a successful attempt to support students in reducing academic procrastination. The evaluation of the training encourages us to adapt the training for different groups of procrastinators.

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...

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...

Academic Procrastination of Undergraduates: Low Self-Efficacy to Self-Regulate Predicts Higher Levels of Procrastination

Science.gov (United States)

Klassen, Robert M.; Krawchuk, Lindsey L.; Rajani, Sukaina

2008-01-01

This article reports two studies exploring the academic procrastination of 456 undergraduates. Study 1 explores the relationships among academic procrastination, self-regulation, academic self-efficacy, self-esteem, and self-efficacy for self-regulation. Results reveal that although other self-variables are related to procrastination,…

Developmental consequences of early parenting experiences: self-recognition and self-regulation in three cultural communities.

Science.gov (United States)

Keller, Heidi; Yovsi, Relindis; Borke, Joern; Kärtner, Joscha; Jensen, Henning; Papaligoura, Zaira

2004-01-01

This study relates parenting of 3-month-old children to children's self-recognition and self-regulation at 18 to 20 months. As hypothesized, observational data revealed differences in the sociocultural orientations of the 3 cultural samples' parenting styles and in toddlers' development of self-recognition and self-regulation. Children of Cameroonian Nso farmers who experience a proximal parenting style develop self-regulation earlier, children of Greek urban middle-class families who experience a distal parenting style develop self-recognition earlier, and children of Costa Rican middle-class families who experience aspects of both distal and proximal parenting styles fall between the other 2 groups on both self-regulation and self-recognition. Results are discussed with respect to their implications for culturally informed developmental pathways.

Brief report: emotion regulation and coping as moderators in the relationship between personality and self-injury.

Science.gov (United States)

Hasking, Penelope A; Coric, Sarah J; Swannell, Sarah; Martin, Graham; Thompson, Holly Knox; Frost, Aaron D J

2010-10-01

Self-injury without conscious suicidal intent is an increasingly prevalent phenomenon particularly among adolescent populations. This pilot study examined the extent and correlates of self-injurious behaviour in a school population sample of 393 adolescents (aged 13-18 years) using a self-report questionnaire. Specifically, we aimed to determine whether personality was related to self-injury and whether this relationship was moderated by emotion regulation or coping strategies. Few personality and coping variables were directly related to self-injury after controlling for age and psychopathology. However the relationship between personality and self-injury was moderated by coping skills and emotion regulation. We suggest future research explore these relationships in order to determine the role of coping skills and emotional regulation training in prevention of self-injury.

Eighty phenomena about the self: representation, evaluation, regulation, and change

Science.gov (United States)

Thagard, Paul; Wood, Joanne V.

2015-01-01

We propose a new approach for examining self-related aspects and phenomena. The approach includes (1) a taxonomy and (2) an emphasis on multiple levels of mechanisms. The taxonomy categorizes approximately eighty self-related phenomena according to three primary functions involving the self: representing, effecting, and changing. The representing self encompasses the ways in which people depict themselves, either to themselves or to others (e.g., self-concepts, self-presentation). The effecting self concerns ways in which people facilitate or limit their own traits and behaviors (e.g., self-enhancement, self-regulation). The changing self is less time-limited than the effecting self; it concerns phenomena that involve lasting alterations in how people represent and control themselves (e.g., self-expansion, self-development). Each self-related phenomenon within these three categories may be examined at four levels of interacting mechanisms (social, individual, neural, and molecular). We illustrate our approach by focusing on seven self-related phenomena. PMID:25870574

Nature and autonomy: an organizational view of social and neurobiological aspects of self-regulation in behavior and development.

Science.gov (United States)

Ryan, R M; Kuhl, J; Deci, E L

1997-01-01

The concepts of self-regulation and autonomy are examined within an organizational framework. We begin by retracing the historical origins of the organizational viewpoint in early debates within the field of biology between vitalists and reductionists, from which the construct of self-regulation emerged. We then consider human autonomy as an evolved behavioral, developmental, and experiential phenomenon that operates at both neurobiological and psychological levels and requires very specific supports within higher order social organizations. We contrast autonomy or true self-regulation with controlling regulation (a nonautonomous form of intentional behavior) in phenomenological and functional terms, and we relate the forms of regulation to the developmental processes of intrinsic motivation and internalization. Subsequently, we describe how self-regulation versus control may be characterized by distinct neurobiological underpinnings, and we speculate about some of the adaptive advantages that may underlie the evolution of autonomy. Throughout, we argue that disturbances of autonomy, which have both biological and psychological etiologies, are central to many forms of psychopathology and social alienation.

Self-optimizing Pitch Control for Large Scale Wind Turbine Based on ADRC

Science.gov (United States)

Xia, Anjun; Hu, Guoqing; Li, Zheng; Huang, Dongxiao; Wang, Fengxiang

2018-01-01

Since wind turbine is a complex nonlinear and strong coupling system, traditional PI control method can hardly achieve good control performance. A self-optimizing pitch control method based on the active-disturbance-rejection control theory is proposed in this paper. A linear model of the wind turbine is derived by linearizing the aerodynamic torque equation and the dynamic response of wind turbine is transformed into a first-order linear system. An expert system is designed to optimize the amplification coefficient according to the pitch rate and the speed deviation. The purpose of the proposed control method is to regulate the amplification coefficient automatically and keep the variations of pitch rate and rotor speed in proper ranges. Simulation results show that the proposed pitch control method has the ability to modify the amplification coefficient effectively, when it is not suitable, and keep the variations of pitch rate and rotor speed in proper ranges

Impulsivity, self-regulation,and pathological video gaming among youth: testing a mediation model.

Science.gov (United States)

Liau, Albert K; Neo, Eng Chuan; Gentile, Douglas A; Choo, Hyekyung; Sim, Timothy; Li, Dongdong; Khoo, Angeline

2015-03-01

Given the potential negative mental health consequences of pathological video gaming, understanding its etiology may lead to useful treatment developments. The purpose of the study was to examine the influence of impulsive and regulatory processes on pathological video gaming. Study 1 involved 2154 students from 6 primary and 4 secondary schools in Singapore. Study 2 involved 191 students from 2 secondary schools. The results of study 1 and study 2 supported the hypothesis that self-regulation is a mediator between impulsivity and pathological video gaming. Specifically, higher levels of impulsivity was related to lower levels of self-regulation, which in turn was related to higher levels of pathological video gaming. The use of impulsivity and self-regulation in predicting pathological video gaming supports the dual-system model of incorporating both impulsive and reflective systems in the prediction of self-control outcomes. The study highlights the development of self-regulatory resources as a possible avenue for future prevention and treatment research. © 2011 APJPH.

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...

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...

Self-assembling, dynamic alphaPNAs

DEFF Research Database (Denmark)

Nielsen, Peter E

2009-01-01

In the recent report published in Science, Ghadiri and coworkers describe dynamic tPNAs, alphaPNA derivatives with a nucleobase attached via a thioester bond that are a step forward toward self-repairing and replicating molecules.......In the recent report published in Science, Ghadiri and coworkers describe dynamic tPNAs, alphaPNA derivatives with a nucleobase attached via a thioester bond that are a step forward toward self-repairing and replicating molecules....

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.

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...

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…

In Sync and in Control: A Meta-Analysis of Parent-Child Positive Behavioral Synchrony and Youth Self-Regulation.

Science.gov (United States)

Davis, Molly; Bilms, Joanie; Suveg, Cynthia

2017-12-01

A growing body of research has highlighted the connection between parent-child positive behavioral synchrony and youth self-regulation; however, this association has yet to be the focus of a meta-analytic review. Therefore, the present meta-analysis aimed to estimate the magnitude of the relation between parent-child positive behavioral synchrony and youth self-regulation and to identify moderator variables that can explain the variability in the degree of this association across the extant literature. A thorough literature search of two major databases, in addition to scanning the reference sections of relevant articles, yielded a total of 10 peer-reviewed articles (24 effect sizes, 658 children) that were eligible for inclusion in the current meta-analysis. Results from the overall mean effect size calculation using a random-effects model indicated that parent-child positive behavioral synchrony was significantly, positively correlated with youth self-regulation and the effect size was medium. Children's ages at the time of synchrony and self-regulation measurements, as well as parent gender, served as significant moderator variables. Findings from the present meta-analysis can help to refine existing theoretical models on the role of the parent-child relationship in youth adjustment. Prevention and intervention efforts may benefit from an increased emphasis on building parent-child positive behavioral synchrony to promote youth self-regulation and thus children's overall well-being. © 2016 Family Process Institute.

Dynamic control of biped locomotion robot using optimal regulator

International Nuclear Information System (INIS)

Sano, Akihito; Furusho, Junji

1988-01-01

For moving in indoor space, it is generally recognized that biped locomotion is suitable. This paper proposes a hierarchical control strategy for the lower level where the position control or the force control at each joint is implemented. In the upper level control, the robot motion is divided into a sagittal plane and a lateral plane. We applied the optimal control algorithm to the motion control in the lateral plane in order to improve the robustness of the control system. The effects of these control schemes are shown by the experiments using the new walking robot BLR-G 1 and the parallel calculation system. BLR-G 1 has 9 degrees of freedom and equips the foot-pressure-sensors and a rate gyroscope. Complete dynamic walking is realized, in which the cycle for each step is about 1.0 second. (author)

Culture as Mediator: Co-Regulation, Self-Regulation, and Middle School Mathematics Achievement

Science.gov (United States)

Hinnant-Crawford, Brandi Nicole; Faison, Morgan Z.; Chang, Mei-Lin

2016-01-01

Purpose: Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing "a common problem-solving plane" through which self-regulatory strategies are learned…

Self-control and alcohol consumption among university students in ...

African Journals Online (AJOL)

The study explored the relationship between self-control and alcohol consumption among students at the University of Botswana, and was entrenched within the socialcognitive theory of self-regulation. Data were collected from 135 undergraduate students (42.2% female, 57.8% male) with a mean age of 21.22 years (SD ...

When do ego threats lead to self-regulation failure? Negative consequences of defensive high self-esteem.

Science.gov (United States)

Lambird, Kathleen Hoffman; Mann, Traci

2006-09-01

High self-esteem (HSE) is increasingly recognized as heterogeneous. By measuring subtypes of HSE, the present research reevaluates the finding that HSE individuals show poor self-regulation following ego threat (Baumeister, Heatherton, & Tice, 1993). In Experiment 1, participants with HSE showed poor self-regulation after ego threat only if they also were defensive (high in self-presentation bias). In Experiment 2, two measures--self-presentation bias and implicit self-esteem--were used to subtype HSE individuals as defensive. Both operationalizations of defensive HSE predicted poor self-regulation after ego threat. The results indicate that (a) only defensive HSE individuals are prone to self-regulation failure following ego threat and (b) measures of self-presentation bias and implicit self-esteem can both be used to detect defensiveness.

Low trait self-control predicts self-handicapping.

Science.gov (United States)

Uysal, Ahmet; Knee, C Raymond

2012-02-01

Past research has shown that self-handicapping stems from uncertainty about one's ability and self-presentational concerns. The present studies suggest that low dispositional self-control is also associated with self-handicapping. In 3 studies (N = 289), the association between self-control and self-handicapping was tested. Self-control was operationalized as trait self-control, whereas self-handicapping was operationalized as trait self-handicapping in Study 1 (N = 160), self-reported self-handicapping in Study 2 (N = 74), and behavioral self-handicapping in Study 3 (N = 55). In all 3 studies, hierarchical regression analyses revealed that low self-control predicts self-handicapping, independent of self-esteem, self-doubt, social desirability, and gender. © 2012 The Authors. Journal of Personality © 2012, Wiley Periodicals, Inc.

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

Robust Self-Triggered Coordination With Ternary Controllers

NARCIS (Netherlands)

De Persis, Claudio; Frasca, Paolo; Nair, G.N.

2013-01-01

This paper regards the coordination of networked systems, studied in the framework of hybrid dynamical systems. We design a coordination scheme which combines the use of ternary controllers with a self-triggered communication policy. The communication policy requires the agents to measure, at each

Robust self-triggered coordination with ternary controllers

NARCIS (Netherlands)

De Persis, Claudio; Frasca, Paolo

2013-01-01

This paper regards the coordination of networked systems, studied in the framework of hybrid dynamical systems. We design a coordination scheme which combines the use of ternary controllers with a self-triggered communication policy. The communication policy requires the agents to measure, at each

Investigating Correlates of Self-Regulation in Early Childhood with a Representative Sample of English-Speaking American Families.

Science.gov (United States)

Piotrowski, Jessica Taylor; Lapierre, Matthew A; Linebarger, Deborah L

2013-04-01

Children who possess less self-regulatory skill are at a disadvantage when compared to children who demonstrate greater skill at regulating their emotions, cognitions and behavior. Children with these regulatory deficits have difficulty connecting with peers, generating relationships with teachers, negotiating their social world, and succeeding academically. By understanding the correlates of self-regulatory abilities, interventions can be developed to ensure that children at-risk for poor self-regulation receive the support necessary to enhance their regulatory skills. Using data from a nationally representative survey of English-speaking American parents with children between the ages of two and eight ( n  = 1,141), we evaluated a host of demographic and parenting variables to isolate the correlates of self-regulation. Older children were found to have fewer regulatory problems than younger children while children from low-income homes and male children were found to have greater problems with self-regulation. Minority status, household composition (single vs multi-parent), and parental education were not significant correlates of self-regulation. Findings also illustrate the powerful relationship between parenting style and self-regulation. Parents who rely on nurturing parenting practices that reinforce the child's sense of autonomy while still maintaining a consistent parenting presence (i.e., authoritative parenting) have children who demonstrate stronger self-regulatory skills. Parents who exert an excess of parental control (i.e., authoritarian parents) have children with weaker self-regulatory skills. And lastly, parents who have notable absence of control (i.e., permissive parents) are more likely to have children with considerable regulatory deficits. Results offer implications for both practitioners and scholars.

Brain volumetry and self-regulation of brain activity relevant for neurofeedback.

Science.gov (United States)

Ninaus, M; Kober, S E; Witte, M; Koschutnig, K; Neuper, C; Wood, G

2015-09-01

Neurofeedback is a technique to learn to control brain signals by means of real time feedback. In the present study, the individual ability to learn two EEG neurofeedback protocols - sensorimotor rhythm and gamma rhythm - was related to structural properties of the brain. The volumes in the anterior insula bilaterally, left thalamus, right frontal operculum, right putamen, right middle frontal gyrus, and right lingual gyrus predicted the outcomes of sensorimotor rhythm training. Gray matter volumes in the supplementary motor area and left middle frontal gyrus predicted the outcomes of gamma rhythm training. These findings combined with further evidence from the literature are compatible with the existence of a more general self-control network, which through self-referential and self-control processes regulates neurofeedback learning. Copyright © 2015 Elsevier B.V. All rights reserved.

The society-supporting self: system justification and cultural worldview defense as different forms of self-regulation

NARCIS (Netherlands)

Rutjens, B.T.; Loseman, A.

2010-01-01

Justifying social systems and defending cultural worldviews may seem to resemble the same human need to protect what is known and predictable. The current paper would like to argue that these society-supporting tendencies concern two different forms of self-regulation: the need for control and the

Emotion control in collaborative learning situations: do students regulate emotions evoked by social challenges?

Science.gov (United States)

Järvenoja, Hanna; Järvelä, Sanna

2009-09-01

During recent decades, self-regulated learning (SRL) has become a major research field. SRL successfully integrates the cognitive and motivational components of learning. Self-regulation is usually seen as an individual process, with the social aspects of regulation conceptualized as one aspect of the context. However, recent research has begun to investigate whether self-regulation processes are complemented by socially shared regulation processes. The presented study investigated what kind of socio-emotional challenges students experience during collaborative learning and whether the students regulate the emotions evoked during these situations. The interplay of the emotion regulation processes between the individual and the group was also studied. The sample for this study was 63 teacher education students who studied in groups of three to five during three collaborative learning tasks. Students' interpretations of experienced social challenges and their attempts to regulate emotions evoked by these challenges were collected following each task using the Adaptive Instrument for the Regulation of Emotions. The results indicated that students experienced a variety of social challenges. Students also reported the use of shared regulation in addition to self-regulation. Finally, the results suggested that intrinsic group dynamics are derived from both individual and social elements of collaborative situations. The findings of the study support the assumption that students can regulate emotions collaboratively as well as individually. The study contributes to our understanding of the social aspects of emotional regulation in collaborative learning contexts.

Noncoding transcription by alternative rna polymerases dynamically regulates an auxin-driven chromatin loop

KAUST Repository

Ariel, Federico D.; Jé gu, Teddy; Latrasse, David; Romero-Barrios, Natali; Christ, Auré lie; Benhamed, Moussa; Crespi, Martí n D.

2014-01-01

The eukaryotic epigenome is shaped by the genome topology in three-dimensional space. Dynamic reversible variations in this epigenome structure directly influence the transcriptional responses to developmental cues. Here, we show that the Arabidopsis long intergenic noncoding RNA (lincRNA) APOLO is transcribed by RNA polymerases II and V in response to auxin, a phytohormone controlling numerous facets of plant development. This dual APOLO transcription regulates the formation of a chromatin loop encompassing the promoter of its neighboring gene PID, a key regulator of polar auxin transport. Altering APOLO expression affects chromatin loop formation, whereas RNA-dependent DNA methylation, active DNA demethylation, and Polycomb complexes control loop dynamics. This dynamic chromatin topology determines PID expression patterns. Hence, the dual transcription of a lincRNA influences local chromatin topology and directs dynamic auxin-controlled developmental outputs on neighboring genes. This mechanism likely underscores the adaptive success of plants in diverse environments and may be widespread in eukaryotes. © 2014 Elsevier Inc.

Noncoding transcription by alternative rna polymerases dynamically regulates an auxin-driven chromatin loop

KAUST Repository

Ariel, Federico D.

2014-08-01

The eukaryotic epigenome is shaped by the genome topology in three-dimensional space. Dynamic reversible variations in this epigenome structure directly influence the transcriptional responses to developmental cues. Here, we show that the Arabidopsis long intergenic noncoding RNA (lincRNA) APOLO is transcribed by RNA polymerases II and V in response to auxin, a phytohormone controlling numerous facets of plant development. This dual APOLO transcription regulates the formation of a chromatin loop encompassing the promoter of its neighboring gene PID, a key regulator of polar auxin transport. Altering APOLO expression affects chromatin loop formation, whereas RNA-dependent DNA methylation, active DNA demethylation, and Polycomb complexes control loop dynamics. This dynamic chromatin topology determines PID expression patterns. Hence, the dual transcription of a lincRNA influences local chromatin topology and directs dynamic auxin-controlled developmental outputs on neighboring genes. This mechanism likely underscores the adaptive success of plants in diverse environments and may be widespread in eukaryotes. © 2014 Elsevier Inc.

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…

Boundaries Control Collective Dynamics of Inertial Self-Propelled Robots

Science.gov (United States)

Deblais, A.; Barois, T.; Guerin, T.; Delville, P. H.; Vaudaine, R.; Lintuvuori, J. S.; Boudet, J. F.; Baret, J. C.; Kellay, H.

2018-05-01

Simple ingredients, such as well-defined interactions and couplings for the velocity and orientation of self-propelled objects, are sufficient to produce complex collective behavior in assemblies of such entities. Here, we use assemblies of rodlike robots made motile through self-vibration. When confined in circular arenas, dilute assemblies of these rods act as a gas. Increasing the surface fraction leads to a collective behavior near the boundaries: polar clusters emerge while, in the bulk, gaslike behavior is retained. The coexistence between a gas and surface clusters is a direct consequence of inertial effects as shown by our simulations. A theoretical model, based on surface mediated transport accounts for this coexistence and illustrates the exact role of the boundaries. Our study paves the way towards the control of collective behavior: By using deformable but free to move arenas, we demonstrate that the surface induced clusters can lead to directed motion, while the topology of the surface states can be controlled by biasing the motility of the particles.

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.

Fip1 regulates mRNA alternative polyadenylation to promote stem cell self-renewal

Science.gov (United States)

Lackford, Brad; Yao, Chengguo; Charles, Georgette M; Weng, Lingjie; Zheng, Xiaofeng; Choi, Eun-A; Xie, Xiaohui; Wan, Ji; Xing, Yi; Freudenberg, Johannes M; Yang, Pengyi; Jothi, Raja; Hu, Guang; Shi, Yongsheng

2014-01-01

mRNA alternative polyadenylation (APA) plays a critical role in post-transcriptional gene control and is highly regulated during development and disease. However, the regulatory mechanisms and functional consequences of APA remain poorly understood. Here, we show that an mRNA 3′ processing factor, Fip1, is essential for embryonic stem cell (ESC) self-renewal and somatic cell reprogramming. Fip1 promotes stem cell maintenance, in part, by activating the ESC-specific APA profiles to ensure the optimal expression of a specific set of genes, including critical self-renewal factors. Fip1 expression and the Fip1-dependent APA program change during ESC differentiation and are restored to an ESC-like state during somatic reprogramming. Mechanistically, we provide evidence that the specificity of Fip1-mediated APA regulation depends on multiple factors, including Fip1-RNA interactions and the distance between APA sites. Together, our data highlight the role for post-transcriptional control in stem cell self-renewal, provide mechanistic insight on APA regulation in development, and establish an important function for APA in cell fate specification. PMID:24596251

Myostatin signals through Pax7 to regulate satellite cell self-renewal

International Nuclear Information System (INIS)

McFarlane, Craig; Hennebry, Alex; Thomas, Mark; Plummer, Erin; Ling, Nicholas; Sharma, Mridula; Kambadur, Ravi

2008-01-01

Myostatin, a Transforming Growth Factor-beta (TGF-β) super-family member, has previously been shown to negatively regulate satellite cell activation and self-renewal. However, to date the mechanism behind Myostatin function in satellite cell biology is not known. Here we show that Myostatin signals via a Pax7-dependent mechanism to regulate satellite cell self-renewal. While excess Myostatin inhibited Pax7 expression via ERK1/2 signaling, an increase in Pax7 expression was observed following both genetic inactivation and functional antagonism of Myostatin. As a result, we show that either blocking or inactivating Myostatin enhances the partitioning of the fusion-incompetent self-renewed satellite cell lineage (high Pax7 expression, low MyoD expression) from the pool of actively proliferating myogenic precursor cells. Consistent with this result, over-expression of Pax7 in C2C12 myogenic cells resulted in increased self-renewal through a mechanism which slowed both myogenic proliferation and differentiation. Taken together, these results suggest that increased expression of Pax7 promotes satellite cell self-renewal, and furthermore Myostatin may control the process of satellite cell self-renewal through regulation of Pax7. Thus we speculate that, in addition to the intrinsic factors (such as Pax7), extrinsic factors both positive and negative in nature, will play a major role in determining the stemness of skeletal muscle satellite cells

Academic Self-Concept, Implicit Theories of Ability, and Self-Regulation Strategies

Science.gov (United States)

Ommundsen, Yngvar; Haugen, Richard; Lund, Thorleif

2005-01-01

The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies--motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to…

The Predictive Role of Difficulties in Emotion Regulation and Self-Control with Susceptibility to Addiction in Drug-Dependent Individuals

OpenAIRE

Mahmoud Shirazi; Monavar Janfaza

2015-01-01

Objective: The present study aimed to examine the predictive role of difficulties in emotion regulation and self-control in potential for addiction among drug-dependent individuals. Method: This was a correlational study which falls within the category of descriptive studies. The statistical population of the current study included all patients under treatment in outpatient health centers in Bam, among whom 315 individuals were selected through cluster sampling method as the participants of t...

Academic self-efficacy, self-regulated learning and academic performance in first-year university students

Directory of Open Access Journals (Sweden)

Alberto A. Alegre

2014-06-01

Full Text Available The aim of this research was to determine the relationship between academic self-efficacy, self-regulated learning and academic performance of first-year university students in the Metropolitan Lima area. An assessment was made of 284 students (138 male and 146 female students admitted to a private university of Lima for the 2013-2 term by using a non-probability and incidental procedure and the General Academic Self-Efficacy Questionnaire, the University Academic Self-Regulated Learning Questionnaire; and for the academic performance of every student, their registered weighted GPA was taken into account. Formulated hypothesis was accepted as correlation coefficients resulting from academic selfefficacy; self-regulated learning and academic performance were both positive and significant, but low. In addition, the correlation between academic selfefficacy and self-regulated learning were positive, significant and moderate.

A balance of activity in brain control and reward systems predicts self-regulatory outcomes.

Science.gov (United States)

Lopez, Richard B; Chen, Pin-Hao A; Huckins, Jeremy F; Hofmann, Wilhelm; Kelley, William M; Heatherton, Todd F

2017-05-01

Previous neuroimaging work has shown that increased reward-related activity following exposure to food cues is predictive of self-control failure. The balance model suggests that self-regulation failures result from an imbalance in reward and executive control mechanisms. However, an open question is whether the relative balance of activity in brain systems associated with executive control (vs reward) supports self-regulatory outcomes when people encounter tempting cues in daily life. Sixty-nine chronic dieters, a population known for frequent lapses in self-control, completed a food cue-reactivity task during an fMRI scanning session, followed by a weeklong sampling of daily eating behaviors via ecological momentary assessment. We related participants' food cue activity in brain systems associated with executive control and reward to real-world eating patterns. Specifically, a balance score representing the amount of activity in brain regions associated with self-regulatory control, relative to automatic reward-related activity, predicted dieters' control over their eating behavior during the following week. This balance measure may reflect individual self-control capacity and be useful for examining self-regulation success in other domains and populations. © The Author (2017). Published by Oxford University Press.

The intra-day dynamics of affect, self-esteem, tiredness, and suicidality in Major Depression.

Science.gov (United States)

Crowe, Eimear; Daly, Michael; Delaney, Liam; Carroll, Susan; Malone, Kevin M

2018-02-21

Despite growing interest in the temporal dynamics of Major Depressive Disorder (MDD), we know little about the intra-day fluctuations of key symptom constructs. In a study of momentary experience, the Experience Sampling Method captured the within-day dynamics of negative affect, positive affect, self-esteem, passive suicidality, and tiredness across clinical MDD (N= 31) and healthy control groups (N= 33). Ten symptom measures were taken per day over 6 days (N= 2231 observations). Daily dynamics were modeled via intra-day time-trends, variability, and instability in symptoms. MDD participants showed significantly increased variability and instability in negative affect, positive affect, self-esteem, and suicidality. Significantly different time-trends were found in positive affect (increased diurnal variation and an inverted U-shaped pattern in MDD, compared to a positive linear trend in controls) and tiredness (decreased diurnal variation in MDD). In the MDD group only, passive suicidality displayed a negative linear trend and self-esteem displayed a quadratic inverted U trend. MDD and control participants thus showed distinct dynamic profiles in all symptoms measured. As well as the overall severity of symptoms, intra-day dynamics appear to define the experience of MDD symptoms. Copyright © 2018 Elsevier B.V. All rights reserved.

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…

Development of plant dynamic analysis code for integrated self-pressurized water reactor (ISPDYN), and comparative study of pressure control methods

International Nuclear Information System (INIS)

Kusunoki, Tsuyoshi; Yokomura, Takeyoshi; Nabeshima, Kunihiko; Shimazaki, Junya; Shinohara, Yoshikuni.

1988-01-01

This report describes the development of plant dynamic analysis code (ISPDYN) for integrated self-pressurized water reactor, and comparative study of pressure control methods with this code. ISPDYN is developed for integrated self-pressurized water reactor, one of the trial design by JAERI. In the transient responses, the calculated results by ISPDYN are in good agreement with the DRUCK calculations. In addition, this report presents some sensitivity studies for selected cases. Computing time of this code is very short so as about one fifth of real time. The comparative study of self-pressurized system with forced-pressurized system by this code, for rapid load decrease and increase cases, has provided useful informations. (author)

Protective behavioral strategies as a mediator and moderator of the relationship between self-regulation and alcohol-related consequences in first-year college students.

Science.gov (United States)

D'Lima, Gabrielle Maria; Pearson, Matthew R; Kelley, Michelle L

2012-06-01

This study examined protective behavioral strategies (PBS) as a potential mediator and moderator of the relationship between self-regulation and alcohol-related consequences. Participants were 249 first-year undergraduate men and women. The use of PBS partially mediated the relationship between self-regulation and alcohol-related problems (i.e., supporting the "self-control equals drinking control" hypothesis). However, use of PBS appeared more important for those with poorer self-regulation abilities (supporting the "PBS protect the impaired" hypothesis). Because both mediation and moderation were supported, a moderated mediation model was tested. The moderated mediation model demonstrated that the negative relationship between self-regulation and alcohol-related consequences could be explained by use of PBS for individuals with poor-to-average self-regulation but not for individuals with above-average, self-regulation abilities. Implications of the study's findings are discussed.

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

TIA-1 Self-Multimerization, Phase Separation, and Recruitment into Stress Granules Are Dynamically Regulated by Zn2+

Directory of Open Access Journals (Sweden)

Joseph B. Rayman

2018-01-01

Full Text Available Summary: Stress granules are non-membranous structures that transiently form in the cytoplasm during cellular stress, where they promote translational repression of non-essential RNAs and modulate cell signaling by sequestering key signal transduction proteins. These and other functions of stress granules facilitate an adaptive cellular response to environmental adversity. A key component of stress granules is the prion-related RNA-binding protein, T cell intracellular antigen-1 (TIA-1. Here, we report that recombinant TIA-1 undergoes rapid multimerization and phase separation in the presence of divalent zinc, which can be reversed by the zinc chelator, TPEN. Similarly, the formation and maintenance of TIA-1-positive stress granules in arsenite-treated cells are inhibited by TPEN. In addition, Zn2+ is released in cells treated with arsenite, before stress granule formation. These findings suggest that Zn2+ is a physiological ligand of TIA-1, acting as a stress-inducible second messenger to promote multimerization of TIA-1 and subsequent localization into stress granules. : Rayman et al. show that Zn2+ is a stress-inducible second messenger that triggers self-multimerization and phase separation of TIA-1 and regulates dynamic recruitment of TIA-1 into stress granules. This mechanism is part of an adaptive cellular response to environmental adversity. Keywords: TIA-1, TIA1, stress granules, cellular stress, functional prion, phase separation, zinc regulation

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.

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.

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…

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)

DYNAMICS BASED CONTROL OF A SKID STEERING MOBILE ROBOT

Directory of Open Access Journals (Sweden)

Osama Elshazly

2016-06-01

Full Text Available In this paper, development of a reduced order, augmented dynamics-drive model that combines both the dynamics and drive subsystems of the skid steering mobile robot (SSMR is presented. A Linear Quadratic Regulator (LQR control algorithm with feed-forward compensation of the disturbances part included in the reduced order augmented dynamics-drive model is designed. The proposed controller has many advantages such as its simplicity in terms of design and implementation in comparison with complex nonlinear control schemes that are usually designed for this system. Moreover, the good performance is also provided by the controller for the SSMR comparable with a nonlinear controller based on the inverse dynamics which depends on the availability of an accurate model describing the system. Simulation results illustrate the effectiveness and enhancement provided by the proposed controller.

Divergent effects of activating thoughts of God on self-regulation.

Science.gov (United States)

Laurin, Kristin; Kay, Aaron C; Fitzsimons, Gráinne M

2012-01-01

Despite the cultural ubiquity of ideas and images related to God, relatively little is known about the effects of exposure to God representations on behavior. Specific depictions of God differ across religions, but common to most is that God is (a) an omnipotent, controlling force and (b) an omniscient, all-knowing being. Given these 2 characteristic features, how might exposure to the concept of God influence behavior? Leveraging classic and recent theorizing on self-regulation and social cognition, we predict and test for 2 divergent effects of exposure to notions of God on self-regulatory processes. Specifically, we show that participants reminded of God (vs. neutral or positive concepts) demonstrate both decreased active goal pursuit (Studies 1, 2, and 5) and increased temptation resistance (Studies 3, 4, and 5). These findings provide the first experimental evidence that exposure to God influences goal pursuit and suggest that the ever-present cultural reminders of God can be both burden and benefit for self-regulation.

Association of Self-Efficacy and Self-Regulation with Nutrition and Exercise Behaviors in a Community Sample of Adults.

Science.gov (United States)

Shieh, Carol; Weaver, Michael T; Hanna, Kathleen M; Newsome, Kathleen; Mogos, Mulubrhan

2015-01-01

This study examined the association of self-efficacy and self-regulation with nutrition and exercise behaviors. The study used a cross-sectional design and included 108 participants (54 men, 54 women). Nutrition behaviors (fruit/vegetable consumption, dinner cooking, and restaurant eating) and exercise were measured using total days in last week a behavior was reported. Instruments measuring self-efficacy and self-regulation demonstrated excellent Cronbach's alphas (.93-.95). Path analysis indicated only fruit/vegetable consumption and exercise were associated with self-efficacy and self-regulation. Self-regulation showed direct association with fruit/vegetable consumption and exercise, but self-efficacy had direct association only with exercise. Self-efficacy and self-regulation should be strategically used to promote health behaviors.

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.…

Does Self-Control Training Improve Self-Control? A Meta-Analysis.

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Friese, Malte; Frankenbach, Julius; Job, Veronika; Loschelder, David D

2017-11-01

Self-control is positively associated with a host of beneficial outcomes. Therefore, psychological interventions that reliably improve self-control are of great societal value. A prominent idea suggests that training self-control by repeatedly overriding dominant responses should lead to broad improvements in self-control over time. Here, we conducted a random-effects meta-analysis based on robust variance estimation of the published and unpublished literature on self-control training effects. Results based on 33 studies and 158 effect sizes revealed a small-to-medium effect of g = 0.30, confidence interval (CI 95 ) [0.17, 0.42]. Moderator analyses found that training effects tended to be larger for (a) self-control stamina rather than strength, (b) studies with inactive compared to active control groups, (c) males than females, and (d) when proponents of the strength model of self-control were (co)authors of a study. Bias-correction techniques suggested the presence of small-study effects and/or publication bias and arrived at smaller effect size estimates (range: g corrected = .13 to .24). The mechanisms underlying the effect are poorly understood. There is not enough evidence to conclude that the repeated control of dominant responses is the critical element driving training effects.

A Meta-Analysis of the Convergent Validity of Self-Control Measures

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Duckworth, Angela Lee; Kern, Margaret L.

2011-01-01

There is extraordinary diversity in how the construct of self-control is operationalized in research studies. We meta-analytically examined evidence of convergent validity among executive function, delay of gratification, and self- and informant-report questionnaire measures of self-control. Overall, measures demonstrated moderate convergence (rrandom = .27 [95% CI = .24, .30]; rfixed = .34 [.33, .35], k = 282 samples, N = 33,564 participants), although there was substantial heterogeneity in the observed correlations. Correlations within and across types of self-control measures were strongest for informant-report questionnaires and weakest for executive function tasks. Questionnaires assessing sensation seeking impulses could be distinguished from questionnaires assessing processes of impulse regulation. We conclude that self-control is a coherent but multidimensional construct best assessed using multiple methods. PMID:21643479

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.

Developmental Consequences of Early Parenting Experiences: Self-Recognition and Self-Regulation in Three Cultural Communities

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Keller, Heidi; Yovsi, Relindis; Borke, Joern; Krtner, Joscha; Jensen, Henning; Papaligoura, Zaira

2004-01-01

This study relates parenting of 3-month-old children to children's self-recognition and self-regulation at 18 to 20 months. As hypothesized, observational data revealed differences in the sociocultural orientations of the 3 cultural samples' parenting styles and in toddlers' development of self-recognition and self-regulation. Children of…

Driving Performance After Self-Regulated Control Transitions in Highly Automated Vehicles.

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Eriksson, Alexander; Stanton, Neville A

2017-12-01

This study aims to explore whether driver-paced, noncritical transitions of control may counteract some of the aftereffects observed in the contemporary literature, resulting in higher levels of vehicle control. Research into control transitions in highly automated driving has focused on urgent scenarios where drivers are given a relatively short time span to respond to a request to resume manual control, resulting in seemingly scrambled control when manual control is resumed. Twenty-six drivers drove two scenarios with an automated driving feature activated. Drivers were asked to read a newspaper or monitor the system and relinquish or resume control from the automation when prompted by vehicle systems. Driving performance in terms of lane positioning and steering behavior was assessed for 20 seconds post resuming control to capture the resulting level of control. It was found that lane positioning was virtually unaffected for the duration of the 20-second time span in both automated conditions compared to the manual baseline when drivers resumed manual control; however, significant increases in the standard deviation of steering input were found for both automated conditions compared to baseline. No significant differences were found between the two automated conditions. The results indicate that when drivers self-paced the transfer back to manual control they exhibit less of the detrimental effects observed in system-paced conditions. It was shown that self-paced transitions could reduce the risk of accidents near the edge of the operational design domain. Vehicle manufacturers must consider these benefits when designing contemporary systems.

Confinement and dynamical regulation in two-dimensional convective turbulence

DEFF Research Database (Denmark)

Bian, N.H.; Garcia, O.E.

2003-01-01

In this work the nature of confinement improvement implied by the self-consistent generation of mean flows in two-dimensional convective turbulence is studied. The confinement variations are linked to two distinct regulation mechanisms which are also shown to be at the origin of low......-frequency bursting in the fluctuation level and the convective heat flux integral, both resulting in a state of large-scale intermittency. The first one involves the control of convective transport by sheared mean flows. This regulation relies on the conservative transfer of kinetic energy from tilted fluctuations...

Emotional and attentional predictors of self-regulation in early childhood

Directory of Open Access Journals (Sweden)

Stępień-Nycz Małgorzata

2015-09-01

Full Text Available The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998. As the ability to self-regulate is crucial in life (Casey et al., 2011, it is important to reveal early predictors of self-regulation. The aim of the paper is to present the results of longitudinal studies on the relationships between the functioning of attention, regulation of emotion and later self-regulatory abilities. 310 children were assessed at three time points. At 12 months of age emotional regulation in situation of frustration and attention regulation were assessed. At 18 and 24 months behavioral-emotional regulation in the Snack Delay Task was measured. Additionally parents assessed executive attention using The Early Childhood Behavior Questionnaire when children were 26 months old. Structural equation modelling revealed two different paths to development of self-regulatory abilities at 18 months: emotional (reactive system and emotionalattentional and only one emotional-attentional path at 24 months. The early ability to focus attention and later executive attention functioning revealed to be important predictors of self-regulatory abilities both at 18 and 24 months of age.

Exergames versus self-regulated exercises with instruction leaflets to improve adherence during geriatric rehabilitation: a randomized controlled trial

OpenAIRE

Oesch, Peter; Kool, Jan; Fernandez-Luque, Luis; Brox, Ellen; Evertsen, Gunn; Civit, Anton; Hilfiker, Roger; Bachmann, Stefan

2017-01-01

Background Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. Methods Design: single center parallel group n...

Exergames versus self-regulated exercises with instruction leaflets to improve adherence during geriatric rehabilitation: a randomized controlled trial.

OpenAIRE

Oesch, Peter; Kool, Jan; Fernandez-Luque, Luis; Brox, Ellen; Evertsen, Gunn; Civit, Anton; Hilfiker, Roger; Bachmann, Stefan

2017-01-01

BACKGROUND Improving mobility in elderly persons is a primary goal in geriatric rehabilitation. Self-regulated exercises with instruction leaflets are used to increase training volume but adherence is often low. Exergames may improve adherence. This study therefore compared exergames with self-regulated exercise using instruction leaflets. The primary outcome was adherence. Secondary outcomes were enjoyment, motivation and balance during walking. METHODS Design: single center para...

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

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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…

Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8-12: A Case-Control Study.

Science.gov (United States)

van Tetering, Marleen A J; de Groot, Renate H M; Jolles, Jelle

2018-01-01

There are major inter-individual differences in the school achievements of students aged 8-12. The determinants of these differences are not known. This paper investigates two possible factors: the self-regulation of the student and the educational levels obtained by their parents. The study first investigates whether children with high and low academic achievement differ in their self-regulation. It then evaluates whether there are differences in the self-regulation of children with high and moderate-to-low level of parental education (LPE). The focus was on the self-regulation of students as judged by their teacher. Teacher evaluations were assessed using an observer questionnaire: the Amsterdam Executive Functioning Inventory. Results showed that students with low school achievement had substantially lower teacher-perceived self-regulation than children with high school achievement. Furthermore, teacher-perceived self-regulation was lower for children with moderate-to-low LPE than for children with high LPE. The findings suggest that interventions on the domain of self-regulation skills should be developed and used, particularly in students at risk of poor school achievement.

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…

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.

Directionality in the Relationship of Self-regulation, Self-efficacy, and Mood Changes in Facilitating Improved Physical Activity and Nutrition Behaviors: Extending Behavioral Theory to Improve Weight-Loss Treatment Effects.

Science.gov (United States)

Annesi, James J; Vaughn, Linda L

2017-06-01

To improve understanding of directionality in the dynamic relationships among psychosocial predictors of behavioral changes associated with weight loss. In women with obesity participating in a new behavioral weight-loss treatment that emphasizes physical activity (n = 53; body mass index = 34.7 ± 3.3 kg/m 2 ), mediation and moderated-mediation models were fit to assess directionality in the self-efficacy-self-regulation change relationship and additional effects of mood change and its basis on fruit/vegetable intake and physical activity behaviors through month 6 and from months 6 to 24. Self-regulation was a stronger predictor of change in self-efficacy than vice versa. Mood change did not moderate the relationships significantly between changes in self-efficacy and/or self-regulation, and weight loss behavior. Emotional eating significantly changed mediated relationships between changes in mood and fruit/vegetable intake through month 6 (95% confidence interval, -0.05 to 0.00). Findings clarified relationships of self-efficacy, self-regulation, and mood in the prediction of weight loss behaviors, and informed behavioral treatments for improved outcomes. Copyright © 2017 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

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...

Rasch measurement of self-regulated learning in an information and communication technology (ICT)-rich environment.

Science.gov (United States)

Njiru, Joseph N; Waugh, Russell F

2007-01-01

This report describes how a linear scale of self-regulated learning in an ICT-rich environment was created by analysing student data using the Rasch measurement model. A person convenience sample of (N = 409) university students in Western Australia was used. The stem-item sample was initially 41, answered in two perspectives ("I aim for this" and "I actually do this"), and reduced to 16 that fitted the measurement model to form a unidimensional scale. Items for motivation (extrinsic rewards, intrinsic rewards, and social rewards), academic goals (fear of performing poorly) (but not standards), self-learning beliefs (ability and interest), task management (strategies and time management) (but not cooperative learning), Volition (action control (but not environmental control), and self-evaluation (cognitive self-evaluation and metacognition) fitted the measurement model. The proportion of observed variance considered true was 0.90. A new instrument is proposed to handle the conceptually valid but non-fitting items. Characteristics of high self-regulated learners are measured.

Weight self-regulation process in adolescence: the relationship between control weight attitudes, behaviors and body weight status

Directory of Open Access Journals (Sweden)

Jordi ePich

2015-05-01

Full Text Available Adolescents’ self-control weight behaviors were assessed (n= 1961; 12-17 years old; 2007-2008 in the Balearic Islands, Spain. The study analyzed the relationships between body weight status, body image and self-weight concern, and actual attempts to lose weight by restrained eating and/or increased exercising. In terms of regulatory focus theory (RFT, we considered that efforts to lose or to maintain weight (successful or failed would be motivated either by a promotion focus (to show an attractive body, a prevention focus (to avoid social rejection of fatness, or both. Results showed that 41% of overweight boys and 25% of obese boys stated that they had never made any attempt to lose weight, and 13% and 4% in females. Around half of overweight boys and around a quarter of obese boys stated that they were Not at all concerned about weight gain, and girls’ percentages decreased to 13% and 11% respectively. By contrast 57% of normal weight girls monitored their weight and stated that they had tried to slim at least once. Weight self-regulation in females attempted to combine diet and exercise, while boys relied almost exclusively on exercise. Apparent lack of consciousness of body weight status among overweight boys, and more important, subsequent absence of behaviors to reduce their weight clearly challenges efforts to prevent obesity. We argue that several causes may be involved in this outcome, including unconscious emotional (self-defense and cognitive (dissonance mechanisms driven by perceived social stigmatization of obesity. The active participation of social values of male and female body image (strong vs. pretty and the existence of social habituation to overweight are suggested. A better knowledge of psychosocial mechanisms underlying adolescent weight self-control may improve obesity epidemics.

The relationship of self-regulation and aggression: an empirical test of personality systems interaction theory.

Science.gov (United States)

Ross, Thomas; Fontao, María Isabel

2008-10-01

On the basis of personality systems interaction (PSI) theory, the authors examine self-regulation, conflict behaviour, behavioural resources, and personality disorders in a sample of 83 male offenders and explore the role self-regulatory variables play with respect to aggressive behaviour. Although substantial correlations between self-regulatory functions and aggressive behaviour were found, these variables did not predict aggression in a subsequent regression analysis with measures of self-regulation, conflict behaviour, and personality disorders as independent variables. Antisocial behaviour, behavioural self-control, and affect were among the strongest predictors of aggression. Specific predictions based on PSI theory could not be confirmed. Theoretical implications of the findings are discussed and put into relation with treatment issues of offenders.

Self- and Social Regulation in Learning Contexts: An Integrative Perspective

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Volet, Simone; Vauras, Marja; Salonen, Pekka

2009-01-01

This article outlines the rationale for an integrative perspective of self- and social regulation in learning contexts. The role of regulatory mechanisms in self- and social regulation models is examined, leading to the view that in real time collaborative learning, individuals and social entities should be conceptualized as self-regulating and…

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…

Self-reported emotion regulation in adults with Tourette's syndrome.

Science.gov (United States)

Drury, Helena; Wilkinson, Verity; Robertson, Mary M; Channon, Shelley

2016-11-30

Recent work has reported mild impairments in social and emotional processing in Tourette's syndrome (TS), but deliberate attempts to use specific emotion regulation strategies have not been investigated previously. In the present study, adult participants with TS and no comorbidities (TS-alone) were compared to healthy control participants on several self-report measures assessing habitual use of reappraisal and suppression emotion regulation strategies. There were no group differences on measures of reappraisal, but the TS-alone group reported using suppression more frequently than the control group and this was true across a range of negative emotions. The groups did not differ on symptomatology scores of anxiety or depression, although more frequent use of suppression was associated with higher depressive symptomatology for the TS-alone group only. Further work is needed to examine potential factors that may influence emotion regulation in TS, including increased emotional reactivity or expertise in applying strategies to suppress tic symptoms. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

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…

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...

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…

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

Science.gov (United States)

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-02-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

Control of dynamical self-assembly of strongly Brownian nanoparticles through convective forces induced by ultrafast laser

Science.gov (United States)

Ilday, Serim; Akguc, Gursoy B.; Tokel, Onur; Makey, Ghaith; Yavuz, Ozgun; Yavuz, Koray; Pavlov, Ihor; Ilday, F. Omer; Gulseren, Oguz

We report a new dynamical self-assembly mechanism, where judicious use of convective and strong Brownian forces enables effective patterning of colloidal nanoparticles that are almost two orders of magnitude smaller than the laser beam. Optical trapping or tweezing effects are not involved, but the laser is used to create steep thermal gradients through multi-photon absorption, and thereby guide the colloids through convective forces. Convective forces can be thought as a positive feedback mechanism that helps to form and reinforce pattern, while Brownian motion act as a competing negative feedback mechanism to limit the growth of the pattern, as well as to increase the possibilities of bifurcation into different patterns, analogous to the competition observed in reaction-diffusion systems. By steering stochastic processes through these forces, we are able to gain control over the emergent pattern such as to form-deform-reform of a pattern, to change its shape and transport it spatially within seconds. This enables us to dynamically initiate and control large patterns comprised of hundreds of colloids. Further, by not relying on any specific chemical, optical or magnetic interaction, this new method is, in principle, completely independent of the material type being assembled.

Control of self-organizing nonlinear systems

CERN Document Server

Klapp, Sabine; Hövel, Philipp

2016-01-01

The book summarizes the state-of-the-art of research on control of self-organizing nonlinear systems with contributions from leading international experts in the field. The first focus concerns recent methodological developments including control of networks and of noisy and time-delayed systems. As a second focus, the book features emerging concepts of application including control of quantum systems, soft condensed matter, and biological systems. Special topics reflecting the active research in the field are the analysis and control of chimera states in classical networks and in quantum systems, the mathematical treatment of multiscale systems, the control of colloidal and quantum transport, the control of epidemics and of neural network dynamics.

Nonlinear dynamic analysis and robust controller design for Francis hydraulic turbine regulating system with a straight-tube surge tank

Science.gov (United States)

Liang, Ji; Yuan, Xiaohui; Yuan, Yanbin; Chen, Zhihuan; Li, Yuanzheng

2017-02-01

The safety and stability of hydraulic turbine regulating system (HTRS) in hydropower plants become increasingly important since the rapid development and the broad application of hydro energy technology. In this paper, a novel mathematical model of Francis hydraulic turbine regulating system with a straight-tube surge tank based on a few state-space equations is introduced to study the dynamic behaviors of the HTRS system, where the existence of possible unstable oscillations of this model is studied extensively and presented in the forms of the bifurcation diagram, time waveform plot, phase trajectories, and power spectrum. To eliminate these undesirable behaviors, a specified fuzzy sliding mode controller is designed. In this hybrid controller, the sliding mode control law makes full use of the proposed model to guarantee the robust control in the presence of system uncertainties, while the fuzzy system is applied to approximate the proper gains of the switching control in sliding mode technique to reduce the chattering effect, and particle swarm optimization is developed to search the optimal gains of the controller. Numerical simulations are presented to verify the effectiveness of the designed controller, and the results show that the performances of the nonlinear HTRS system assisted with the proposed controller is much better than that with the commonly used optimal PID controller.

Feedback-controlled diffusion: From self-trapping to true self-avoiding walks

International Nuclear Information System (INIS)

Schulz, B.M.; Trimper, S.; Schulz, M.

2005-01-01

We study the asymptotic behavior of a Brownian particle under the influence of a dynamical feedback by numerical simulations and analytical considerations. The feedback is controlled by a memory coupling of strength λ. Whereas a negative memory strength yields a true self avoiding walk, a positive memory leads to a self-trapping of the particle. The localization is manifested by a constant mean square displacement in the long time limit which appears after an initial diffusive regime. The probability distribution function of the trapping distance shows an exponential decay. The numerical simulations are compared with an analytical modeling

Chronic inhibition, self-control and eating behavior: test of a 'resource depletion' model.

Directory of Open Access Journals (Sweden)

Martin S Hagger

Full Text Available The current research tested the hypothesis that individuals engaged in long-term efforts to limit food intake (e.g., individuals with high eating restraint would have reduced capacity to regulate eating when self-control resources are limited. In the current research, body mass index (BMI was used as a proxy for eating restraint based on the assumption that individuals with high BMI would have elevated levels of chronic eating restraint. A preliminary study (Study 1 aimed to provide evidence for the assumed relationship between eating restraint and BMI. Participants (N = 72 categorized into high or normal-range BMI groups completed the eating restraint scale. Consistent with the hypothesis, results revealed significantly higher scores on the weight fluctuation and concern for dieting subscales of the restraint scale among participants in the high BMI group compared to the normal-range BMI group. The main study (Study 2 aimed to test the hypothesized interactive effect of BMI and diminished self-control resources on eating behavior. Participants (N = 83 classified as having high or normal-range BMI were randomly allocated to receive a challenging counting task that depleted self-control resources (ego-depletion condition or a non-depleting control task (no depletion condition. Participants then engaged in a second task in which required tasting and rating tempting cookies and candies. Amount of food consumed during the taste-and-rate task constituted the behavioral dependent measure. Regression analyses revealed a significant interaction effect of these variables on amount of food eaten in the taste-and-rate task. Individuals with high BMI had reduced capacity to regulate eating under conditions of self-control resource depletion as predicted. The interactive effects of BMI and self-control resource depletion on eating behavior were independent of trait self-control. Results extend knowledge of the role of self-control in regulating eating

Boring but important: a self-transcendent purpose for learning fosters academic self-regulation.

Science.gov (United States)

Yeager, David S; Henderson, Marlone D; Paunesku, David; Walton, Gregory M; D'Mello, Sidney; Spitzer, Brian J; Duckworth, Angela Lee

2014-10-01

Many important learning tasks feel uninteresting and tedious to learners. This research proposed that promoting a prosocial, self-transcendent purpose could improve academic self-regulation on such tasks. This proposal was supported in 4 studies with over 2,000 adolescents and young adults. Study 1 documented a correlation between a self-transcendent purpose for learning and self-reported trait measures of academic self-regulation. Those with more of a purpose for learning also persisted longer on a boring task rather than giving in to a tempting alternative and, many months later, were less likely to drop out of college. Study 2 addressed causality. It showed that a brief, one-time psychological intervention promoting a self-transcendent purpose for learning could improve high school science and math grade point average (GPA) over several months. Studies 3 and 4 were short-term experiments that explored possible mechanisms. They showed that the self-transcendent purpose manipulation could increase deeper learning behavior on tedious test review materials (Study 3), and sustain self-regulation over the course of an increasingly boring task (Study 4). More self-oriented motives for learning--such as the desire to have an interesting or enjoyable career--did not, on their own, consistently produce these benefits (Studies 1 and 4). 2014 APA, all rights reserved

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…

Robot trajectory tracking with self-tuning predicted control

Science.gov (United States)

Cui, Xianzhong; Shin, Kang G.

1988-01-01

A controller that combines self-tuning prediction and control is proposed for robot trajectory tracking. The controller has two feedback loops: one is used to minimize the prediction error, and the other is designed to make the system output track the set point input. Because the velocity and position along the desired trajectory are given and the future output of the system is predictable, a feedforward loop can be designed for robot trajectory tracking with self-tuning predicted control (STPC). Parameters are estimated online to account for the model uncertainty and the time-varying property of the system. The authors describe the principle of STPC, analyze the system performance, and discuss the simplification of the robot dynamic equations. To demonstrate its utility and power, the controller is simulated for a Stanford arm.

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...

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).

The importance and development of ball control and (self-reported) self-regulatory skills in basketball players for different positions.

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Te Wierike, Sanne Cornelia Maria; Huijgen, Barbara Catharina Helena; Jonker, Laura; Elferink-Gemser, Marije Titia; Visscher, Chris

2018-03-01

This study first investigated the importance of ball control and (self-reported) self-regulatory skills in achieving the elite level in basketball. The second aim was to gain insight into the development of, and association between ball control and (self-reported) self-regulatory skills that contribute to achieving the elite level, with taking into account positional differences. Talented male players (N = 73; age 16.56 ± 1.96) completed the STARtest to measure ball control and a questionnaire to measure (self-reported) self-regulation from 2008-2012. Results showed that (self-reported) reflective skills were most important to achieve the elite level (OR = 11.76; P self-reported) reflection over time for guards, forwards, and centers. Improvement in ball control was evident for guards (r = -0.65; P self-reported) reflection and ball control, i.e., higher reflection was related to better ball control (guards r = -0.19; forwards r = -0.18) in contrast to centers (r = 0.34). It is concluded that (self-reported) reflective skills are important to achieve the elite level, while ball control seems especially important for guards.

Feedback control of one's own action: Self-other sensory attribution in motor control.

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Asai, Tomohisa

2015-12-15

The sense of agency, the subjective experience of controlling one's own action, has an important function in motor control. When we move our own body or even external tools, we attribute that movement to ourselves and utilize that sensory information in order to correct "our own" movement in theory. The dynamic relationship between conscious self-other attribution and feedback control, however, is still unclear. Participants were required to make a sinusoidal reaching movement and received its visual feedback (i.e., cursor). When participants received a fake movement that was spatio-temporally close to their actual movement, illusory self-attribution of the fake movement was observed. In this situation, since participants tried to control the cursor but it was impossible to do so, the movement error was increased (Experiment 1). However, when the visual feedback was reduced to make self-other attribution difficult, there was no further increase in the movement error (Experiment 2). These results indicate that conscious self-other sensory attribution might coordinate sensory input and motor output. Copyright © 2015 Elsevier Inc. All rights reserved.

The Role of Motivational Strategies in Self-Regulated Learning.

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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…

Tokamak turbulence in self-regulated differentially rotating flow and L-H transition dynamics

International Nuclear Information System (INIS)

Terry, P.W.; Carreras, B.A.; Sidikman, K.

1992-01-01

An analytical study of turbulence in the presence of turbulently generated differentially rotating flow is presented as a paradigm for fluctuation dynamics in L- and H-mode plasmas. Using a drift wave model, the role of both flow shear and flow curvature (second radial derivative of the poloidal ExB flow) is detailed in linear and saturated turbulence phases. In the strong turbulence saturated state, finite amplitude-induced modification of the fluctuation structure near low order rational surfaces strongly inhibits flow shear suppression. Suppression by curvature is not diminished, but it occurs through a frequency shift. A description of L-H mode transition dynamics based on the self-consistent linking of turbulence suppression by differentially rotating flow and generation of flow by turbulent momentum transport is presented. In this model, rising edge temperature triggers a transition characterized by spontaneous generation of differentially rotating flow and decreasing turbulence intensity

Misleading advertising for antidepressants in Sweden: a failure of pharmaceutical industry self-regulation.

Science.gov (United States)

Zetterqvist, Anna V; Mulinari, Shai

2013-01-01

amend shortcomings, many countries may want to reconsider the current balance between self-regulation, and legislative control with government oversight.

Fuzzy self-learning control for magnetic servo system

Science.gov (United States)

Tarn, J. H.; Kuo, L. T.; Juang, K. Y.; Lin, C. E.

1994-01-01

It is known that an effective control system is the key condition for successful implementation of high-performance magnetic servo systems. Major issues to design such control systems are nonlinearity; unmodeled dynamics, such as secondary effects for copper resistance, stray fields, and saturation; and that disturbance rejection for the load effect reacts directly on the servo system without transmission elements. One typical approach to design control systems under these conditions is a special type of nonlinear feedback called gain scheduling. It accommodates linear regulators whose parameters are changed as a function of operating conditions in a preprogrammed way. In this paper, an on-line learning fuzzy control strategy is proposed. To inherit the wealth of linear control design, the relations between linear feedback and fuzzy logic controllers have been established. The exercise of engineering axioms of linear control design is thus transformed into tuning of appropriate fuzzy parameters. Furthermore, fuzzy logic control brings the domain of candidate control laws from linear into nonlinear, and brings new prospects into design of the local controllers. On the other hand, a self-learning scheme is utilized to automatically tune the fuzzy rule base. It is based on network learning infrastructure; statistical approximation to assign credit; animal learning method to update the reinforcement map with a fast learning rate; and temporal difference predictive scheme to optimize the control laws. Different from supervised and statistical unsupervised learning schemes, the proposed method learns on-line from past experience and information from the process and forms a rule base of an FLC system from randomly assigned initial control rules.

The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities

Directory of Open Access Journals (Sweden)

Kaljača Svetlana

2016-01-01

Full Text Available Students with intellectual disabilities (ID have considerable difficulties in adjusting to the requirements of the academic environment. The major risk factors are: cognition deficiency, insufficiently developed adaptive skills, lower levels of self-regulation of behavior, and social and functional incompetence. The goal of this research was to establish the relationship among self-regulation skills, the level of intellectual disability, academic success, and sex in students with mild and moderate intellectual disabilities. The sample included 131 students with mild and moderate ID, of both sexes, between 8 and 24 years of age. Self-Control Rating Scale (SCRS was used to assess the level of self-regulation skills. Academic success of students was expressed as the average grade at the end of the school year. A considerable interrelation was found between the level of adoption of self-regulation skills, the level of intellectual development and general academic success in students with ID. Significant influence of the participants' sex on the quality of self-regulation was found only in participants with moderate ID. Female participants had better achievements than male participants.

Wind farms providing secondary frequency regulation: evaluating the performance of model-based receding horizon control

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C. R. Shapiro

2018-01-01

Full Text Available This paper is an extended version of our paper presented at the 2016 TORQUE conference (Shapiro et al., 2016. We investigate the use of wind farms to provide secondary frequency regulation for a power grid using a model-based receding horizon control framework. In order to enable real-time implementation, the control actions are computed based on a time-varying one-dimensional wake model. This model describes wake advection and wake interactions, both of which play an important role in wind farm power production. In order to test the control strategy, it is implemented in a large-eddy simulation (LES model of an 84-turbine wind farm using the actuator disk turbine representation. Rotor-averaged velocity measurements at each turbine are used to provide feedback for error correction. The importance of including the dynamics of wake advection in the underlying wake model is tested by comparing the performance of this dynamic-model control approach to a comparable static-model control approach that relies on a modified Jensen model. We compare the performance of both control approaches using two types of regulation signals, RegA and RegD, which are used by PJM, an independent system operator in the eastern United States. The poor performance of the static-model control relative to the dynamic-model control demonstrates that modeling the dynamics of wake advection is key to providing the proposed type of model-based coordinated control of large wind farms. We further explore the performance of the dynamic-model control via composite performance scores used by PJM to qualify plants for regulation services or markets. Our results demonstrate that the dynamic-model-controlled wind farm consistently performs well, passing the qualification threshold for all fast-acting RegD signals. For the RegA signal, which changes over slower timescales, the dynamic-model control leads to average performance that surpasses the qualification threshold, but further

Risk-constrained dynamic self-scheduling of a pumped-storage plant in the energy and ancillary service markets

International Nuclear Information System (INIS)

Kazempour, S. Jalal; Moghaddam, M. Parsa; Haghifam, M.R.; Yousefi, G.R.

2009-01-01

This work addresses a new framework for self-scheduling of an individual price-taker pumped-storage plant in a day-ahead (DA) market. The goal is achieving the best trade-off between the expected profit and the risks when the plant participates in DA energy, spinning reserve and regulation markets. In this paper, a set of uncertainties including price forecasting errors and also the uncertainty of power delivery requests in the ancillary service markets are contemplated. Considering these uncertainties, a new approach is proposed which is called dynamic self-scheduling (DSS). This risk-constrained dynamic self-scheduling problem is therefore formulated and solved as a mixed integer programming (MIP) problem. Numerical results for a case study are discussed. (author)

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

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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.

Student conceptions of feedback: Impact on self-regulation, self-efficacy, and academic achievement.

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Brown, Gavin T L; Peterson, Elizabeth R; Yao, Esther S

2016-12-01

Lecturers give feedback on assessed work in the hope that students will take it on board and use it to help regulate their learning for the next assessment. However, little is known about how students' conceptions of feedback relate to students' self-regulated learning and self-efficacy beliefs and academic performance. This study explores student beliefs about the role and purpose of feedback and the relationship of those beliefs to self-reported self-regulation and self-efficacy, and achievement. A total of 278 university students in a general education course on learning theory and approaches in a research-intensive university. Self-reported survey responses for students' conceptions of feedback (SCoF), self-regulation (SRL), academic self-efficacy (ASE), and Grade Point Average (GPA) were evaluated first with confirmatory factor analysis and then interlinked in a structural equation model. Three SCoF factors predicted SRL and/or GPA. The SCoF factor 'I use feedback' had positive associations with SRL (β = .44), GPA (β = .45), and ASE (β = .15). The SCoF factors 'tutor/marker comments' and 'peers help' both had negative relations to GPA (β = -.41 and -.16, respectively). 'Peers help' had a positive connection to SRL (β = .21). ASE itself made a small contribution to overall GPA (β = .16), while SRL had no statistically significant relation to GPA. The model indicates the centrality of believing that feedback exists to guide next steps in learning and thus contributes to SRL, ASE, and increased GPA. © 2016 The British Psychological Society.

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…

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

The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

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Suyoga Dharma I Putu

2018-01-01

Full Text Available This experimental study aimed at investigating the effect of Problem Based Learning (PBL and self-assessment (SA on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency and questionnaire (self-regulation. Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1 there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2 there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3 there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4 there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5 there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

Self-Construals, Anger Regulation, and Life Satisfaction in the United States and Japan

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Satoshi eAkutsu

2016-05-01

Full Text Available Previous studies have reported evidence that indicates differences between Western and East Asian cultures in anger regulation and its psychological consequences. However, many of these studies have focused on a specific anger regulation strategy and its relation with a psychological consequence. Here, we developed an integrated model that can comprehensively examine three different anger regulation strategies (anger suppression, expression, and control, independent and interdependent self-construals as the psychological antecedent, and life satisfaction as the psychological consequence. We estimated the model using large samples of American and Japanese adults to examine the associations between the two self-construals, three anger regulation strategies, and life satisfaction. We compared the difference in the patterns of relationships among the key constructs between the American and Japanese samples. The results confirmed previously suggested cultural differences while also discovering new culturally different paths. The results generally suggest that individual-level self-construals matter more when anger is a culturally condoned emotion (vs. condemned. The implications and limitations of the integrated model are discussed.

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 ...

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…

Development of neural mechanisms of conflict and error processing during childhood: implications for self-regulation.

Science.gov (United States)

Checa, Purificación; Castellanos, M C; Abundis-Gutiérrez, Alicia; Rosario Rueda, M

2014-01-01

Regulation of thoughts and behavior requires attention, particularly when there is conflict between alternative responses or when errors are to be prevented or corrected. Conflict monitoring and error processing are functions of the executive attention network, a neurocognitive system that greatly matures during childhood. In this study, we examined the development of brain mechanisms underlying conflict and error processing with event-related potentials (ERPs), and explored the relationship between brain function and individual differences in the ability to self-regulate behavior. Three groups of children aged 4-6, 7-9, and 10-13 years, and a group of adults performed a child-friendly version of the flanker task while ERPs were registered. Marked developmental changes were observed in both conflict processing and brain reactions to errors. After controlling by age, higher self-regulation skills are associated with smaller amplitude of the conflict effect but greater amplitude of the error-related negativity. Additionally, we found that electrophysiological measures of conflict and error monitoring predict individual differences in impulsivity and the capacity to delay gratification. These findings inform of brain mechanisms underlying the development of cognitive control and self-regulation.

Development of neural mechanisms of conflict and error processing during childhood: Implications for self-regulation

Directory of Open Access Journals (Sweden)

Purificación eCheca

2014-04-01

Full Text Available Regulation of thoughts and behavior requires attention, particularly when there is conflict between alternative responses or when errors are to be prevented or corrected. Conflict monitoring and error processing are functions of the executive attention network, a neurocognitive system that greatly matures during childhood. In this study, we examined the development of brain mechanisms underlying conflict and error processing with event-related potentials (ERPs, and explored the relationship between brain function and individual differences in the ability to self-regulate behavior. Three groups of children aged 4 to 6, 7 to 9, and 10 to 13 years, and a group of adults performed a child-friendly version of the flanker task while ERPs were registered. Marked developmental changes were observed in both conflict processing and brain reactions to errors. After controlling by age, higher self-regulation skills are associated with smaller amplitude of the conflict effect but greater amplitude of the error-related negativity. Additionally, we found that electrophysiological measures of conflict and error monitoring predict individual differences in impulsivity and the capacity to delay gratification. These findings inform of brain mechanisms underlying the development of cognitive control and self-regulation.

Development of neural mechanisms of conflict and error processing during childhood: implications for self-regulation

Science.gov (United States)

Checa, Purificación; Castellanos, M. C.; Abundis-Gutiérrez, Alicia; Rosario Rueda, M.

2014-01-01

Regulation of thoughts and behavior requires attention, particularly when there is conflict between alternative responses or when errors are to be prevented or corrected. Conflict monitoring and error processing are functions of the executive attention network, a neurocognitive system that greatly matures during childhood. In this study, we examined the development of brain mechanisms underlying conflict and error processing with event-related potentials (ERPs), and explored the relationship between brain function and individual differences in the ability to self-regulate behavior. Three groups of children aged 4–6, 7–9, and 10–13 years, and a group of adults performed a child-friendly version of the flanker task while ERPs were registered. Marked developmental changes were observed in both conflict processing and brain reactions to errors. After controlling by age, higher self-regulation skills are associated with smaller amplitude of the conflict effect but greater amplitude of the error-related negativity. Additionally, we found that electrophysiological measures of conflict and error monitoring predict individual differences in impulsivity and the capacity to delay gratification. These findings inform of brain mechanisms underlying the development of cognitive control and self-regulation. PMID:24795676

Self-Regulation and Infant-Directed Singing in Infants with Down Syndrome.

Science.gov (United States)

de l'Etoile, Shannon K

2015-01-01

Infants learn how to regulate internal states and subsequent behavior through dyadic interactions with caregivers. During infant-directed (ID) singing, mothers help infants practice attentional control and arousal modulation, thus providing critical experience in self-regulation. Infants with Down syndrome are known to have attention deficits and delayed information processing as well as difficulty managing arousability, factors that may disrupt their efforts at self-regulation. The researcher explored responses to ID singing in infants with Down syndrome (DS) and compared them with those of typically developing (TD) infants. Behaviors measured included infant gaze and affect as indicators of self-regulation. Participants included 3- to 9-month-old infants with and without DS who were videotaped throughout a 2-minute face-to-face interaction during which their mothers sang to them any song(s) of their choosing. Infant behavior was then coded for percentage of time spent demonstrating a specific gaze or affect type. All infants displayed sustained gaze more than any other gaze type. TD infants demonstrated intermittent gaze significantly more often than infants with DS. Infant status had no effect on affect type, and all infants showed predominantly neutral affect. Findings suggest that ID singing effectively maintains infant attention for both TD infants and infants with DS. However, infants with DS may have difficulty shifting attention during ID singing as needed to adjust arousal levels and self-regulate. High levels of neutral affect for all infants imply that ID singing is likely to promote a calm, curious state, regardless of infant status. © the American Music Therapy Association 2015. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

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

Error Detection and Self-Assessment as Mechanisms to Promote Self-Regulation of Learning among Secondary Education Students

Science.gov (United States)

Zamora, Ángela; Suárez, José Manuel; Ardura, Diego

2018-01-01

The authors' objective was to study the role of error detection and retroactive self-regulation as determinants of performance in secondary education students. A total of 198 students participated in the quasiexperimental study, which involved a control group and two experimental groups. This enabled the authors to analyze the effects of both…

A temporary deficiency in self-control: Can heightened motivation overcome this effect?

Science.gov (United States)

Kelly, Claire L; Crawford, Trevor J; Gowen, Emma; Richardson, Kelly; Sünram-Lea, Sandra I

2017-05-01

Self-control is important for everyday life and involves behavioral regulation. Self-control requires effort, and when completing two successive self-control tasks, there is typically a temporary drop in performance in the second task. High self-reported motivation and being made self-aware somewhat counteract this effect-with the result that performance in the second task is enhanced. The current study explored the relationship between self-awareness and motivation on sequential self-control task performance. Before employing self-control in an antisaccade task, participants initially applied self-control in an incongruent Stroop task or completed a control task. After the Stroop task, participants unscrambled sentences that primed self-awareness (each started with the word "I") or unscrambled neutral sentences. Motivation was measured after the antisaccade task. Findings revealed that, after exerting self-control in the incongruent Stroop task, motivation predicted erroneous responses in the antisaccade task for those that unscrambled neutral sentences, and high motivation led to fewer errors. Those primed with self-awareness were somewhat more motivated overall, but motivation did not significantly predict antisaccade performance. Supporting the resource allocation account, if one was motivated-intrinsically or via the manipulation of self-awareness-resources were allocated to both tasks leading to the successful completion of two sequential self-control tasks. © 2017 The Authors. Psychophysiology published by Wiley Periodicals, Inc. on behalf of Society for Psychophysiological Research.

SELF-REGULATION STRATEGIES OF ORAL COMMUNICATION IN CHILDREN WITH HEARING IMPAIRMENT

Directory of Open Access Journals (Sweden)

Alois GHERGUT

2011-09-01

Full Text Available The study identifies some self-regulation strategies used by deaf children in order to make their speech more intelligible. To achieve self-control while speaking, the child with severe hearing loss needs not only a high level of intelligence, but also an effective lip-reading capability and a strong intrinsic motivation. This is the reason why there are many cases of children with a high level of intelligence, but with a mediocre lip-reading capability and others with a lower level of intelligence, but with a good lip-reading capability. These differences also depend on the degree of hearing loss. Among the self-regulation strategies used by the children that achieve an intelligible speech are: the cognitive and meta-cognitive strategies, the motivational strategies etc. These results are important while designing the therapeutic activities, and especially the speech intelligibility factor being crucial in the social integration of those children with hearing impairment.

The Effects of Theory of Mind and Self-Regulation Skills on Helping Behaviors in 3-4-Year-Old Children

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Muhammed Sukru Aydin

2016-12-01

Full Text Available The aim of this study is to examine the effects of theory of mind and self-regulation skills on children’s helping behavior. Total of 104 children aging between 36-59 months, participated in the study. Helping behavior was measured with an instrumental helping task. Scaling of Theory-of-Mind tasks were used in measuring theory of mind. As for measuring self-regulation, peg tapping task were used. In order to control receptive language abilities of children, Turkish Expressive and Receptive Language Test (TIFALDI was applied. Results of the analyses indicated that there were significant relations between theory of mind and selfregulation skills and helping behavior, however, multiple regression analyses showed that the main predictor of helping behavior was theory of mind, but not self-regulation skills after controlling for age and receptive language. Results were discussed with respect to the literature, in relation to the role of theory of mind and self-regulation skills in explaining helping behavior.

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

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- 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.