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Examining the Predictive Relations between Two Aspects of Self-Regulation and Growth in Preschool Children’s Early Literacy Skills

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Lonigan, Christopher J.; Allan, Darcey M.; Phillips, Beth M.

2016-01-01

There is strong evidence that self-regulatory processes are linked to early academic skills both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between two components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (M-age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children’s classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children’s initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children’s language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher-ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood. PMID:27854463
Training self-assessment and task-selection skills to foster self-regulated learning: Do trained skills transfer across domains?

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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.
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.
The relationship between mathematical problem-solving skills and self-regulated learning through homework behaviours, motivation, and metacognition

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Çiğdem Özcan, Zeynep

2016-04-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving skills. The aim of this study is to investigate the relationship between mathematical problem-solving skills and the three dimensions of self-regulated learning (motivation, metacognition, and behaviour), and whether this relationship is of a predictive nature. The sample of this study consists of 323 students from two public secondary schools in Istanbul. In this study, the mathematics homework behaviour scale was administered to measure students' homework behaviours. For metacognition measurements, the mathematics metacognition skills test for students was administered to measure offline mathematical metacognitive skills, and the metacognitive experience scale was used to measure the online mathematical metacognitive experience. The internal and external motivational scales used in the Programme for International Student Assessment (PISA) test were administered to measure motivation. A hierarchic regression analysis was conducted to determine the relationship between the dependent and independent variables in the study. Based on the findings, a model was formed in which 24% of the total variance in students' mathematical problem-solving skills is explained by the three sub-dimensions of the self-regulated learning model: internal motivation (13%), willingness to do homework (7%), and post-problem retrospective metacognitive experience (4%).
Does self-regulation capacity predict psychological well-being in physicians?

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Simon, Christopher R; Durand-Bush, Natalie

2015-01-01

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

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Marchis, Iuliana

2011-01-01

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

DEFF Research Database (Denmark)

Siren, Anu Kristiina; Meng, Annette

2013-01-01

Previous research on older drivers has indicated connections between self-rated driving ability, confidence in their own driving, driving-related stress, and self-regulatory behaviour. However, more systematic associations between older drivers' perceptions on their own driving and self......-regulation or driver stress and self-regulation behaviour, and possible gender differences in these, have not been obtained in previous studies. The aim of the present study was to gain a better understanding of older drivers' self-regulatory driving and the motivators behind this behaviour, by placing this behaviour...... and avoidance than situations related to infrastructure, and women were more likely to report discomfort and avoidance of driving situations. The results suggest that older drivers generally show good self-judgement of changes in their driving skills and acknowledge the different types of skills comprised...
Contemplative Practices in Early Childhood: Implications for Self-Regulation Skills and School Readiness

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Willis, Elizabeth; Dinehart, Laura H.

2014-01-01

This article examines the development of self-regulation skills in early childhood and the possibilities of children's contemplative practices as a viable tool to facilitate this development. Current research indicates that self-regulation skills in early childhood education make a significant contribution to school readiness, and long-term…
Training Self-Regulated Learning Skills with Video Modeling Examples: Do Task-Selection Skills Transfer?

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Raaijmakers, Steven F.; Baars, Martine; Schaap, Lydia; Paas, Fred; van Merriënboer, Jeroen; van Gog, Tamara

2018-01-01

Self-assessment and task-selection skills are crucial in self-regulated learning situations in which students can choose their own tasks. Prior research suggested that training with video modeling examples, in which another person (the model) demonstrates and explains the cyclical process of problem-solving task performance, self-assessment, and…
Learning Arithmetic Outdoors in Junior High School--Influence on Performance and Self-Regulating Skills

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Fägerstam, Emilia; Samuelsson, Joakim

2014-01-01

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

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Cahill, Susan M.

2008-01-01

This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…
The Relationships between Self-Regulated Learning Skills, Causal Attributions and Academic Success of Trainee Teachers Preparing to Teach Gifted Students

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Leana-Tascilar, Marilena Z.

2016-01-01

The purpose of this research is to examine the self-regulated learning skills and causal attributions of trainee teachers preparing to teach gifted pupils, and also to study the predictive relationships between these skills and attributions, on one hand, and academic success, on the other hand. The research was conducted on 123 students attending…
Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

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Kostons, Danny; Van Gog, Tamara; Paas, Fred

2012-01-01

Kostons, D., Van Gog, T., & Paas, F. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121-132. doi:10.1016/j.learninstruc.2011.08.004
Childhood self-regulatory skills predict adolescent smoking behavior.

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deBlois, Madeleine E; Kubzansky, Laura D

2016-01-01

Cigarette smoking is the primary preventable cause of premature death. Better self-regulatory capacity is a key psychosocial factor that has been linked with reduced likelihood of tobacco use. Studies point to the importance of multiple forms of self-regulation, in the domains of emotion, attention, behavior, and social regulation, although no work has evaluated all of these domains in a single prospective study. Considering those four self-regulation domains separately and in combination, this study prospectively investigated whether greater self-regulation in childhood is associated with reduced likelihood of either trying cigarettes or becoming a regular smoker. Hypotheses were tested using longitudinal data from a cohort of 1709 US children participating in the Panel Study of Income Dynamics--Child Development Supplement. Self-regulation was assessed at study baseline when children ranged in age from 6 to 14 years, using parent-reported measures derived from the Behavior Problems Index and Positive Behavior Scale. Children ages 12-19 self-reported their cigarette smoking, defined in two ways: (1) trying and (2) regular use. Separate multiple logistic regression models were used to evaluate odds of trying or regularly using cigarettes, taking account of various potential confounders. Over an average of five years of follow-up, 34.5% of children ever tried cigarettes and 10.6% smoked regularly. Higher behavioral self-regulation was the only domain associated with reduced odds of trying cigarettes (odds ratio (OR) = .85, 95% confidence interval (CI) = .73-.99). Effective regulation in each of the domains was associated with reduced likelihood of regular smoking, although the association with social regulation was not statistically significant (ORs range .70-.85). For each additional domain in which a child was able to regulate successfully, the odds of becoming a regular smoker dropped by 18% (95% CI = .70-.97). These findings suggest that effective childhood self
Neither Basic Life Support knowledge nor self-efficacy are predictive of skills among dental students.

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Mac Giolla Phadraig, C; Ho, J D; Guerin, S; Yeoh, Y L; Mohamed Medhat, M; Doody, K; Hwang, S; Hania, M; Boggs, S; Nolan, A; Nunn, J

2017-08-01

Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self-efficacy and skills of undergraduate dental students in Dublin. This study consisted of a cross-sectional survey measuring BLS knowledge and self-efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self-efficacy and skills) were tested using Pearson's chi-square. We included knowledge and self-efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. One hundred and thirty-five students participated. Almost all (n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self-efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills (n = 85) subsample, 38.8% (n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self-efficacy and BLS skills. Neither knowledge nor self-efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands-on training, focusing on self-efficacy and BLS skills, particularly the use of AED. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?

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Barrus, Angela

2013-01-01

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

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Pablo da Silva Gusmão

2011-12-01

Full Text Available Aural Skills classes, which are required and collective, present some particular issues at the Brazilian universities, such as the diverse student’s proficiency levels, motivational issues and lack of autonomy for learning. This paper present the results of a research that investigated the relationships between the psychological constructs involved in the self- regulation of aural skills learning in Undergraduate music students. Through semi-structured interviews, the objective was to understand the interaction of the processes described in Zimmerman (2002 in the three student’s narratives. In this initial research, it was possible to see a relationship between the achievement in Aural Skill courses and the utilization of self- regulatory process, particularly goal-setting and efficient time management, as well as the lack of strategies related to the division of goals into proximal and specific sub-goals, and to the definition of self-evaluation standards. The investigation of strategies for intervention on cognitive processes involved with self-regulated learning of aural skills may help students to become more motivated and autonomous in their academic study.
The relationship between self-regulation skills and academic success in students with mild and moderate intellectual disabilities

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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.
How Early Experiences in a Kindergarten Classroom Shape the Development of Self-Regulation Skills of Children

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Darcy, Eloisa; Sarette, Sarah; Boghigian, Anna; Martin, Marley

2017-01-01

Providing the support that children need to build self-regulation skills has come to the forefront for educators today. This study investigated how kindergarten students (N=19) improved their self-regulation skills through direct instruction and effective scaffolding techniques. Selfregulated instruction was adapted to behavior activities for…
The Effect of the Metacognitive Support via Pedagogical Agent on Self-Regulation Skills

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Karaoglan Yilmaz, Fatma Gizem; Olpak, Yusuf Ziya; Yilmaz, Ramazan

2018-01-01

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today's educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC…

Predicting self-monitoring skills using textual posts on Facebook

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He, Qiwei; Glas, Cornelis A.W.; Kosinski, Michal; Stillwell, David J.; Veldkamp, Bernard P.

2014-01-01

The popularity of the social networking site Facebook (FB) has grown unprecedented during the past five years. The research question investigated is whether posts on FB would also be applicable for the prediction of users’ psychological traits such as self-monitoring (SM) skill that is supposed to
On-campus or online: examining self-regulation and cognitive transfer skills in different learning settings

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Miri Barak

2016-11-01

Full Text Available Abstract This study was set to identify self-regulation skills required for online learning and to characterize cognitive transfer of on-campus and online students. The study included two groups of undergraduate students who studied the same course, but in different settings: online and on-campus. Data collected via an online survey and semi-structured interviews indicated that cognitive strategies and regulation of cognition are significant for successful online learning. Findings also indicated that the online students were more aware of mastery learning and information processing strategies than the on-campus peers. The online students specified the importance of planning, controlling, and evaluation skills for meaningful learning; whereas the on-campus students asserted lack of self-discipline and limited communication skills as barriers for distance learning. Near- and far-transfer components were identified, showing a significant positive correlation with self-regulation skills for both groups of learners.
Promoting the self-regulation of clinical reasoning skills in nursing students.

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Kuiper, R; Pesut, D; Kautz, D

2009-10-02

The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues.
The Firepower of Work Craving: When Self-Control Is Burning under the Rubble of Self-Regulation.

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Kamila Wojdylo

Full Text Available Work craving theory addresses how work-addicted individuals direct great emotion-regulatory efforts to weave their addictive web of working. They crave work for two main emotional incentives: to overcompensate low self-worth and to escape (i.e., reduce negative affect, which is strategically achieved through neurotic perfectionism and compulsive working. Work-addicted individuals' strong persistence and self-discipline with respect to work-related activities suggest strong skills in volitional action control. However, their inability to disconnect from work implies low volitional skills. How can work-addicted individuals have poor and strong volitional skills at the same time? To answer this paradox, we elaborated on the relevance of two different volitional modes in work craving: self-regulation (self-maintenance and self-control (goal maintenance. Four hypotheses were derived from Wojdylo's work craving theory and Kuhl's self-regulation theory: (H1 Work craving is associated with a combination of low self-regulation and high self-control. (H2 Work craving is associated with symptoms of psychological distress. (H3 Low self-regulation is associated with psychological distress symptoms. (H4 Work craving mediates the relationships between self-regulation deficits and psychological distress symptoms at high levels of self-control. Additionally, we aimed at supporting the discriminant validity of work craving with respect to work engagement by showing their different volitional underpinnings. Results of the two studies confirmed our hypotheses: whereas work craving was predicted by high self-control and low self-regulation and associated with higher psychological distress, work engagement was predicted by high self-regulation and high self-control and associated with lower symptoms of psychological distress. Furthermore, work styles mediated the relationship between volitional skills and symptoms of psychological distress. Based on these new
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.
Pacing and Self-regulation: Important Skills for Talent Development in Endurance Sports.

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Elferink-Gemser, Marije T; Hettinga, Florentina J

2017-07-01

Pacing has been characterized as a multifaceted goal-directed process of decision making in which athletes need to decide how and when to invest their energy during the race, a process essential for optimal performance. Both physiological and psychological characteristics associated with adequate pacing and performance are known to develop with age. Consequently, the multifaceted skill of pacing might be under construction throughout adolescence, as well. Therefore, the authors propose that the complex skill of pacing is a potential important performance characteristic for talented youth athletes that needs to be developed throughout adolescence. To explore whether pacing is a marker for talent and how talented athletes develop this skill in middle-distance and endurance sports, they aim to bring together literature on pacing and literature on talent development and self-regulation of learning. Subsequently, by applying the cyclical process of self-regulation to pacing, they propose a practical model for the development of performance in endurance sports in youth athletes. Not only is self-regulation essential throughout the process of reaching the long-term goal of athletic excellence, but it also seems crucial for the development of pacing skills within a race and the development of a refined performance template based on previous experiences. Coaches and trainers are advised to incorporate pacing as a performance characteristic in their talent-development programs by stimulating their athletes to reflect, plan, monitor, and evaluate their races on a regular basis to build performance templates and, as such, improve their performance.
The Relationship between Mathematical Problem-Solving Skills and Self-Regulated Learning through Homework Behaviours, Motivation, and Metacognition

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Özcan, Zeynep Çigdem

2016-01-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving…
Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors?

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

2017-11-01

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

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Kathawala, Abeer; Bhamani, Shelina

2015-01-01

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

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Razak, Rafiza Abdul; Hua, Khor Bee

2013-01-01

The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…
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.
The Relation between English Learning Students' Levels of Self-Regulation and Metacognitive Skills and Their English Academic Achievements

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Adigüzel, Abdullah; Orhan, Ali

2017-01-01

It is remarkable that there are only a few studies that measures to what extent metacognitive and self-regulation skills affect students' academic achievements in the English lesson. This study is important for identifying the personal variables that have an impact on metacognitive and self-regulation skill and determining the relationship between…
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.
An Empathetic Beginning in Education: Exploring the Prospects of Self-Regulation Skills on Pro-Social Behaviour in the Early Childhood Environment

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Willis, Elizabeth

2016-01-01

One avenue substantially researched and supported in early childhood research is the importance and the cultivation of self-regulation skills in the classroom. Most educational research on self-regulation skills has illustrated the importance between the enhancement of these skills and long-term academic success. Notwithstanding, there is little…
Effect of the Children's Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial.

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Robinson, Leah E; Palmer, Kara K; Bub, Kristen L

2016-01-01

Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children's Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children's learning-related skills and physical development and subsequently to their academic success.
Relation between working memory and self-regulation capacities and the level of social skills acquisition in people with moderate intellectual disability.

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Dučić, Bojan; Gligorović, Milica; Kaljača, Svetlana

2018-03-01

Social competence deficit is one of the main characteristics of intellectual disability. The aim of this paper is to determine the influence of working memory (WM) and self-regulation (SR) on social skills in persons with moderate intellectual disability (MID). The sample included 41 participants with MID, aged 14-21. Memorizing animals and maze tasks were used for WM assessment. SR skills were assessed by the Behavioral Multitask Batteries. Social skills were rated by the Socialization subscale from the Adaptive Behavior Assessment System II, which consists of two parts. Social skills part could mainly be predicted from SR scores (β = -.441), followed by WM (β = .390) and IQ score (β = .382). Only WM score (β = .494) had a predictive value for Leisure time part. As WM had a greater influence on social skills, incorporating WM training into programmes for improving social skills in persons with MID should be considered. © 2017 John Wiley & Sons Ltd.
Self-regulated learning and science achievement in a community college

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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
Child Self-Regulation, Parental Secure Base Scripts, and At-Risk Kindergartners' Academic Achievement

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McLear, Caitlin; Trentacosta, Christopher J.; Smith-Darden, Joanne

2016-01-01

Research Findings: Early reading and mathematics skills predict later academic success, and child self-regulation and secure parent-child relationships are both predictors of early academic skills. Self-regulatory and family relationship factors have rarely been studied together as predictors of early academic success in populations of young…
Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

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Robinson, Leah E.; Palmer, Kara K.; Bub, Kristen L.

2016-01-01

Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP) that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 ± 6.5 months; 49.5% males) were randomly assigned to a treatment (n = 68) or control (n = 45) program. CHAMP participants engaged in 15, 40-min sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development-2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time × treatment interaction (p motor skills, post hoc comparisons found that all children improved their motor skills (p skills associated with healthy development in children (i.e., motor skills and self-regulation). This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age children and significantly improved motor skills while participating in outdoor recess was not effective. CHAMP could help contribute to children’s learning-related skills and physical development and subsequently to their academic success. PMID:27660751
Family context variables and the development of self-regulation in college students.

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Strage, A A

1998-01-01

While researchers have begun to specify how features of students' immediate learning environments affect the development and use of self-regulation skills, relatively little attention has been paid to the role of the family context in fostering or impeding the development of these skills. This paper proposes a conceptual framework based on attachment theory (Ainsworth et al., 1978; Bowlby, 1982) and Baumrind's parenting styles typology (Baumrind, 1967, 1991) for examining the relationship between family context variables and the development of self-regulation skills. It also presents initial findings from a study of the parental practices and values associated with academic self-regulation in college students. A sample of 465 students completed the 104-item Student Attitudes and Perceptions Survey, which consists of 4 personal profile scales, 7 family background scales, 2 course characteristics scales, and 2 study habits scales. Perceptions of parents as authoritative and of family as emotionally close were found to be predictive of (1) general confidence and positive sense of self, (2) positive goal-orientation at school, (3) general concern about preparation for the future, and (4) positive adjustment to college. These family profiles were also predictive of (1) students' rating their introductory psychology course as interesting and supportive, (2) favorable ratings of their time and effort management and note-taking skills, and (3) strong agreement with a series of items reflecting components of self-regulated learning. Perceptions of parents as authoritarian and of family as nagging or enmeshed were also predictive of concern about preparation for the future. These family profiles were generally predictive of students' rating their introductory psychology course as difficult, and of time and effort management difficulties. The patterns linking family background profiles with course perceptions, study habits, and individual indices of self-regulated learning

Cognitive problems, self-rated changes in driving skills, driving-related discomfort and self-regulation of driving in old drivers

DEFF Research Database (Denmark)

Meng, Annette; Siren, Anu Kristiina

2012-01-01

Ageing in general is associated with functional decline that may have an adverse effect on driving. Nevertheless, older drivers have been found to show good judgement and to self-regulate their driving, which may enable them to continue driving safely despite functional decline. The process...... of the self-monitoring of driving ability and the awareness of functional decline, and its association with the self-regulation of driving is, however, not fully understood. The aim of the present study was to examine the perceived changes in driving skills, the discomfort experienced in driving, and the self......-related discomfort is an important factor affecting the self-regulation of driving. Finally, the findings indicate that driving-related discomfort functions as an indirect self-monitoring of driving ability and may contribute to the safe driving performance of Danish older drivers....
Effect of the Children’s Health Activity Motor Program on Motor Skills and Self-Regulation in Head Start Preschoolers: An Efficacy Trial

Directory of Open Access Journals (Sweden)

Leah Elizabeth Robinson

2016-09-01

Full Text Available Self-regulatory skills are broadly defined as the ability to manage emotions, focus attention, and inhibit some behaviors while activating others in accordance with social expectations and are an established indicator of academic success. Growing evidence links motor skills and physical activity to self-regulation. This study examined the efficacy of a motor skills intervention (i.e., the Children’s Health Activity Motor Program, CHAMP that is theoretically grounded in Achievement Goal Theory on motor skill performance and self-regulation in Head Start preschoolers. A sample of 113 Head Start preschoolers (Mage = 51.91 + 6.5 months; 49.5% males were randomly assigned to a treatment (n = 68 or control (n = 45 program. CHAMP participants engaged in 15, 40-minute sessions of a mastery climate intervention that focused on the development of motor skills over 5 weeks while control participants engaged in their normal outdoor recess period. The Delay of Gratification Snack Task was used to measure self-regulation and the Test of Gross Motor Development - 2nd Edition was used to assess motor skills. All measures were assessed prior to and following the intervention. Linear mixed models were fit for both self-regulation and motor skills. Results revealed a significant time*treatment interaction (p < .001. In regards to motor skills, post hoc comparisons found that all children improved their motor skills (p < .05, but the CHAMP group improved significantly more than the control group (p < .001. Children in CHAMP maintained their self-regulation scores across time while children in the control group scored significantly lower than the CHAMP group at the posttest (p < .05. CHAMP is a mastery climate movement program that may be an approach to enhance skills associated with healthy development in children (i.e., motor skills and self-regulation. This efficacy trial provided evidence that CHAMP helped maintain delay of gratification in preschool age
Self-regulated learning and academic performance in medical education.

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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.
Monitoring and regulation of learning in medical education: the need for predictive cues.

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de Bruin, Anique B H; Dunlosky, John; Cavalcanti, Rodrigo B

2017-06-01

Being able to accurately monitor learning activities is a key element in self-regulated learning in all settings, including medical schools. Yet students' ability to monitor their progress is often limited, leading to inefficient use of study time. Interventions that improve the accuracy of students' monitoring can optimise self-regulated learning, leading to higher achievement. This paper reviews findings from cognitive psychology and explores potential applications in medical education, as well as areas for future research. Effective monitoring depends on students' ability to generate information ('cues') that accurately reflects their knowledge and skills. The ability of these 'cues' to predict achievement is referred to as 'cue diagnosticity'. Interventions that improve the ability of students to elicit predictive cues typically fall into two categories: (i) self-generation of cues and (ii) generation of cues that is delayed after self-study. Providing feedback and support is useful when cues are predictive but may be too complex to be readily used. Limited evidence exists about interventions to improve the accuracy of self-monitoring among medical students or trainees. Developing interventions that foster use of predictive cues can enhance the accuracy of self-monitoring, thereby improving self-study and clinical reasoning. First, insight should be gained into the characteristics of predictive cues used by medical students and trainees. Next, predictive cue prompts should be designed and tested to improve monitoring and regulation of learning. Finally, the use of predictive cues should be explored in relation to teaching and learning clinical reasoning. Improving self-regulated learning is important to help medical students and trainees efficiently acquire knowledge and skills necessary for clinical practice. Interventions that help students generate and use predictive cues hold the promise of improved self-regulated learning and achievement. This framework is
Chilean Family Reminiscing about Emotions and Its Relation to Children's Self-Regulation Skills

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Leyva, Diana; Nolivos, Virginia

2015-01-01

Research Findings: This study examined the relation between Chilean parents' narrative participatory styles (i.e., the way in which parents scaffold children's participation in conversations) and children's self-regulation skills. A total of 210 low-income Chilean parent-child dyads participated in the study. Dyads were videotaped talking about a…
PENINGKATAN SELF-REGULATED LEARNING SKILLS MAHASISWA PADA MATA KULIAH AKUNTANSI PENGANTAR MELALUI PROBLEM-BASED LEARNING

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Andian Ari Istiningrum

2017-02-01

Full Text Available Abstrak: Penelitian ini bertujuan untuk mengetahui: (i peningkatan self-regulated learning skills (SRL melalui implementasi problem-based learning (PBL dan (ii peningkatan kemampuan dosen pelaksana dalam mengimplementasikan PBL. Penelitian ini merupakan lesson study terbagi atas dua siklus dimana masing-masing siklus terdiri atas tahap plan, do, dan see.Subjek penelitian adalah mahasiswa Akuntansi Universitas Negeri Yogyakarta semester pertama yang mengambil mata kuliah Akuntansi Pengantar sebanyak 35 mahasiswa. Data mengenai SRL dikumpulkan dengan angket yang diisi mahasiswa, sedangkan data mengenai implementasi PBL oleh dosen pelaksana dikumpulkan dengan lembar observasi yang diisi oleh mahasiswa dan anggota timlesson study. Data dianalisis secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa (i PBL mampu meningkatkan SRL mahasiswa walaupun tingkat ketercapaiannya masih belum optimal, dan (ii kemampuan dosen pelaksana dalam melaksanakan PBL meningkat dengan tingkat ketercapaian yang optimal. IMPROVING STUDENTS’ SELF-REGULATED LEARNING SKILLS IN THE INTRODUCTION TO ACCOUNTING COURSE THROUGH PROBLEM-BASED LEARNING Abstract: This study aims to reveal (i the improvement of self-regulated learning skills (SRL through problem-based learning (PBL, and (ii the improvement of lecturers’ performance in implementing PBL. To achieve these purposes, a lesson study with two cycles was conducted. Each cycle consisted of plan phase, do phase, and see phase. The study was conducted to the 1 semester Accounting Students at Yogyakarta State University who attended the Introduction to Accounting course. There were 35 students as the research subjects. The sampling technique used to collect data regarding SRL was questionnaires which were filled out by the students; while the data regarding the lecturer’s performance was collected by observation sheets that were filled out by students and members of lesson study group. The study
The Effect of Communication Skills and Interpersonal Problem Solving Skills on Social Self-Efficacy

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Erozkan, Atilgan

2013-01-01

The purpose of this study was to examine communication skills, interpersonal problem solving skills, and social self-efficacy perception of adolescents and the predictive role of communication skills and interpersonal problem solving skills on social self-efficacy. This study is a quantitative and relational study aimed at examining the…
Effects of the Self-Regulation Empowerment Program (SREP) on middle school students' strategic skills, self-efficacy, and mathematics achievement.

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Cleary, Timothy J; Velardi, Brittany; Schnaidman, Bracha

2017-10-01

The current study examined the effectiveness of an applied self-regulated learning intervention (Self-Regulation Empowerment Program (SREP)) relative to an existing, school-based remedial mathematics intervention for improving the motivation, strategic skills, and mathematics achievement of academically at-risk middle school students. Although significant group differences in student self-regulated learning (SRL) were not observed when using self-report questionnaires, medium to large and statistically significant group differences were observed across several contextualized, situation-specific measures of strategic and regulatory thinking. The SREP group also exhibited a statistically significant and more positive trend in achievement scores over two years in middle school relative to the comparison condition. Finally, SREP students and coaches reported SREP to be a socially-valid intervention, in terms of acceptability and importance. The importance of this study and critical areas for future research are highlighted and discussed. Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.
Affective Self-Regulation Trajectories during Secondary School Predict Substance Use among Urban Minority Young Adults

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Griffin, Kenneth W.; Lowe, Sarah R.; Acevedo, Bianca P.; Botvin, Gilbert J.

2015-01-01

This study explored the relationship between trajectories of affective self-regulation skills during secondary school and young adult substance use in a large multiethnic, urban sample (N = 995). During secondary school, participants completed a measure of cognitive and behavioral skills used to control negative, unpleasant emotions or perceived…
Finding Balance : self-regulation in overweight patients with type 2 diabetes: from theory to a pilot intervention study

NARCIS (Netherlands)

Huisman, Sasja Deborah

2008-01-01

The central focus of this thesis was to examine the role of self-regulation principles in predicting and changing self-care behaviors of diabetes type 2 patients. Overall, the results in this thesis indicate that self-regulation cognitions and skills might be important intervention targets of future
Self-regulatory skills usage strengthens the relations of self-efficacy for improved eating, exercise, and weight in the severely obese: toward an explanatory model.

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Annesi, James J

2011-07-01

Lack of success with behavioral weight-management treatments indicates a need for a better understanding of modifiable psychological correlates. Adults with class 2 and 3 obesity (N = 183; Mean(BMI) = 42.0 kg/m(2)) volunteered for a 26-week nutrition and exercise treatment, based on social cognitive theory, that focused on self-efficacy and self-regulation applied to increasing cardiovascular exercise and fruit and vegetable consumption. Improved self-efficacy for controlled eating significantly predicted increased fruit and vegetable consumption (R(2) = .15). Improved self-efficacy for exercise significantly predicted increased exercise (R(2) = .46). When changes in self-regulatory skill usage were stepped into the 2 previous equations, the variances accounted for significantly increased. Increases in fruit and vegetable consumption and exercise significantly predicted weight loss (R(2) = .38). Findings suggest that behavioral theory should guide research on weight-loss treatment, and a focus on self-efficacy and self-regulatory skills applied to specific nutrition and exercise behaviors is warranted.
Neural activity to a partner's facial expression predicts self-regulation after conflict

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Hooker, Christine I.; Gyurak, Anett; Verosky, Sara; Miyakawa, Asako; Ayduk, Özlem

2009-01-01

Introduction Failure to self-regulate after an interpersonal conflict can result in persistent negative mood and maladaptive behaviors. Research indicates that lateral prefrontal cortex (LPFC) activity is related to the regulation of emotional experience in response to lab-based affective challenges, such as viewing emotional pictures. This suggests that compromised LPFC function may be a risk-factor for mood and behavior problems after an interpersonal stressor. However, it remains unclear whether LPFC activity to a lab-based affective challenge predicts self-regulation in real-life. Method We investigated whether LPFC activity to a lab-based affective challenge (negative facial expressions of a partner) predicts self-regulation after a real-life affective challenge (interpersonal conflict). During an fMRI scan, healthy, adult participants in committed, dating relationships (N = 27) viewed positive, negative, and neutral facial expressions of their partners. In an online daily-diary, participants reported conflict occurrence, level of negative mood, rumination, and substance-use. Results LPFC activity in response to the lab-based affective challenge predicted self-regulation after an interpersonal conflict in daily life. When there was no interpersonal conflict, LPFC activity was not related to the change in mood or behavior the next day. However, when an interpersonal conflict did occur, ventral LPFC (VLPFC) activity predicted the change in mood and behavior the next day, such that lower VLPFC activity was related to higher levels of negative mood, rumination, and substance-use. Conclusions Low LPFC function may be a vulnerability and high LPFC function may be a protective factor for the development of mood and behavior problems after an interpersonal stressor. PMID:20004365
Neural activity to a partner's facial expression predicts self-regulation after conflict.

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Hooker, Christine I; Gyurak, Anett; Verosky, Sara C; Miyakawa, Asako; Ayduk, Ozlem

2010-03-01

Failure to self-regulate after an interpersonal conflict can result in persistent negative mood and maladaptive behaviors. Research indicates that lateral prefrontal cortex (LPFC) activity is related to emotion regulation in response to laboratory-based affective challenges, such as viewing emotional pictures. This suggests that compromised LPFC function may be a risk factor for mood and behavior problems after an interpersonal conflict. However, it remains unclear whether LPFC activity to a laboratory-based affective challenge predicts self-regulation in real life. We investigated whether LPFC activity to a laboratory-based affective challenge (negative facial expressions of a partner) predicts self-regulation after a real-life affective challenge (interpersonal conflict). During a functional magnetic resonance imaging scan, healthy, adult participants in committed relationships (n = 27) viewed positive, negative, and neutral facial expressions of their partners. In a three-week online daily diary, participants reported conflict occurrence, level of negative mood, rumination, and substance use. LPFC activity in response to the laboratory-based affective challenge predicted self-regulation after an interpersonal conflict in daily life. When there was no interpersonal conflict, LPFC activity was not related to mood or behavior the next day. However, when an interpersonal conflict did occur, ventral LPFC (VLPFC) activity predicted mood and behavior the next day, such that lower VLPFC activity was related to higher levels of negative mood, rumination, and substance use. Low LPFC function may be a vulnerability and high LPFC function may be a protective factor for the development of mood and behavior problems after an interpersonal stressor. Copyright 2010 Society of Biological Psychiatry. Published by Elsevier Inc. All rights reserved.
When do self-discrepancies predict negative emotions? Exploring formal operational thought and abstract reasoning skills as moderators.

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Stevens, Erin N; Holmberg, Nicole J; Lovejoy, M Christine; Pittman, Laura D

2014-01-01

Individual differences in higher-order cognitive abilities may be an important piece to understanding how and when self-discrepancies lead to negative emotions. In the current study, three measures of reasoning abilities were considered as potential moderators of the relationship between self-discrepancies and depression and anxiety symptoms. Participants (N = 162) completed measures assessing self-discrepancies, depression and anxiety symptoms, and were administered measures examining formal operational thought, and verbal and non-verbal abstract reasoning skills. Both formal operational thought and verbal abstract reasoning were significant moderators of the relationship between actual:ideal discrepancies and depressive symptoms. Discrepancies predicted depressive symptoms for individuals with higher levels of formal operational thought and verbal abstract reasoning skills, but not for those with lower levels. The discussion focuses on the need to consider advanced reasoning skills when examining self-discrepancies.
Enhancement of Self-Regulation, Assertiveness, and Empathy.

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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…
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.
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).
Self-perceptions of self-regulatory skills in children aged eight to 10 Years: Development and evaluation of a new Self-rating Scale

OpenAIRE

Rizzo, P; Steinhausen, H C; Drechsler, D

2010-01-01

Insufficient self-regulation and reduced awareness of self-regulatory skills have been discussed as possible explanations for academic difficulties. However, instruments for assessing metacognitive knowledge of self-regulation in young school children have been lacking so far and it has been questioned whether younger school children are able to make accurate self-judgments on their regulatory skills. We present a new age-appropriate self-rating scale for the assessment of self-regulatory ski...
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.
Motivational "spill-over" during weight control: increased self-determination and exercise intrinsic motivation predict eating self-regulation.

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Mata, Jutta; Silva, Marlene N; Vieira, Paulo N; Carraça, Eliana V; Andrade, Ana M; Coutinho, Sílvia R; Sardinha, Luis B; Teixeira, Pedro J

2009-11-01

Successful weight management relies on at least two health behaviors, eating and exercise. However, little is known about their interaction on a motivational and behavioral level. Based on the Hierarchical Model of Motivation the authors examined whether exercise-specific motivation can transfer to eating regulation during a lifestyle weight control program. The authors further investigated whether general, treatment-related, and exercise motivation underlie the relation between increased exercise and improved eating regulation. Overweight/obese women participated in a 1-year randomized controlled trial (N = 239). The intervention focused on promoting physical activity and internal motivation for exercise and weight loss, following Self-Determination Theory. The control group received general health education. General and exercise specific self-determination, eating self-regulation variables, and physical activity behavior. General self-determination and more autonomous exercise motivation predicted eating self-regulation over 12 months. Additionally, general and exercise self-determination fully mediated the relation between physical activity and eating self-regulation. Increased general self-determination and exercise motivation seem to facilitate improvements in eating self-regulation during weight control in women. These motivational mechanisms also underlie the relationship between improvements in exercise behavior and eating regulation. PsycINFO Database Record (c) 2009 APA, all rights reserved.

Determination of the Predictive role of Self-Regulation and Self-Control on Intemperate Use of Cell Phones by Students

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S. Pourrazavi

2015-07-01

Full Text Available Introduction & Objective: Regarding increasing the rate of cell phones use and its' subsequent dependency in such instrument among young people and also considering the important role of self-regulation and self-control traits on health related issues and the roles of such issues in problematic and addictive behaviors, this study has been designed to evaluate the predictive role of self-regulation and self-control on the intemperate use of cell phone and its related de-pendencies. Materials & Methods: This study was a cross-sectional study with analytical and descriptive orientation which has been carried out the students of universities which were located in the Tabriz city, Iran in 2013. Data were gathered through a questionnaire that was filled by 476 students (190 male and 286 female. Participants were selected through a multi-stage cluster sampling method from 9 universities in Tabriz. Data analysis was performed by SPSS version 21 and Mplus software version 6.2. Results: Results showed that the predictive effect of self-regulation (P= 0.19 and self-control (P=0.41 on intemperate cell phone use was not significant, hence the increase of one unit in self-regulation and self-control respectively reduced 42.0, 87.0 dependency in cell phone. Conclusion: The present study could not demonstrate the predictive effect of self-regulation and self-control on intemperate cell phones use, however, the results showed that the meas-ures were relatively correlated with dependency in cell phone and therefore further researches seem to be necessary in this field.(Sci J Hamadan Univ Med Sci 2015; 22 (2: 152-160
How Does Self-Regulation Affect Computer-Programming Achievement in a Blended Context?

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Cigdem, Harun

2015-01-01

This study focuses on learners' self-regulation which is one of the essential skills for student achievement in blended courses. Research on learners' self-regulation skills in blended learning environments has gained popularity in recent years however only a few studies investigating the correlation between self-regulation skills and student…
The Influence of Parental Socioeconomic Background and Gender on Self-Regulation among 5-Year-Old Children in Norway

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Størksen, Ingunn; Ellingsen, Ingunn T.; Wanless, Shannon B.; McClelland, Megan M.

2015-01-01

Research Findings: Self-regulation in young children predicts later social adjustment and academic success across cultural contexts. Therefore, it is crucial to identify factors that promote or inhibit behavioral self-regulation skills. In this study, we focus on gender and socioeconomic status (SES; parental education and income) as possible…
Developing Young Children's Self-Regulation through Everyday Experiences

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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…
Individual differences in self-reported self-control predict successful emotion regulation.

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Paschke, Lena M; Dörfel, Denise; Steimke, Rosa; Trempler, Ima; Magrabi, Amadeus; Ludwig, Vera U; Schubert, Torsten; Stelzel, Christine; Walter, Henrik

2016-08-01

Both self-control and emotion regulation enable individuals to adapt to external circumstances and social contexts, and both are assumed to rely on the overlapping neural resources. Here, we tested whether high self-reported self-control is related to successful emotion regulation on the behavioral and neural level. One hundred eight participants completed three self-control questionnaires and regulated their negative emotions during functional magnetic resonance imaging using reappraisal (distancing). Trait self-control correlated positively with successful emotion regulation both subjectively and neurally, as indicated by online ratings of negative emotions and functional connectivity strength between the amygdala and prefrontal areas, respectively. This stronger overall connectivity of the left amygdala was related to more successful subjective emotion regulation. Comparing amygdala activity over time showed that high self-controllers successfully maintained down-regulation of the left amygdala over time, while low self-controllers failed to down-regulate towards the end of the experiment. This indicates that high self-controllers are better at maintaining a motivated state supporting emotion regulation over time. Our results support assumptions concerning a close relation of self-control and emotion regulation as two domains of behavioral control. They further indicate that individual differences in functional connectivity between task-related brain areas directly relate to differences in trait self-control. © The Author (2016). Published by Oxford University Press. For Permissions, please email: journals.permissions@oup.com.
Self-Regulated Strategy Development. What Works Clearinghouse Intervention Report

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What Works Clearinghouse, 2017

2017-01-01

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

NARCIS (Netherlands)

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

Content: Medical schools aim to graduate medical doctors who are able to self-regulate their learning. It is therefore important to investigate whether medical students' self-regulated learning skills change during medical school. In addition, since these skills are expected to be helpful to learn
An Exploration of the Relationship between Students' Preferences for Formative Feedback and Self-Regulated Learning Skills

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Çakir, Recep; Korkmaz, Özgen; Bacanak, Ahmet; Arslan, Ömer

2016-01-01

The purpose of this study is to explore students' preferences for formative feedback and its relationship with their self-regulated learning skills. The study used a mixed methods approach in which quantitative data collection and analysis was followed by qualitative data collection and analysis. "Preferences toward Formative Feedback"…
Examining Residents' Strategic Mindfulness During Self-Regulated Learning of a Simulated Procedural Skill.

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Brydges, Ryan; Hatala, Rose; Mylopoulos, Maria

2016-07-01

Simulation-based training is currently embedded in most health professions education curricula. Without evidence for how trainees think about their simulation-based learning, some training techniques may not support trainees' learning strategies. This study explored how residents think about and self-regulate learning during a lumbar puncture (LP) training session using a simulator. In 2010, 20 of 45 postgraduate year 1 internal medicine residents attended a mandatory procedural skills training boot camp. Independently, residents practiced the entire LP skill on a part-task trainer using a clinical LP tray and proper sterile technique. We interviewed participants regarding how they thought about and monitored their learning processes, and then we conducted a thematic analysis of the interview data. The analysis suggested that participants considered what they could and could not learn from the simulator; they developed their self-confidence by familiarizing themselves with the LP equipment and repeating the LP algorithmic steps. Participants articulated an idiosyncratic model of learning they used to interpret the challenges and successes they experienced. Participants reported focusing on obtaining cerebrospinal fluid and memorizing the "routine" version of the LP procedure. They did not report much thinking about their learning strategies (eg, self-questioning). During simulation-based training, residents described assigning greater weight to achieving procedural outcomes and tended to think that the simulated task provided them with routine, generalizable skills. Over this typical 1-hour session, trainees did not appear to consider their strategic mindfulness (ie, awareness and use of learning strategies).
Self-Regulated Learning Skills and Online Activities between Higher and Lower Performers on a Web-Intensive Undergraduate Engineering Course

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Lawanto, Oenardi; Santoso, Harry B.; Lawanto, Kevin N.; Goodridge, Wade

2017-01-01

The objective of this study was to evaluate students' self-regulated learning (SRL) skills used in a Web-intensive learning environment. The research question guiding the study was: How did the use of student SRL skills and student engagement in online activities compare between higher- and lower-performing students participating in a…
Feedforward self-modeling enhances skill acquisition in children learning trampoline skills.

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Ste-Marie, Diane M; Vertes, Kelly; Rymal, Amanda M; Martini, Rose

2011-01-01

The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM) video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.
The interaction between self-regulation and motivation prospectively predicting problem behavior in adolescence.

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

2013-01-01

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

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Bradley, Rachel L.; Browne, Blaine L.; Kelley, Heather M.

2017-01-01

This paper examined self-efficacy and self-regulatory skills and their influence on achievement in an online learning environment. This study utilized the Online Academic Success Indicators Scale (OASIS). The results of the scale were compared to previous tests measuring the predictive nature of self-efficacy and self-regulatory skills on academic…
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…
Feedforward self-modeling enhances skill acquisition in children learning trampoline skills

Directory of Open Access Journals (Sweden)

Diane M. Ste-Marie

2011-07-01

Full Text Available The purpose of this research was to examine whether children would benefit from a feedforward self-modeling (FSM video and to explore possible explanatory mechanisms for the potential benefits, using a self-regulation framework. To this end, children were involved in learning two five-skill trampoline routines. For one of the routines, a FSM video was provided during acquisition, whereas only verbal instructions were provided for the alternate routine. The FSM involved editing video footage such that it showed the learner performing the trampoline routine at a higher skill level than their current capability. Analyses of the data showed that while physical performance benefits were observed for the routine that was learned with the FSM video, no differences were obtained in relation to the self-regulatory measures. Thus, the FSM video enhanced motor skill acquisition, but this could not be explained by changes to the varied self-regulatory processes examined.
The Interplay of Maternal Sensitivity and Toddler Engagement of Mother in Predicting Self-Regulation

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

2017-01-01

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

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Palermo, Francisco; Mikulski, Ariana M.; Conejo, L. Diego

2017-01-01

Research Findings: This study examined the heterogeneity in Spanish-speaking children's (N = 117; M age = 53 months; SD = 5 months; 57% boys) vocabulary and letter-word skills in English and Spanish after one year of preschool and the extent to which early self-regulation abilities (i.e., executive function and effortful control) were associated…
The Effects of Formative Assessment on Academic Achievement, Attitudes toward the Lesson, and Self-Regulation Skills

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Ozan, Ceyhun; Kincal, Remzi Y.

2018-01-01

The purpose of this research is to examine the effects of formative assessment practices on students' academic achievement, attitudes toward lessons, and self-regulation skills in the fifth-grade social studies class. Mixed method research was used to conduct the study. The research group consisted of 45 students in the fifth grade of a secondary…
The Effects of Theory of Mind and Self-Regulation Skills on Helping Behaviors in 3-4-Year-Old Children

OpenAIRE

Muhammed Sukru Aydin; Sema Karakelle

2016-01-01

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 a...
Understanding entrepreneurial intent in late adolescence: the role of intentional self-regulation and innovation.

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Geldhof, G John; Weiner, Michelle; Agans, Jennifer P; Mueller, Megan K; Lerner, Richard M

2014-01-01

Entrepreneurship represents a form of adaptive developmental regulation through which both entrepreneurs and their ecologies benefit. We describe entrepreneurship from the perspective of relational developmental systems theory, and examine the joint role of personal attributes, contextual attributes, and characteristics of person-context relationships in predicting entrepreneurial intent in a sample 3,461 college students enrolled in colleges and universities in the United States (60 % female; 61 % European American). Specifically, we tested whether personal characteristics (i.e., gender, intentional self-regulation skills, innovation orientation) and contextual factors (i.e., entrepreneurial parents) predicted college students' intentions to pursue an entrepreneurial career. Our findings suggest that self-regulation, innovation orientation, and having entrepreneurial role models (i.e., parents) predict entrepreneurial intent. Limitations and future directions for the study of youth entrepreneurship are discussed.

Investigating Kindergarteners' Number Sense and Self-Regulation Scores in Relation to Their Mathematics and Turkish Scores in Middle School

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Ivrendi, Asiye

2016-01-01

Number sense and self-regulation are considered foundational skills for later school learning. This study aimed to investigate the predictive power of kindergarten children's number sense and self-regulation scores on their mathematics and Turkish language examination scores in the 5th and 6th grades. The participants in this study were 5th grade…
Adolescents' Self-Regulation Development via the Sensory Room System

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

2016-01-01

The urgency of the issue stated in this article is caused by the need for mastering skills and patterns of self-regulation when being an adolescent since this time is sensitive for developing processes of personal understanding and evolution. Thus, mastering skills and patterns of self-regulation as a necessary part of the whole ability of…
Improving Self-Regulated Learning: Effects of Training and Feedback on Self-Assessment and Task-Selection Accuracy

NARCIS (Netherlands)

Raaijmakers, S.F.|info:eu-repo/dai/nl/413317862

2018-01-01

The ability to self-regulate one’s own learning is increasingly important in current society. In almost every line of work it is necessary to regularly update one’s knowledge and skills. This requires effective self-regulated learning skills. However, most people do not possess effective
Role of Procrastination and Motivational Self-Regulation in Predicting Students\\' Behavioral Engagement

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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.
Assessing the Impact of ADHD Coaching Services on University Students' Learning Skills, Self-Regulation, and Well-Being

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Field, Sharon; Parker, David R.; Sawilowsky, Shlomo; Rolands, Laura

2013-01-01

The effects of coaching on learning and study skills, self-regulation, and subjective well-being of students with ADHD attending 2- and 4-year colleges or universities was examined. Students were randomly assigned to participate in coaching or comparison groups. Coaching students received weekly phone-based coaching sessions and additional…
The role of self-regulated strategies and goal orientation in predicting achievement of elementary school children

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Anastasia Kitsantas

2009-10-01

Full Text Available The present study examined the predictiveness of self-regulated learning strategies and goal orientation of elementary students’ academic achievement. Eighty one (n = 81 fifth graders were asked to respond to two scales. It was hypothesized that student achievement would be predicted by prior achievement, use of self-regulation strategies, and goal orientation. Results showed that prior achievement and use of self-regulation strategies accounted for a significant amount of variance in students’ academic achievement. Overall, goal orientation was not a significant predictor of students’ outcomes measures across different subject areas. Areas for future research are explored and implications for school personnel are provided.
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.
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.
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).
Comparing Self-Regulatory and Early Academic Skills as Predictors of Later Math, Reading, and Science Elementary School Achievement

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Murrah, William M., III

The achievement score gaps between advantaged and disadvantaged children at school entry is a major problem in education today. Identifying the skills critical for school readiness is an important step in developing interventions aimed at addressing these score gaps. The purpose of this study is to compare a number of school readiness skills with an eye toward finding out which are the best predictors of later academic achievement in math, reading, and science. The predictors were early reading, math, general knowledge, socioemotional skills, and motor skills. Data were obtained from the Early Childhood Longitudinal Study of 1998 (NCES, 1998) database. While controlling for an extensive set of family characteristics, predictions were made across five years - from the end of kindergarten to the end of fifth grade. Consistent with current findings, reading and math skills predicted later achievement. Interestingly, general knowledge, attention, and fine motor skills also proved to be important predictors of later academic achievement, but socioemotional skills were not. The findings were interpreted from a neurobiological perspective involving the development of self-regulation. These school entry skills are used to predict later achievement in reading, math, and science. I argued that in addition to acquiring early academic knowledge, children need to regulate the use of this knowledge to meet academic goals.
The Influence of Student Teacher Self-Regulation of Learning on Their Curricular Content-Knowledge and Course-Design Skills

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Shawer, Saad

2010-01-01

This investigation examined the influence of EFL student teacher self-regulation of learning (SRL) on their curricular content-knowledge and course-design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal…
Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

Directory of Open Access Journals (Sweden)

Wondimu Ahmed

2017-09-01

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

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Richards, C. Steven

1975-01-01

Investigates the efficacy of two behavioral self-control procedures as additions to the typical treatment for college students' study behavior--study skills advice. Predicted self-monitoring would be an effective treatment addition to study skills advice and study skills advice would be superior to the control groups. Results supported…
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…
Perceived Physician-informed Weight Status Predicts Accurate Weight Self-Perception and Weight Self-Regulation in Low-income, African American Women.

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Harris, Charlie L; Strayhorn, Gregory; Moore, Sandra; Goldman, Brian; Martin, Michelle Y

2016-01-01

Obese African American women under-appraise their body mass index (BMI) classification and report fewer weight loss attempts than women who accurately appraise their weight status. This cross-sectional study examined whether physician-informed weight status could predict weight self-perception and weight self-regulation strategies in obese women. A convenience sample of 118 low-income women completed a survey assessing demographic characteristics, comorbidities, weight self-perception, and weight self-regulation strategies. BMI was calculated during nurse triage. Binary logistic regression models were performed to test hypotheses. The odds of obese accurate appraisers having been informed about their weight status were six times greater than those of under-appraisers. The odds of those using an "approach" self-regulation strategy having been physician-informed were four times greater compared with those using an "avoidance" strategy. Physicians are uniquely positioned to influence accurate weight self-perception and adaptive weight self-regulation strategies in underserved women, reducing their risk for obesity-related morbidity.
Self-Perceptions of Self-Regulatory Skills in Children Aged Eight to 10 Years: Development and Evaluation of a New Self-Rating Scale

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Rizzo, Patrizia; Steinhausen, Hans-Christoph; Drechsler, Renate

2010-01-01

Insufficient self-regulation and reduced awareness of self-regulatory skills have been discussed as possible explanations for academic difficulties. However, instruments for assessing metacognitive knowledge of self-regulation in young school children have been lacking so far and it has been questioned whether younger school children are able to…
Reading Speed as a Constraint of Accuracy of Self-Perception of Reading Skill

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Kwon, Heekyung; Linderholm, Tracy

2015-01-01

We hypothesised that college students take reading speed into consideration when evaluating their own reading skill, even if reading speed does not reliably predict actual reading skill. To test this hypothesis, we measured self-perception of reading skill, self-perception of reading speed, actual reading skill and actual reading speed to…
To Achieve or Not To Achieve: A Self-Regulation Perspective on Adolescents' Academic Decision Making.

Science.gov (United States)

Miller, David C.; Byrnes, James P.

2001-01-01

This study investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents' academic decision making. Measures included an assessment of decision-making skill; academic goals; select scales of Learning and Study Strategies Inventory; and teacher ratings of achievement behavior. Adolescents'…
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…

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

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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…
Developing Self-Regulation Skills: The Important Role of Homework

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Ramdass, Darshanand; Zimmerman, Barry J.

2011-01-01

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

NARCIS (Netherlands)

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

2015-01-01

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

NARCIS (Netherlands)

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

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

NARCIS (Netherlands)

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

2015-01-01

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

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Çetin, Baris

2015-01-01

The purpose of this study was to determine whether academic motivation and academic self-regulated learning predicted students' GPAs in the Early Childhood Education Department. The study participants consisted of 166 early childhood education majors enrolled in the 2014 spring semester at Georgia Southern University, USA. Data were gathered using…
Prediction of Emotional Understanding and Emotion Regulation Skills of 4-5 Age Group Children with Parent-Child Relations

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Dereli, Esra

2016-01-01

The objective of the present study is to examine whether personal attributes, family characteristics of the child and parent-child relations predict children's emotional understanding and emotion regulation skills. The study was conducted with relational screening model, one of the screening models. Study sample included 423 children between the…
Changes in self-efficacy for exercise and improved nutrition fostered by increased self-regulation among adults with obesity.

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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
Emotion Knowledge and Self-Regulation as Predictors of Preschoolers' Cognitive Ability, Classroom Behavior, and Social Competence

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Garner, Pamela W.; Waajid, Badiyyah

2012-01-01

The development of children's cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys).…
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.
Skill versus luck: A motivational analysis of gambling involvement.

Science.gov (United States)

Chantal, Y; Vallerand, R J

1996-12-01

The purpose of the present investigation was to test the skill/luck distinction among gambling games by comparing the motivations underlying participation in a skill (horse racing) and a luck (lottery) betting activity. Predictions were made using Self-Determination Theory (Deci & Ryan, 1985, 1991). It was predicted that self-determined motivations (intrinsic motivation and identified regulation) would be more prominent for the skill game because it is conducive to optimal challenges, fun, and self-involvement. Conversely, the non self-determined forms of motivation (especially external regulation) should be more important for the game of luck because the luck dimension precludes true involvement of the self and orients the individual towards material gains. Results from a hierarchical discriminant function analysis, with 120 gamblers predominantly involved in one of the two betting activities, supported these hypotheses. These results highlight the relevance of a motivational analysis for a better understanding of the inherent properties of gambling games.
Relating beliefs in writing skill malleability to writing performance: The mediating role of achievement goals and self-efficacy

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Teresa Limpo

2017-10-01

Full Text Available It is well established that students’ beliefs in skill malleability influence their academic performance. Specifically, thinking of ability as an incremental (vs. fixed trait is associated with better outcomes. Though this was shown across many domains, little research exists into these beliefs in the writing domain and into the mechanisms underlying their effects on writing performance. The aim of this study was twofold: to gather evidence on the validity and reliability of instruments to measure beliefs in skill malleability, achievement goals, and self-efficacy in writing; and to test a path-analytic model specifying beliefs in writing skill malleability to influence writing performance, via goals and self-efficacy. For that, 196 Portuguese students in Grades 7-8 filled in the instruments and wrote an opinion essay that was assessed for writing performance. Confirmatory factor analyses supported instruments’ validity and reliability. Path analysis revealed direct effects from beliefs in writing skill malleability to mastery goals (ß = .45; from mastery goals to self-efficacy for conventions, ideation, and self-regulation (ß = .27, .42, and .42, respectively; and from self-efficacy for self-regulation to writing performance (ß = .16; along with indirect effects from beliefs in writing skill malleability to self-efficacy for self-regulation via mastery goals (ß = .19, and from mastery goals to writing performance via self-efficacy for self-regulation (ß = .07. Overall, students’ mastery goals and self-efficacy for self-regulation seem to be key factors underlying the link between beliefs in writing skill malleability and writing performance. These findings highlight the importance of attending to motivation-related components in the teaching of writing.
Discrepancy-based and anticipated emotions in behavioral self-regulation.

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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.
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 Â© 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.
High School Students' Critical Thinking Related to Their Metacognitive Self-Regulation and Physics Self-Efficacy Beliefs

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Gurcay, Deniz; Ferah, Hatice Ozturk

2018-01-01

The purpose of this study is to examine the relationships between ninth grade students' metacognitive self-regulation skills and physics self-efficacy beliefs and their critical thinking. To this end, 162 students attending the ninth grade participated in the study. Critical thinking scale, metacognitive self-regulation scale and physics…
Perbedaan Motivasi Belajar, Mutu Keterampilan Belajar, dan Self Regulated Learning Siswa Kelas Diklat dan Siswa Kelas Reguler

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Hafiz Hidayat

2016-03-01

Full Text Available This research was conducted as there was a difference between learning achievement of the students in regular class and in training class. Learning motivation, learning skill quality and self regulated learning are factors assumed to affect the students’ learning achievement. This research was intended to: (1 reveal the difference between learning motivation of the students in regular class and in training class, (2 the difference between learning skill quality of the students in regular class and in training class, and (3 self regulated learning of the students in regular class and in training class.This research applied descriptive comparative method. The population of the research was 312 students in class XI of SMA N 5 Padang. By using purposive sampling technique and simple random sampling technique, 65 students were chosen as the sample. The instrument of the research were learning motivation questionnaire (the reliability was 0.950, self regulated learning questionnaire (the reliability was 0.817, and AUM PTSDL Format SLTA (the reliability was 0.76. The data gathered then were analyzed by using Multivariate Analysis of Variance (MANOVA.The research findings indicated that: (1 learning motivation of the students both in training class and in regular class at SMA N 5 Padang was in high category, (2 in which significant difference learning motivation of the students in regular class was higher than that of students in training class, (3 the quality of students' learning skills training classes as very bad and regular classroom students classified as not good at SMA N 5 Padang, (4 there was a significant difference between learning skill quality of the students in regular class and in training class in which learning skill quality of the regular class was higher than that of the students in training class, and (5 students self regulated learning training class and regular class in high at SMA N 5 Padang is category good, (6 there were no
Strengthening School Readiness for Children at Risk: Evaluating Self-Regulation Measures and an Intervention Using Classroom Games

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Schmitt, Sara A.

2013-01-01

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

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Özlem TAGAY

2014-01-01

Full Text Available This study analyzes whether or not communication skills and self-esteem of vocational school students can predict their psychological resilience. The data of the study were collected from a total of 295 vocational school students including 147 female and 148 male in Burdur and Isparta. The study benefited from the Ego Resiliency Scale developed by Block and Kremen (1996 and adapted by Karaırmak (2007, the Communication Skills Evaluation Scale developed by Korkut (1996, and the Rosenberg Self Esteem Scale developed by Morris Rosenberg (1965. The study made use of the standard multiple regression analysis in order to prove the power of the assessment of communication skills and self-esteem to predict psychological levels of resilience of vocational school students. The data were tested on a 0.05 level of significance. This study shows that the assessment of communication skills and self-esteem positively co- relates with the personal strengths of pulling oneself together. The positive self-assessment predicts self- esteem positively and significantly as well. A positive sense of an individual’s about oneself positively co- relates with high self-esteem.
Assessing Self-Regulation of Learning Dimensions in a Stand-alone MOOC Platform

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Daniel Friday Owoichoche Onah

2017-06-01

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

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Çetin, Baris

2017-01-01

The purpose of this study was to determine whether perceived levels of self-regulated learning and metacognition predicted the ultimate grade point average (GPA) attained by 206 female and 70 male college seniors (aged 21 to 27) finishing their elementary education teaching certification studies at a university in Turkey. Data regarding individual…

Facilitating Self-Regulated Learning Skills and Achievement with a Strategic Content Learning Approach

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Heller, Monica L.; Marchant, Gregory J.

2015-01-01

Whether out of financial concerns for student retention or altruistic goals involving facilitating successful learning, efforts are being made to ensure college student success beyond chance independent study skills. Students often lack effective self-regulatory skills and study strategies necessary for success in college. With guidance through…
Dominant Goal Orientations Predict Differences in Academic Achievement during Adolescence through Metacognitive Self-Regulation

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Dekker, Sanne; Krabbendam, Lydia; Lee, Nikki; Boschloo, Annemarie; De Groot, Renate; Jolles, Jelle

2016-01-01

This study investigated whether academic achievement was predicted by the goal which generally drives a student’s learning behaviour. Secondly, the role of metacognitive self-regulation was examined. The dominant goal orientation was assessed using a new method. 735 adolescents aged 10-19 years read
Academic Procrastination of Undergraduates: Low Self-Efficacy to Self-Regulate Predicts Higher Levels of Procrastination

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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,…
Multidimensional assessment of self-regulated learning with middle school math students.

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Callan, Gregory L; Cleary, Timothy J

2018-03-01

This study examined the convergent and predictive validity of self-regulated learning (SRL) measures situated in mathematics. The sample included 100 eighth graders from a diverse, urban school district. Four measurement formats were examined including, 2 broad-based (i.e., self-report questionnaire and teacher ratings) and 2 task-specific measures (i.e., SRL microanalysis and behavioral traces). Convergent validity was examined across task-difficulty, and the predictive validity was examined across 3 mathematics outcomes: 2 measures of mathematical problem solving skill (i.e., practice session math problems, posttest math problems) and a global measure of mathematical skill (i.e., standardized math test). Correlation analyses were used to examine convergent validity and revealed medium correlations between measures within the same category (i.e., broad-based or task-specific). Relations between measurement classes were not statistically significant. Separate regressions examined the predictive validity of the SRL measures. While controlling all other predictors, a SRL microanalysis metacognitive-monitoring measure emerged as a significant predictor of all 3 outcomes and teacher ratings accounted for unique variance on 2 of the outcomes (i.e., posttest math problems and standardized math test). Results suggest that a multidimensional assessment approach should be considered by school psychologists interested in measuring SRL. (PsycINFO Database Record (c) 2018 APA, all rights reserved).
More than just fun and games: the longitudinal relationships between strategic video games, self-reported problem solving skills, and academic grades.

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Adachi, Paul J C; Willoughby, Teena

2013-07-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem solving skills among a sample of 1,492 adolescents (50.8 % female), over the four high school years. The results showed that more strategic video game play predicted higher self-reported problem solving skills over time than less strategic video game play. In addition, the results showed support for an indirect association between strategic video game play and academic grades, in that strategic video game play predicted higher self-reported problem solving skills, and, in turn, higher self-reported problem solving skills predicted higher academic grades. The novel findings that strategic video games promote self-reported problem solving skills and indirectly predict academic grades are important considering that millions of adolescents play video games every day.
Older drivers with cognitive impairment: Perceived changes in driving skills, driving-related discomfort and self-regulation of driving

DEFF Research Database (Denmark)

Meng, A.; Siren, A.; Teasdale, Thomas William

2013-01-01

The results of a previous study indicate that in general, older drivers who recognise cognitive problems show realistic self-assessment of changes in their driving skills and that driving-related discomfort may function as an indirect monitoring of driving ability, contributing to their safe...... drivers may recognise cognitive problems, they tend not to recognise changes to their driving, which may reflect reluctance to acknowledge the impact of cognitive impairment on their driving. Furthermore, the results suggest that driving-related discomfort plays an important role in the self......-regulation of driving among cognitively impaired older drivers. However, it is less clear what triggers driving-related discomfort among cognitively impaired older drivers indicating that it may be a less reliable aspect of their self-monitoring of driving ability....
Unique contributions of emotion regulation and executive functions in predicting the quality of parent-child interaction behaviors.

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Shaffer, Anne; Obradović, Jelena

2017-03-01

Parenting is a cognitive, emotional, and behavioral endeavor, yet limited research investigates parents' executive functions and emotion regulation as predictors of how parents interact with their children. The current study is a multimethod investigation of parental self-regulation in relation to the quality of parenting behavior and parent-child interactions in a diverse sample of parents and kindergarten-age children. Using path analyses, we tested how parent executive functions (inhibitory control) and lack of emotion regulation strategies uniquely relate to both sensitive/responsive behaviors and positive/collaborative behaviors during observed interaction tasks. In our analyses, we accounted for parent education, financial stress, and social support as socioeconomic factors that likely relate to parent executive function and emotion regulation skills. In a diverse sample of primary caregivers (N = 102), we found that direct assessment of parent inhibitory control was positively associated with sensitive/responsive behaviors, whereas parent self-reported difficulties in using emotion regulation strategies were associated with lower levels of positive and collaborative dyadic behaviors. Parent education and financial stress predicted inhibitory control, and social support predicted emotion regulation difficulties; parent education was also a significant predictor of sensitive/responsive behaviors. Greater inhibitory control skills and fewer difficulties identifying effective emotion regulation strategies were not significantly related in our final path model. We discuss our findings in the context of current and emerging parenting interventions. (PsycINFO Database Record (c) 2017 APA, all rights reserved).
Relation between Working Memory and Self-Regulation Capacities and the Level of Social Skills Acquisition in People with Moderate Intellectual Disability

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Ducic, Bojan; Gligorovic, Milica; Kaljaca, Svetlana

2018-01-01

Background: Social competence deficit is one of the main characteristics of intellectual disability. The aim of this paper is to determine the influence of working memory (WM) and self-regulation (SR) on social skills in persons with moderate intellectual disability (MID). Method: The sample included 41 participants with MID, aged 14-21.…
Adaptive emotion regulation mediates the relationship between self-compassion and depression in individuals with unipolar depression.

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Diedrich, Alice; Burger, Julian; Kirchner, Mareike; Berking, Matthias

2017-09-01

To identify the mechanisms involved in the association between self-compassion and depression, we examined whether adaptive emotion regulation would mediate the relationship between self-compassion and depression in individuals with unipolar depression. Furthermore, we explored which specific emotion regulation skills would be most important in this relationship. Sixty-nine individuals with unipolar depression were assessed with the Self-Compassion Scale and the Emotion Regulation Skills Questionnaire at baseline and with the Beck Depression Inventory-II 1 week later. The results showed that successful application of emotion regulation skills mediates the association between self-compassion and depression. Among eight specific emotion regulation skills, only the ability to tolerate negative emotions was identified as a significant mediator in the self-compassion-depression relationship. These findings provide preliminary evidence that systematically fostering self-compassion might help depressed individuals cope with their symptoms by enhancing their abilities to tolerate undesired emotions. Systematically fostering self-compassion through specific compassion-focused interventions might facilitate a reduction in depressive symptoms by improving the person's emotion regulation abilities, especially by improving his or her ability to tolerate negative emotions. Hence, compassion-focused interventions might be particularly promising in depressed patients with a tendency to avoid negative emotions and deficits in tolerating them. © 2016 The British Psychological Society.
Self-assessment versus self-grading – approaches to the education of self-regulated teachers

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Elizabete Aparecida Garcia Ribeiro

2014-06-01

Full Text Available The development of teacher skills estimates actions which provides more responsibility and autonomy towards learning. One of these actions is to promote self-assessment activities, contributing to better awareness of one’s own learning and planning of interventions. This study focused on determining the potential for self-regulation of learning in self-assessment practices carried out in an undergraduate Pedagogy course. The research is qualitative, using the case study technique. Fifty-six students from the final year of the course at a public university in Paraná participated in the study. Information from questionnaires and interviews was submitted for content analysis, revealing that most participants were aware of the purposes of self-assessment, but they were found to be conducting self-grading activities, which consists on grading one’s own work in order to calculate a grade point average. The practices performed in the course do not encourage the development of self-regulatory skills.
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.
Self-reported confidence and skills of general practitioners in management of mental health disorders.

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Oakley Browne, Mark; Lee, Adeline; Prabhu, Radha

2007-10-01

To identify the predictors of self-reported confidence and skills of GPs in management of patients with mental health problems. Cross-sectional survey, with questionnaire presented to 246 GPs working in 62 practices throughout Gippsland. Rural general practices in Gippsland. One hundred and thirty-four GPs across Gippsland. GPs completed a questionnaire assessing self-perception of knowledge and skills in recognition and management of common mental health problems. Of 134 GPs, 45% reported that they have a specific interest in mental health, and 39% of GPs reported that they had previous mental health training. Only 22% of GPs describe having both an interest and prior training in mental health care. Age and years since graduation are not significantly related to self-reported confidence and skills. The results of this study highlight that self-professed interest and prior training in mental health are associated. Self-professed interest in mental health care predicts confidence and self-perceived skills in recognition, assessment and management of common mental health disorders. Similarly, prior training in mental health care predicts confidence and self-perceived skills in recognition, assessment and management of common mental health problems. Self-professed interest in mental health issues is also associated with hours of participation in continuing medical education related to mental health care. Unfortunately, only a minority described having both interest and prior training in mental health care.
Learner-Controlled Self-Observation is Advantageous for Motor Skill Acquisition

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Ste-Marie, Diane M.; Vertes, Kelly A.; Law, Barbi; Rymal, Amanda M.

2013-01-01

There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation) was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled, LC) as opposed to an experimenter-controlled (EC) delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC) of children (M age of 11.2 years; SD = 1.89) attempted to learn a progression of trampoline skills during a 2-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test 1 day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman’s (2004) self-regulation of learning model. PMID:23355826
Learner-controlled self-observation is advantageous for motor skill acquisition

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Diane M Ste-Marie

2013-01-01

Full Text Available There were two main objectives of this research. First, we wanted to examine whether video feedback of the self (self-observation was more effective for motor skill learning when the choice to view the video was provided to the learner (learner-controlled; LC as opposed to an experimenter-controlled (EC delivery. Secondly, we explored whether there were differences in the self-regulatory processes of self-efficacy and intrinsic motivation, as well as perceived choice between the LC and EC conditions. Two groups (LC and EC of children (M age of 11.2 years; SD = 1.89 attempted to learn a progression of trampoline skills during a two-day acquisition phase in which video self-observation was available. The second acquisition day was followed by a no self-observation retention test one day later. It was hypothesized that, during retention, the LC group would be more self-efficacious about their ability to progress through the trampoline skills, show greater intrinsic motivation and perceived choice, and go further in skill progression than the EC group. Analysis of the acquisition data showed the LC group had greater increases in self-efficacy as compared to the EC group. Results of the retention test showed that the participants in the LC group obtained higher scores on the intrinsic motivation and perceived choice measures and had higher skill progression scores as compared to the EC group. Regression analysis showed that group assignment and self-efficacy were significant predictors of the physical performance benefits noted in retention. These findings are discussed within Zimmerman’s (2004 self-regulation of learning model.
The Self-Regulated Learning Model and Music Education

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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.
Parent emotional expressiveness and children's self-regulation: Associations with abused children's school functioning

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Haskett, Mary E.; Stelter, Rebecca; Proffit, Katie; Nice, Rachel

2012-01-01

Objective Identifying factors associated with school functioning of abused children is important in prevention of long-term negative outcomes associated with school failure. The purpose of this study was to examine the degree to which parent emotional expressiveness and children's self-regulation predicted early school behavior of abused children. Methods The sample included 92 physically abused children ages 4-7 and one of their parents (95.7% mothers). Parents completed a measure of their own emotional expressiveness, and parents and teachers provided reports of children's self-regulatory skills. Children's school functioning was measured by observations of playground aggression and teacher reports of aggression and classroom behavior. Results Parents’ expression of positive and negative emotions was associated with various aspects of children's self-regulation and functioning in the school setting. Links between self-regulation and children's school adjustment were robust; poor self-regulation was associated with higher aggression and lower cooperation and self-directed behavior in the classroom. There was minimal support for a mediating role of children's self-regulation in links between parent expressiveness and children's behavior. Practice implications Findings point to the relevance of parent emotional expressivity and children's self-regulatory processes in understanding physically abused children's functioning at the transition to school. Although further research is needed, findings indicate that increasing parental expression of positive emotion should be a focus in treatment along with reduction in negativity of abusive parents. Further, addressing children's self-regulation could be important in efforts to reduce aggression and enhance children's classroom competence. PMID:22565040
Self-Regulation Skills of Pre-Service Music Teachers

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Akyüzlüer, Fatima

2014-01-01

The purpose of this study is to identify how a four-semester music teacher education programme on self-regulation changes as they progress through the programme. The participants of the study included a total of 101 music teachers in four different semesters of their teacher preparation programme. The instrument used in this study is the Motivated…
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.
Investigating Correlates of Self-Regulation in Early Childhood with a Representative Sample of English-Speaking American Families.

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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.
Self-Regulatory Skill Among Children with and without Developmental Coordination Disorder: An Exploratory Study.

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Sangster Jokić, Claire A; Whitebread, David

2016-11-01

Children with developmental coordination disorder (DCD) experience difficulty learning and performing everyday motor tasks due to poor motor coordination. Recent research applying a cognitive learning paradigm has argued that children with DCD have less effective cognitive and metacognitive skills with which to effectively acquire motor skills. However, there is currently limited research examining individual differences in children's use of self-regulatory and metacognitive skill during motor learning. This exploratory study aimed to compare the self-regulatory performance of children with and without DCD. Using a mixed methods approach, this study observed and compared the self-regulatory behavior of 15 children with and without DCD, aged between 7 and 9 years, during socially mediated motor practice. Observation was conducted using a quantitative coding scheme and qualitative analysis of video-recorded sessions. This paper will focus on the results of quantitative analysis, while data arising from the qualitative analysis will be used to support quantitative findings. In general, findings indicate that children with DCD exhibit less independent and more ineffective self-regulatory skill during motor learning than their typically developing peers. In addition, children with DCD rely more heavily on external support for effective regulation and are more likely to exhibit negative patterns of motivational regulation. These findings provide further support for the notion that children with DCD experience difficulty effectively self-regulating motor learning. Implications for practice and directions for future research are discussed.

Understanding of Self and Maternal Warmth Predict Later Self-Regulation in Toddlers

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Jennings, Kay D.; Sandberg, Ian; Kelley, Sue A.; Valdes, Lourdes; Yaggi, Kirsten; Abrew, Amy; Macey-Kalcevic, Melody

2008-01-01

Research on the development of self-regulation has focused primarily on the roles of maternal behavior and attention, but cognitive understanding of the self is also likely to contribute, as is exposure to maternal depression. In this study toddlers' understanding of self-as-object and understanding of agency were assessed behaviorally at both 20…
Future orientation in the self-system: possible selves, self-regulation, and behavior.

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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.
The Role of Language Skill in Child Psychopathology: Implications for Intervention in the Early Years.

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Salmon, Karen; O'Kearney, Richard; Reese, Elaine; Fortune, Clare-Ann

2016-12-01

In this narrative review, we suggest that children's language skill should be targeted in clinical interventions for children with emotional and behavioral difficulties in the preschool years. We propose that language skill predicts childhood emotional and behavioral problems and this relationship may be mediated by children's self-regulation and emotion understanding skills. In the first sections, we review recent high-quality longitudinal studies which together demonstrate that that children's early language skill predicts: (1) emotional and behavioral problems, and this relationship is stronger than the reverse pattern; (2) self-regulation skill; this pattern may be stronger than the reverse pattern but moderated by child age. Findings also suggest that self-regulation skill mediates the relation between early language skill and children's emotional and behavioral problems. There is insufficient evidence regarding the mediating role of emotion understanding. In subsequent sections, we review evidence demonstrating that: (1) particular kinds of developmentally targeted parent-child conversations play a vital role in the development of language skill, and (2) some current clinical interventions, directly or indirectly, have a beneficial impact on children's vocabulary and narrative skills, but most approaches are ad hoc. Targeting language via parent-child conversation has the potential to improve the outcomes of current clinical interventions in the preschool years.
THE INFLUENCE OF INTERACTIVE MULTIMEDIA AUDIO TELLING MACHINE (IMATE USE AND STUDENTS’ SELF REGU-LATED LEARNING LEVEL ON ENGLISH LANGUAGE GREET-INGS APPLICATION SKILLS (PENGARUH PENGGUNAAN INTERACTIVE MULTIMEDIA AU-DIO TELLING MACHINE (iMATE DAN TINGKAT SELF REGU-LATED LEARNING SISWA TERHADAP KEMAMPUAN MENERAP-KAN GREETINGS BAHASA INGGRIS

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Muhammad Ridwan Sutisna

2018-02-01

Full Text Available Abstract. New trends of technology and also the higher needs of English proficiency have encouraged the quality improvent of English instructions. The aim of this research is to deter-mine the effect of Interactive Multimedia Audio Telling Machine (iMATE and self regulated learning level in English language greetings application skill of vocational school students. iMATE is an Interactive instructional media used in this research. While student’s self regulated learning is divided into high and low level. This research used experimental design. This re-search was held at SMK Pasundan 3 Bandung. Findings of this research were; (1 Generally students achieved better result when using iMATE. (2 There was an interaction between use of instructional media and students’ self regulated learning level. (3 Students with high self regu-lated learning achieved much better when using iMATE. (4 Students with low self regulated learning had a better result when not using iMATE. This Findings lead to the conclusion that students’ self regulated learning level may affect the succes of instructional media use, especially in teaching English language skills. Abstrak. Perkembangan teknologi dan kebutuhan akan kemampuan Bahasa Inggris yang lebih tinggi mendorong kualitas pembelajaran Bahasa Inggris juga mengalami perkem-bangan. Tujuan penelitian ini adalah untuk mengetahui pengaruh dari penggunaan Interactive Multimedia Audio Telling Machine (iMATE dan tingkat self regulated learning terhadap ke-mampuan menerapkan greetings Bahasa Inggris siswa SMK. iMATE adalah multimedia inter-aktif pembelajaran yang digunakan dalam penelitian ini. Siswa sebagai subjek penelitian dibagi kedalam dua kelompok yaitu yang memiliki tingkat self regulated learning yang tinggi dan ren-dah. Penelitian yang dilaksanakan di SMK Pasundan 3 Bandung ini menggunakan desain ek-sperimen. Temuan dari penelitian ini adalah (1 Secara umum siswa memperoleh hasil yang lebih baik dengan
Intrusive fathering, children's self-regulation and social skills: a mediation analysis.

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Stevenson, M; Crnic, K

2013-06-01

Fathers have unique influences on children's development, and particularly in the development of social skills. Although father-child relationship influences on children's social competence have received increased attention in general, research on fathering in families of children with developmental delays (DD) is scant. This study examined the pathway of influence among paternal intrusive behaviour, child social skills and child self-regulatory ability, testing a model whereby child regulatory behaviour mediates relations between fathering and child social skills. Participants were 97 families of children with early identified DD enrolled in an extensive longitudinal study. Father and mother child-directed intrusiveness was coded live in naturalistic home observations at child age 4.5, child behaviour dysregulation was coded from a video-taped laboratory problem-solving task at child age 5, and child social skills were measured using independent teacher reports at child age 6. Analyses tested for mediation of the relationship between fathers' intrusiveness and child social skills by child behaviour dysregulation. Fathers' intrusiveness, controlling for mothers' intrusiveness and child behaviour problems, was related to later child decreased social skills and this relationship was mediated by child behaviour dysregulation. Intrusive fathering appears to carry unique risk for the development of social skills in children with DD. Findings are discussed as they related to theories of fatherhood and parenting in children with DD, as well as implications for intervention and future research. © 2012 The Authors. Journal of Intellectual Disability Research © 2012 John Wiley & Sons Ltd, MENCAP & IASSID.
Using tablets to support self-regulated learning in a longitudinal integrated clerkship

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Dylan Archbold Hufty Alegría

2014-03-01

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

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

2014-01-01

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

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

2014-01-01

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

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Berking, Matthias; Wirtz, Carolin M; Svaldi, Jennifer; Hofmann, Stefan G

2014-06-01

Deficits in emotion regulation have been identified as an important risk and maintaining factor for depression. The aim of this study was to examine the long-term effects of emotion regulation on symptoms of depression. Moreover, we investigated which specific emotion regulation skills were associated with subsequent symptoms of depression. Participants were 116 individuals (78% women, average age 35.2 years) who registered for an online-based assessment of depression and its risk-factors and reported at least some symptoms of depression. Successful application of emotion regulation skills and depressive symptom severity were assessed twice over a 5-year period. We utilized cross-lagged panel analyses to assess whether successful skills application would be negatively associated with subsequent depressive symptom severity. Cross-lagged panel analyses identified successful skills application as a significant predictor for depressive symptom severity even when controlling for the effects of initial symptoms of depression. A comparison of the effect sizes for different emotion regulation skills on subsequent depressive symptoms suggests that most of the skills included have similar predictive value. These findings provide preliminary evidence for the hypotheses that deficits in emotion regulation may contribute to the development of depression and that interventions systematically enhancing adaptive emotion regulation skills may help prevent and treat depressive symptoms. Copyright © 2014 Elsevier Ltd. All rights reserved.
The Interplay Among Academic Self-Concept, Self-Efficacy, Self-Regulation and Academic Achievement of Higher Education L2 Learners

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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...
Evaluating first-year nursing students' ability to self-assess psychomotor skills using videotape.

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Watts, Wilda Ellen; Rush, Kathy; Wright, Marjorie

2009-01-01

Developing confidence in self-assessment is an important skill in becoming a self-regulated learner. This article describes the process undertaken by a group of educators of incorporating self-assessment in combination with psychomotor skill development with freshman students. Students were videotaped performing a wound-dressing change; the videotaping was immediately followed by a self-assessment of their performance using a faculty-generated checklist. Comparison of faculty and student ratings revealed the tendency for students to overrate their performance and identified discordance between students and faculty on several steps of the procedure. These evaluation findings are discussed and future directions explored.
Invigorating self-regulated learning strategies of mathematics among higher education students

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Chechi, Vijay Kumar; Bhalla, Jyoti

2017-07-01

The global market is transforming at its ever-increasing rate of knots. Consequently, the work skills challenges that current students will encounter throughout their lifetimes will be drastically different from those of present and past and proffering new-fangled opportunities and posing new challenges. However, in order to deal with tomorrow's opportunities and challenges students ought to equip with higher order cognitive skills which are substantially different from those needed in the past. In order to accomplish this intention, students must be academically self-regulated, as academic self-regulation is playing a vital role for academic success, particularly in higher education. Students must be prepared in such a way that they should take responsibility for their own learning. Self-regulation suggests activities and thinking processes that learners can engage in during his learning. Self-regulation is encompassing a number of inter-dependent aspect viz. affective beliefs, cognition and meta-cognitive skills [1]. It helps the learners to make sagacious use of their intellect and expertise [2]. As statistics has shown that the achievement of students in mathematics has persistently been poor. Along with it, mathematics is considered as one of the most important subject course in architecture, agriculture, medicine, pharmacy and especially in engineering. In spite of its importance, most of the students considered it as a dull and dry subject and their performance is remarkably low and alarming. Therefore, the present paper will highlight various factors affecting performance of higher education students in mathematics and will suggest different self-regulated learning strategies which will act as boon for higher education students.
Boys have not caught up, family influences still continue: Influences on executive functioning and behavioral self-regulation in elementary students in Germany.

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Gunzenhauser, Catherine; Saalbach, Henrik; von Suchodoletz, Antje

2017-09-01

The development of self-regulation is influenced by various child-level and family-level characteristics. Previous research focusing on the preschool period reported a female advantage in self-regulation and negative effects of various adverse features of the family environment on self-regulation. The present study aimed to investigate growth in self-regulation (i.e., executive functioning and behavioral self-regulation) over 1 school year during early elementary school and to explore the influences of child sex, the level of home chaos, and family educational resources on self-regulation. Participants were 263 German children (51% girls; mean age 8.59 years, SD = 0.56 years). Data were collected during the fall and spring of the school year. A computer-based standardized test battery was used to assess executive functioning. Caregiver ratings assessed children's behavioral self-regulation and information on the family's home environment (chaotic home environment and educational resources). Results suggest growth in elementary school children's executive functioning over the course of the school year. However, there were no significant changes in children's behavioral self-regulation between the beginning and the end of Grade 3. Sex differences in inhibitory control/cognitive flexibility and behavioral self-regulation were found, suggesting an advantage for girls. Educational resources in the family but not chaotic family environment were significantly related to self-regulation at both time-points. Children from families with more educational resources scored higher on self-regulation measures compared to their counterparts from less advantaged families. We did not find evidence for child-level or family-level characteristics predicting self-regulation growth over time. Findings add to the evidence of a gender gap in self-regulation skills, but suggest that it might not further widen towards the end of elementary school age. Adequate self-regulation skills should
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.
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.
Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

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Khodaverdi, Zeinab; Bahram, Abbas; Khalaji, Hassan; Kazemnejad, Anoshirvan

2013-10-01

The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls' physical activity behavior. A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh's Self-Description Questionnaire. Children's physical activity was assessed by the Physical Activity Questionnaire for Older Children. Multiple linear regression model was used to determine whether perceived motor competence or motor skill competence best predicts moderate-to-vigorous self-report physical activity. Multiple regression analysis indicated that motor skill competence and perceived motor competence predicted 21% variance in physical activity (R(2)=0.21, F=48.9, P=0.001), and motor skill competence (R(2)=0.15, ᵝ=0.33, P= 0.001) resulted in more variance than perceived motor competence (R(2)=0.06, ᵝ=0.25, P=0.001) in physical activity. Results revealed motor skill competence had more influence in comparison with perceived motor competence on physical activity level. We suggest interventional programs based on motor skill competence and perceived motor competence should be administered or implemented to promote physical activity in young girls.
Individual differences in effects of child care quality: The role of child affective self-regulation and gender.

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Broekhuizen, Martine L; Aken, Marcel A G van; Dubas, Judith S; Mulder, Hanna; Leseman, Paul P M

2015-08-01

The current study investigated whether the relation between child care quality and children's socio-emotional behavior depended on children's affective self-regulation skills and gender. Participants were 545 children (Mage=27 months) from 60 center-based child care centers in the Netherlands. Multi-level analyses showed that children with low affective self-regulation skills or who were male demonstrated less teacher-rated social competence when exposed to relatively low quality child care. In addition, children with low affective self-regulation skills also showed more social competence in the case of relatively high quality child care, suggesting mechanisms of differential susceptibility. No main effects of child care quality or interactions were found for teacher- and parent-rated externalizing behavior. These findings emphasize the importance of considering children's affective self-regulation skills and gender in understanding the effects of child care quality. High quality child care can be a means to strengthen children's social development. Copyright © 2015 Elsevier Inc. All rights reserved.
Self-regulation of Exercise Behavior in the TIGER Study

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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
The use and evaluation of self-regulation techniques can predict health goal attainment in adults: an explorative study

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Jolien Plaete

2016-02-01

Full Text Available Background. Self-regulation tools are not always used optimally, and implementation intention plans often lack quality. Therefore, this study explored participants’ use and evaluation of self-regulation techniques and their impact on goal attainment. Methods. Data were obtained from 452 adults in a proof of concept (POC intervention of ‘MyPlan’, an eHealth intervention using self-regulation techniques to promote three healthy behaviours (physical activity (PA, fruit intake, or vegetable intake. Participants applied self-regulation techniques to a self-selected health behaviour, and evaluated the self-regulation techniques. The quality of implementation intentions was rated by the authors as a function of instrumentality (instrumental and non-instrumental and specificity (non-specific and medium to highly specific. Logistic regression analyses were conducted to predict goal attainment. Results. Goal attainment was significantly predicted by the motivational value of the personal advice (OR:1.86, by the specificity of the implementation intentions (OR:3.5, by the motivational value of the action plan (OR:1.86, and by making a new action plan at follow-up (OR:4.10. Interaction-effects with behaviour showed that the specificity score of the implementation intention plans (OR:4.59, the motivational value of the personal advice (OR:2.38, selecting hindering factors and solutions(OR:2.00 and making a new action plan at follow-up (OR:7.54 were predictive of goal attainment only for fruit or vegetable intake. Also, when participants in the fruit and vegetable group made more than three plans, they were more likely to attain their goal (OR:1.73, whereas the reverse was the case in the PA group (OR:0.34. Discussion. The chance that adults reach fruit and vegetable goals can be increased by including motivating personal advice, self-formulated action plans, and instructions/strategies to make specific implementation intentions into e

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

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Çakiroglu, Ünal; Öztürk, Mücahit

2017-01-01

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

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Day, Stephanie L.; Connor, Carol McDonald

2017-01-01

Children with stronger self-regulation skills generally demonstrate greater overall success in school both academically and socially. However, there are few valid and reliable measures of self-regulation in middle elementary school. Such a measure could help identify whether a child is truly having difficulties. Thus, the Remembering Rules and…
Effects of a culturally tailored physical activity promotion program on selected self-regulation skills and attitudes in adolescents of an underserved, multiethnic milieu.

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Laberge, Suzanne; Bush, Paula Louise; Chagnon, Miguel

2012-01-01

To implement a culturally tailored physical activity (PA) promotion program (FunAction) and to assess its impact on five self-regulation skills and attitudes in adolescents. Design . The design and implementation of the FunAction program were informed by social marketing principles. The study used a quasi-experimental approach to assess the impact of the program on specific outcome variables. A multiethnic, underserved middle school in Montreal, Quebec, Canada. The intervention group was made up of grade 8 students (n = 165) and the control group was made up of grade 7 students (n = 137). During the 16-week intervention, adolescents were able to choose from a variety of 45-minute cardiovascular PAs offered daily during their school lunch period. Adolescents participated in the activities on a voluntary basis. A self-report questionnaire was administered preintervention and postintervention to measure adolescents' scores on the following self-regulation skills and attitudes: self-control, self-esteem, attention/concentration, social competence, and interethnic relationships. Three-way repeated measures analyses of variance and correlational analyses were used. Results . A significant improvement was observed only in attention/concentration. Girls' attention/concentration scores improved significantly in the intervention group compared to the control group (F(1,127) = 16.26, p marketing principles can help encourage adolescents from underserved, multiethnic milieus to participate in PA during their school lunch hour. Furthermore, voluntary participation in a culturally tailored PA program can improve youths' attention/concentration.
Brief report: emotion regulation and coping as moderators in the relationship between personality and self-injury.

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

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

Directory of Open Access Journals (Sweden)

Habibeh Mortazanajad

2009-12-01

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

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Tuck, Natalie L; Grant, Rosemary C I; Sollers, John J; Booth, Roger J; Consedine, Nathan S

2016-12-01

Vagally mediated heart rate variability (vmHRV) is a measure of cardiac vagal tone, and is widely viewed as a physiological index of the capacity to regulate emotions. However, studies have not directly tested whether vmHRV is associated with the ability to facially express emotions. In extending prior work, the current report tested links between resting vmHRV and the objectively assessed ability to facially express emotions, hypothesizing that higher vmHRV would predict greater expressive skill. Eighty healthy women completed self-reported measures, before attending a laboratory session in which vmHRV and the ability to express six emotions in the face were assessed. A repeated measures analysis of variance revealed a marginal main effect for vmHRV on skill overall; individuals with higher resting vmHRV were only better able to deliberately facially express anger and interest. Findings suggest that differences in resting vmHRV are associated with the objectively assessed ability to facially express some, but not all, emotions, with potential implications for health and well-being. © 2016 Society for Psychophysiological Research.
Effects of a Self-Instruction Communication Skills Training on Skills, Self-Efficacy, Motivation, and Transfer

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Hommes, Mark A.; Van der Molen, Henk T.

2012-01-01

This article describes a study on the effects of a self-instruction training programme in communication skills for psychology students at the Open University of the Netherlands in comparison to a fully supervised training. We expected both training programmes to increase students' knowledge and skills, as well as their self-efficacy and motivation…
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.
Developmental Trends in Self-Regulation among Low-Income Toddlers

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Raikes, H. Abigail; Robinson, JoAnn L.; Bradley, Robert H.; Raikes, Helen H.; Ayoub, Catherine C.

2007-01-01

The attainment of self-regulatory skills during the toddler years is an understudied issue, especially among low-income children. The present study used growth modeling to examine the change over time and the final status in children's abilities to self-regulate, in a sample of 2,441 low-income children aged 14 to 36 months. Positive growth in…
Training self-assessment and task-selection skills : A cognitive approach to improving self-regulated learning

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Kostons, Danny; van Gog, Tamara; Paas, Fred

For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task
Self-Regulation and Task Engagement as Predictors of Emergent Language and Literacy Skills

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Bohlmann, Natalie L.; Downer, Jason T.

2016-01-01

Research Findings: A growing emphasis in the literature on children's self-regulation signals the need for increased understanding of the ways in which young children become active players in the acquisition of knowledge. In particular, self-regulation may be linked to subsequent academic achievement through greater engagement with the learning…
A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education

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Bose, Jayakumar; Rengel, Zed

2009-01-01

Adult learners are already involved in the process of self-regulation; hence, higher education institutions should focus on strengthening students' self-regulatory skills. Self-regulation can be facilitated through formative assessment. This paper proposes a model formative assessment strategy that would complement existing university teaching,…
Self-Regulation, Language Skills, and Emotion Knowledge in Young Children from Northern Germany

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

2015-01-01

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

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

2012-01-01

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

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Kuzmanović Biljana

2015-01-01

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

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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.

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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.
Training Physical Education Students to Self-Regulate during Basketball Free Throw Practice

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Cleary, Timothy J.; Zimmerman, Barry J.; Keating, Tedd

2006-01-01

The additive effects of self-regulation training in forethought, performance, and self-reflection phase processes on acquiring a novel motoric skill (i.e., basketball free throws) and self-reflective beliefs were studied with 50 college students. The results showed a positive linear trend between the number of self-regulatory phases, in which the…

Peer Attachment, Coping, and Self-Esteem in Institutionalized Adolescents: The Mediating Role of Social Skills

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Mota, Catarina Pinheiro; Matos, Paula Mena

2013-01-01

This study analyzes the contribution of peer attachment in predicting active coping and self-esteem in a sample of 109 institutionalized adolescents. It also explores the mediating role of social skills in the association between peer attachment, coping, and self-esteem. Structural equation modeling identified a model able to predict a positive…
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
Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

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

2013-01-01

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

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Bono, Katherine E.; Bizri, Rana

2014-01-01

The present study explored relations among language skills, private speech, and self-regulation in three- to five-year-old children. Language skills were assessed with a standardised measure of language ability and by teacher reports of adaptive use of language in the classroom. Private speech was measured by observing children during a…
Development of neural mechanisms of conflict and error processing during childhood: implications for self-regulation.

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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

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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

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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
The Impact of Transactive Memory System and Interaction Platform in Collaborative Knowledge Construction on Social Presence and Self-Regulation

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Yilmaz, Ramazan; Karaoglan Yilmaz, Fatma Gizem; Kilic Cakmak, Ebru

2017-01-01

The purpose of this study is to examine the impacts of transactive memory system (TMS) and interaction platforms in computer-supported collaborative learning (CSCL) on social presence perceptions and self-regulation skills of learners. Within the scope of the study, social presence perceptions and self-regulation skills of students in…
Combining University Student Self-Regulated Learning Indicators and Engagement with Online Learning Events to Predict Academic Performance

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Pardo, Abelardo; Han, Feifei; Ellis, Robert A.

2017-01-01

Self-regulated learning theories are used to understand the reasons for different levels of university student academic performance. Similarly, learning analytics research proposes the combination of detailed data traces derived from technology-mediated tasks with a variety of algorithms to predict student academic performance. The former approach…
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.
Examining the Predictive Role of Emotional Self-Regulation in Quality of Life and Perception of Suffering among Patients with Breast Cancer

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Zahra Nikmanesh

2017-04-01

Full Text Available Background: Breast cancer is the most common type of cancer and second leading cause of death in women after lung cancer. The World Health Organization has reported that breast cancer, with 502,000 deaths in 2005, surpassed lung, stomach, colorectal, and cervical cancers as the leading cause of death in women. The main objective of the current study was to examine the predictive role of emotional selfregulation in quality of life and perception of suffering among patients with breast cancer. Methods: This was a descriptive-analytical study followed by a correlational design. The sample population consisted of 42 patients with breast cancer selected by the census method. Participants completed questionnaires on emotional self-regulation, quality of life (Aaronson et al., 1987, and perception of suffering. The obtained data was statistically analyzed using the Pearson correlation coefficient and regression analysis via SPSS 22. Results: There was a significant, positive association between emotional selfregulation and the functional and general dimensions of quality of life. A significant, inverse correlation existed between emotional self-regulation and the symptoms dimension of quality of life. The results of the enter regression analysis showed that selfregulation respectively predicted 0.18 of variance in the functional, 0.26 in symptoms, and 0.37 of the variance in the general health dimensions of the quality of life. Emotional self-regulation had a significant, diverse relationship to the physical, psychological, and existential dimensions of perception of suffering. The results of the regression analysis carried out to predict perception of suffering indicated that emotional self-regulation respectively predicted 0.33 of variance in the physical, 0.19 in psychological, and 0.06 of the variance in the existential dimensions of perception of suffering. Conclusion: A major step forward can be taken towards improving the level of quality of
RELATIONSHIP OF SELF-REGULATION AND PERSONAL PROFESSIONAL PERSPECTIVE OF STUDENTS

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D. P. Zavodchikov

2018-01-01

Full Text Available Introduction. Today, the problem of personal planning and realization of the individual professional future has become very urgent in the conditions of uncertainty of the social and economic environment development, fast updating of technologies and transformation of the world of professions. Therefore, skills of self-regulation and attraction of all psychological abilities of the individual are required to build up personal professional perspective.The aim of the publication is to present the results of the pilot study of the relationship of self-regulation parameters and components of personal professional perspective at the stage of vocational training.Methodology and research methods. The methodological basis of the research is subject-activity approach to the study of the phenomena “professional self-determination”. To obtain empirical data, V. I. Morosanova’s questionnaire “The Style of Self-Regulation of Behaviour” and the scheme of creation of the personal professional plan developed by E. A. Klimov and added with the valuable and moral components of self-determination offered by N. S. Pryazhnikov were applied. Mathematical-statistical processing of the results was carried out by means of the Kolmogorov-Smirnov test. The nonparametric Mann-Whitney U test was used for the comparative analysis; the Spearman’s rank correlation test was used for the correlation analysis.Results and scientific novelty. In the present article, the idea of self-determination of the subject in the professional sphere is discussed at the methodological level. Creation of personal professional perspective is shown as practical actions for predicting of the professional future under the developed behavioural self-regulation structures of the personality.The relationship of self-regulation and professional perspective (as the measured parameters of professional self-determination was revealed at the empirical level on the sample of students of the
Associations between Toddler-Age Communication and Kindergarten-Age Self-Regulatory Skills

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Aro, Tuija; Laakso, Marja-Leena; Määttä, Sira; Tolvanen, Asko; Poikkeus, Anna-Maija

2014-01-01

Purpose: In this study, the authors aimed at gaining understanding on the associations of different types of early language and communication profiles with later self-regulation skills by using longitudinal data from toddler age to kindergarten age. Method: Children with early language profiles representing expressive delay, broad delay (i.e.,…
The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum.

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Lucieer, Susanna M; van der Geest, Jos N; Elói-Santos, Silvana M; de Faria, Rosa M Delbone; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

2016-03-01

Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.
The Strategy Project: Promoting Self-Regulated Learning through an Authentic Assignment

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Steiner, Hillary H.

2016-01-01

Success in college requires the development of self-regulated learning strategies that move beyond high school skills. First-year students of all ability levels benefit when given instruction in how to use these strategies in an authentic context. This paper presents an instructional method that requires deliberate practice of self-regulated…
Fostering Habib's Engagement and Self-Regulation: A Case Study of a Child from a Refugee Family at Home and Preschool

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Haines, Shana J.; Summers, Jean Ann; Turnbull, Ann P.; Turnbull, H. Rutherford, III.; Palmer, Susan

2015-01-01

Developing children's self-regulation and engagement skills are primary goals of early childhood education. These skills are fostered in both home and preschool environments and can lead to improved educational outcomes. This qualitative case study investigated how a refugee family and Head Start teachers fostered the self-regulation and…
Predictive Effects of Good Self-Control and Poor Regulation on Alcohol-Related Outcomes: Do Protective Behavioral Strategies Mediate?

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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
Medical students' self-efficacy in problem-based learning and its relationship with self-regulated learning.

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Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students' motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students' self-reported SRL skills and their self-efficacy in PBL. A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students' views on benefiting from PBL. The female students' mean score was higher for the 'planning and goal setting' subscale of SRLP (p=0.017), and the second-year students' mean score was higher than that of the third-year students for the 'lack of self-directedness' subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the 'responsibility' subscale of SPBL (p=0.003; Cohen's d=0.26). The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students' development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning environment, individual differences, and how these can affect the
Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

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Demirören, Meral; Turan, Sevgi; Öztuna, Derya

2016-01-01

Background Problem-based learning (PBL) is most commonly used in medical education to enhance self-regulated learning (SRL) skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods A cross-sectional study was conducted with second (286; 83.1%) and third (275; 80.2%) year students at the Ankara University School of Medicine. The SRL perception (SRLP) scale and self-efficacy for problem-based learning (SPBL) scale were used in the study. Results The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale) and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017), and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001) with small effect sizes (Cohen's d is 0.17 and 0.27). There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26). Conclusions The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum, learning

Medical students’ self-efficacy in problem-based learning and its relationship with self-regulated learning

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Meral Demirören

2016-03-01

Full Text Available Background: Problem-based learning (PBL is most commonly used in medical education to enhance self-regulated learning (SRL skills. Self-efficacy beliefs affect students’ motivation through self-regulatory processes. The purpose of this study is to examine the relationship between medical students’ self-reported SRL skills and their self-efficacy in PBL. Methods: A cross-sectional study was conducted with second (286; 83.1% and third (275; 80.2% year students at the Ankara University School of Medicine. The SRL perception (SRLP scale and self-efficacy for problem-based learning (SPBL scale were used in the study. Results: The SRLP subscales were positively correlated with the SPBL subscales. There was a weak but meaningful correlation between the subscales of SRLP (with the exception of the lack of self-directedness scale and the subscales of SPBL and the students’ views on benefiting from PBL. The female students’ mean score was higher for the ‘planning and goal setting’ subscale of SRLP (p=0.017, and the second-year students’ mean score was higher than that of the third-year students for the ‘lack of self-directedness’ subscale of SRLP (p=0.001 with small effect sizes (Cohen's d is 0.17 and 0.27. There was no statistically significant difference between the year and subscales of SPBL. With regard to gender, the female students had higher scores than the male students on the ‘responsibility’ subscale of SPBL (p=0.003; Cohen's d=0.26. Conclusions: The study showed that medical students used SRL skills and believed in their ability to learn effectively in the PBL context and demonstrated the relationship between SRL skills and self-efficacy beliefs. Monitoring students’ development in these skills and giving them feedback could be beneficial for the cognitive achievement of students with learning difficulties and insufficient study skills. Further studies need to be undertaken to investigate issues such as the curriculum
Accuracy of young male drivers’ self-assessments of driving skill

DEFF Research Database (Denmark)

Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

2017-01-01

Accurate self-assessment of skill is important because it creates an appropriate level of confidence and hence behaviour. Inaccurate self-assessment of driving ability has been linked to reckless driving and accidents. Inaccurate self-assessment of driving skills may be a contributing factor...... to the over-representation of young male drivers in accident statistics. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aims of this study were: (1) to test the accuracy of young male drivers’ self......-assessments of specific driving skills by comparing them with performance in a driving simulator; (2) to test whether self-assessment accuracy varied with driving skill, driving experience and sensation-seeking propensity. We found that young male drivers’ self-assessments were inconsistent with their driving performance...
Early developmental influences on self-esteem trajectories from adolescence through adulthood: Impact of birth weight and motor skills.

Science.gov (United States)

Poole, Kristie L; Schmidt, Louis A; Ferro, Mark A; Missiuna, Cheryl; Saigal, Saroj; Boyle, Michael H; Van Lieshout, Ryan J

2018-02-01

While the trajectory of self-esteem from adolescence to adulthood varies from person to person, little research has examined how differences in early developmental processes might affect these pathways. This study examined how early motor skill development interacted with preterm birth status to predict self-esteem from adolescence through the early 30s. We addressed this using the oldest known, prospectively followed cohort of extremely low birth weight (self-report, and self-esteem was reported during three follow-up periods (age 12-16, age 22-26, and age 29-36). We found that birth weight status moderated the association between early motor skills and self-esteem. Stable over three decades, the self-esteem of normal birth weight participants was sensitive to early motor skills such that those with poorer motor functioning manifested lower self-esteem, while those with better motor skills manifested higher self-esteem. Conversely, differences in motor skill development did not affect the self-esteem from adolescence to adulthood in individuals born at extremely low birth weight. Early motor skill development may exert differential effects on self-esteem, depending on whether one is born at term or prematurely.
When do ego threats lead to self-regulation failure? Negative consequences of defensive high self-esteem.

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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.
Self-Regulated Learning: Examining the Baccalaureate Millennial Nursing Student's Approach.

Science.gov (United States)

Robb, Meigan K

2016-01-01

Pre-licensure baccalaureate nursing programs are facing the demand to retain and graduate students with the skills needed for the complex health care environment. Nursing faculty are challenged to identify the best pedagogical methods for educating the current generation of students. The influence of student-centered approaches is documented in the literature. However, the effective use of these methods requires a collaborative partnership. The cognitive, self-regulated approaches used by millennial nursing students is not well understood. This article describes the findings of a study that examined the relationship between self-regulated approaches to learning, self-efficacy, independent study behaviors, and grade point average.
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings from France, Germany, and Iceland

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

2014-01-01

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

Science.gov (United States)

Efendi, R.; Rustaman, N. Y.; Kaniawati, I.

2018-05-01

Assessment skills are an important component of assessment practice, without adequate assessment skills it is unlikely that teacher assessment practices will produce desired student learning outcomes. This study was conducted to reveal self-perceived assessment skills of prospective physics teachers by using quantitative descriptive analysis, and involving 92 prospective physics teachers who were experiencing teaching practice in junior high school and final project related to assessment. Data was collected by using Self-Perceived Assessment Science Skills Questionnaire consisted of 29 items related seven assessment competencies was developed and used in the study. Internal consistency reliability coefficient for the total scale scores was 0.87 as measured by Cronbach’s alpha. Determination of self-perceived assessment science skills detected from prospective physics teachers was carried out in descriptive statistics, in the form of respondent average values. Research findings show that self-perceived assessment skills of prospective physics teachers was categorized as transition.
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.
Relations Between Self-reported Executive Functioning and Speech Perception Skills in Adult Cochlear Implant Users.

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Moberly, Aaron C; Patel, Tirth R; Castellanos, Irina

2018-02-01

As a result of their hearing loss, adults with cochlear implants (CIs) would self-report poorer executive functioning (EF) skills than normal-hearing (NH) peers, and these EF skills would be associated with performance on speech recognition tasks. EF refers to a group of high order neurocognitive skills responsible for behavioral and emotional regulation during goal-directed activity, and EF has been found to be poorer in children with CIs than their NH age-matched peers. Moreover, there is increasing evidence that neurocognitive skills, including some EF skills, contribute to the ability to recognize speech through a CI. Thirty postlingually deafened adults with CIs and 42 age-matched NH adults were enrolled. Participants and their spouses or significant others (informants) completed well-validated self-reports or informant-reports of EF, the Behavior Rating Inventory of Executive Function - Adult (BRIEF-A). CI users' speech recognition skills were assessed in quiet using several measures of sentence recognition. NH peers were tested for recognition of noise-vocoded versions of the same speech stimuli. CI users self-reported difficulty on EF tasks of shifting and task monitoring. In CI users, measures of speech recognition correlated with several self-reported EF skills. The present findings provide further evidence that neurocognitive factors, including specific EF skills, may decline in association with hearing loss, and that some of these EF skills contribute to speech processing under degraded listening conditions.
Is the association between various emotion-regulation skills and mental health mediated by the ability to modify emotions? Results from two cross-sectional studies.

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Berking, Matthias; Poppe, Christine; Luhmann, Maike; Wupperman, Peggilee; Jaggi, Verena; Seifritz, Erich

2012-09-01

In order to clarify mechanisms underlying the association between emotion regulation and psychopathology, we tested whether the ability to modify negative emotions mediates the associations of other emotion-regulation skills with psychopathological symptoms in two studies. The first study included 151 college students; the second included 121 psychiatric inpatients. Bootstrapping-enhanced mediation analyses were utilized to assess associations between self-reports of emotion-regulation skills and psychopathology, as well as potential mediation effects. In both samples, the ability to modify emotions completely mediated the association between symptoms and skills for most skills, but not for the skill of accepting/tolerating negative emotions. Major limitations include the use of a cross-sectional design as well as exclusive use of self-report data. The ability to modify negative emotions may be the common pathway by which many emotion-regulation skills exert their influence on mental health; however, the skill of accepting/tolerating negative emotions may be beneficial to mental health regardless of whether or not it facilitates modification of emotions. Copyright © 2011 Elsevier Ltd. All rights reserved.
Study Skills Course Impact on Academic Self-Efficacy

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Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

2014-01-01

Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…
Self-assessment of intercultural communication skills: a survey of physicians and medical students in Geneva, Switzerland.

Science.gov (United States)

Hudelson, Patricia; Perron, Noelle Junod; Perneger, Thomas

2011-09-01

Physicians working with multicultural populations need to know how to elicit the patient's understanding of the illness; determine the patient's sociocultural context and identify any issues that might affect care; communicate effectively across patient-provider social and cultural differences; and collaborate effectively with an interpreter. Skills self-assessment can contribute to identifying training needs and monitoring skills development in these areas. As part of a larger study exploring the knowledge, attitudes and practices of Geneva physicians and medical students regarding the care of immigrant patients, we asked respondents to self-rate their ability to perform a range of common yet challenging intercultural communication tasks. Overall, respondents rated themselves less competent at intercultural tasks than at basic medical skills and less competent at specific intercultural communication skills than at general intercultural skills. Qualified doctors (as opposed to students), those with greater interest in caring for immigrants, and those who rarely encountered difficulties with immigrants rated themselves significantly more competent for all clinical tasks. Having a higher percentage of immigrant patients and previous cultural competence training predicted greater self-rated intercultural communication skills. Our self-assessment results suggest that students and physicians should be provided with the opportunity to practice intercultural skills with immigrant patients as part of their cultural competence training. To strengthen the validity of self-assessment measures, they should ideally be combined with more objective methods to assess actual skills.
The Predictive Role of Difficulties in Emotion Regulation and Self-Control with Susceptibility to Addiction in Drug-Dependent Individuals

Directory of Open Access Journals (Sweden)

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

OpenAIRE

Weis, Mirjam

2015-01-01

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

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West, Robin L; Hastings, Erin C

2011-12-01

Memory training has often been supported as a potential means to improve performance for older adults. Less often studied are the characteristics of trainees that benefit most from training. Using a self-regulatory perspective, the current project examined a latent growth curve model to predict training-related gains for middle-aged and older adult trainees from individual differences (e.g., education), information processing skills (strategy use) and self-regulatory factors such as self-efficacy, control, and active engagement in training. For name recall, a model including strategy usage and strategy change as predictors of memory gain, along with self-efficacy and self-efficacy change, showed comparable fit to a more parsimonious model including only self-efficacy variables as predictors. The best fit to the text recall data was a model focusing on self-efficacy change as the main predictor of memory change, and that model showed significantly better fit than a model also including strategy usage variables as predictors. In these models, overall performance was significantly predicted by age and memory self-efficacy, and subsequent training-related gains in performance were best predicted directly by change in self-efficacy (text recall), or indirectly through the impact of active engagement and self-efficacy on gains (name recall). These results underscore the benefits of targeting self-regulatory factors in intervention programs designed to improve memory skills.
The process of self-regulation in adolescents: A narrative approach.

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Conover, Kelly; Daiute, Colette

2017-06-01

This qualitative study utilized a narrative approach to explore the process of self-regulation in adolescents and to examine the functions of various relational genres on psychological state and context expressions in this process. Nineteen participants, who live in high-risk settings were recruited from a youth development and life skills program located at an urban public high school in the United States. The goal of this project is to craft a process method for research and practice on adolescents' self-regulation while providing evidence for self-regulation being a complex process. This research uses an exploratory study design with a narrative approach, utilizing text message based activities in the method. Findings from the plot analysis suggest that for adolescents, the process of self-regulation begins as highly emotional and then becomes a more emotionally and cognitively balanced process. In addition, adolescents utilize different strategies to resolve conflict situations across different contexts and relational genres. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Generic concept to program the time domain of self-assemblies with a self-regulation mechanism.

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Heuser, Thomas; Steppert, Ann-Kathrin; Lopez, Catalina Molano; Zhu, Baolei; Walther, Andreas

2015-04-08

Nature regulates complex structures in space and time via feedback loops, kinetically controlled transformations, and under energy dissipation to allow non-equilibrium processes. Although man-made static self-assemblies realize excellent control over hierarchical structures via molecular programming, managing their temporal destiny by self-regulation is a largely unsolved challenge. Herein, we introduce a generic concept to control the time domain by programming the lifetimes of switchable self-assemblies in closed systems. We conceive dormant deactivators that, in combination with fast promoters, enable a unique kinetic balance to establish an autonomously self-regulating, transient pH-state, whose duration can be programmed over orders of magnitude-from minutes to days. Coupling this non-equilibrium state to pH-switchable self-assemblies allows predicting their assembly/disassembly fate in time, similar to a precise self-destruction mechanism. We demonstrate a platform approach by programming self-assembly lifetimes of block copolymers, nanoparticles, and peptides, enabling dynamic materials with a self-regulation functionality.
Comparison between young male drivers' self-assessed and objectively measured driving skills

DEFF Research Database (Denmark)

Martinussen, Laila Marianne; Møller, Mette; Prato, Carlo Giacomo

2017-01-01

Self-assessment of skills is a self-generated feedback process that contributes to confidence in one's skills. The higher one's self-assessed skills, the more likely one is to feel competent a particular domain thereby influencing the related behaviors. Drivers' self-assessed driving skills...... are not always accurate, which may cause serious problems such as underestimation of risk, reckless driving and accidents. Most previous research on self-assessment of driving skills did not compare self-reported skills to objectively measured driving skills, so the aim of this study was to test the accuracy...
Boys have caught up, family influences still continue: Influences on executive functioning and behavioral self-regulation in elementary students in Germany.

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Gunzenhauser, Catherine; Saalbach, Henrik; von Suchodoletz, Antje

2017-03-01

The development of self-regulation is influenced by various child-level and family-level characteristics. Previous research focusing on the preschool period has reported a female advantage in self-regulation and negative effects of various adverse features of the family environment on self-regulation. The present study aimed to investigate growth in self-regulation (i.e., executive functioning and behavioral self-regulation) over 1 school year during early elementary school and to explore the influences of child sex, the level of home chaos, and family educational resources on self-regulation. Participants were 263 German children (51% boys; mean age 8.59 years, SD = 0.56 years). Data were collected during the fall and spring of the school year. A computer-based standardized test battery was used to assess executive functioning. Caregiver ratings assessed children's behavioral self-regulation and information on the family's home environment (chaotic home environment and educational resources). Results suggest growth in elementary school children's executive functioning over the course of the school year. However, there were no significant changes in children's behavioral self-regulation between the beginning and the end of Grade 3. Sex differences in executive functioning and behavioral self-regulation were found, suggesting an advantage for boys. Educational resources in the family but not chaotic family environment were significantly related to self-regulation at both time-points. Children from families with more educational resources scored higher on self-regulation measures compared to their counterparts from less advantaged families. We did not find evidence for child-level or family-level characteristics predicting self-regulation growth over time. Findings suggest that the male disadvantage in self-regulation documented in previous studies might be specific to characteristics of the sample and the context in which the data were collected. Adequate self-regulation
Self-Regulated Learning in the Digital Age: An EFL Perspective

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Sahin Kizil, Aysel; Savran, Zehra

2016-01-01

Research on the role of Information and Communication Technologies (ICT) in language learning has ascertained heretofore various potentials ranging from metacognitive domain to skill-based practices. One area in which the potentials of ICT tools requires further exploration is self-regulated language learning, an active, constructive process in…

Examining Self Regulated Learning in Relation to Certain Selected Variables

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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…
Self-assessment of intercultural communication skills: a survey of physicians and medical students in Geneva, Switzerland

Directory of Open Access Journals (Sweden)

Perneger Thomas

2011-09-01

Full Text Available Abstract Background Physicians working with multicultural populations need to know how to elicit the patient's understanding of the illness; determine the patient's sociocultural context and identify any issues that might affect care; communicate effectively across patient-provider social and cultural differences; and collaborate effectively with an interpreter. Skills self-assessment can contribute to identifying training needs and monitoring skills development in these areas. Methods As part of a larger study exploring the knowledge, attitudes and practices of Geneva physicians and medical students regarding the care of immigrant patients, we asked respondents to self-rate their ability to perform a range of common yet challenging intercultural communication tasks. Results Overall, respondents rated themselves less competent at intercultural tasks than at basic medical skills and less competent at specific intercultural communication skills than at general intercultural skills. Qualified doctors (as opposed to students, those with greater interest in caring for immigrants, and those who rarely encountered difficulties with immigrants rated themselves significantly more competent for all clinical tasks. Having a higher percentage of immigrant patients and previous cultural competence training predicted greater self-rated intercultural communication skills. Conclusion Our self-assessment results suggest that students and physicians should be provided with the opportunity to practice intercultural skills with immigrant patients as part of their cultural competence training. To strengthen the validity of self-assessment measures, they should ideally be combined with more objective methods to assess actual skills.
Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

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

2013-01-01

Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…
Moving to the Beat: Using Music, Rhythm, and Movement to Enhance Self-Regulation in Early Childhood Classrooms

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Williams, Kate E.

2018-01-01

Differences in early self-regulation skills contribute to disparities in success in early learning and school transition, as well as in childhood well-being. Self-regulation refers to managing emotional, cognitive, and behavioral processes that are conducive to positive adjustment and social relationships. Researchers have identified that various…
THE INFLUENCE OF CREATION OF SELF-REGULATION ENVIRONMENT FOR EDUCATING VISUAL ARTS TEACHER ON ACADEMIC SUCCESS

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Oguz Dilmac

2013-06-01

Full Text Available This study aimed at examining the impact of learning environments based on self regulation on teacher candidates academic skill in visual arts education,focuses on the elements found in workshops being analyzed in terms of self-regulation.Aim of the study is to provide a new viewpoint intended making up learning environment developing self-regulation skills in visual arts education. In the study quasi-experimental design has been used subject to the aim. In the research, in accordance with qualitative research method,following the application process semi-structured interviews have also been conducted with attendants making up experimental group. The research has been carried out in the context of field information in the Department of Fine Art Education of Kazım Karabekir Education Faculty. Working group has been composed of prospective teachers taking these courses in the research. Based on the data at the end of the research, it can be said that the teaching propped up self-regulation used in experimental group is more efficient than the traditional teaching in the control group.
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.
The relationship between keyboarding skills and self-regulated ...

African Journals Online (AJOL)

Erna Kinsey

record thoughts and ideas, communicate and solve problems (Zimmerman ... Keyboarding skill, as a motor skill, is defined as the ability of learners to key in information ... ly, the forethought phase, the performance or volitional control phase, and the ..... annual meeting of the American Educational Research Association, San ...
Do Improved Communication Skills Lead to Increased Self-Esteem?

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Calsyn, Robert J.; And Others

1980-01-01

Results suggest that children's communication skills can be increased with a relatiionship enhancement curriculum of relatively short duration. But self-esteem and communication skills are relatively independent phenomena. Teachers interested in increasing self-esteem need to include exercises specifically aimed at self-enhancement. (Author)
A Study into Self Regulation Sufficiencies of the Students Attending to the Colle ge Physical Education and Sport

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Fatma TEZEL ŞAHİN

2015-08-01

Full Text Available Self - regulation could be defined as the skills for getting to know oneself , keeping his own life and processes under control. Due to the fact that no one can know a person and the processes he experiences better than himself, self - regulation skills have a key role for such cases as coping with the problems encountered in life, p reventing from meeting problems, increasing the efficiency of life. It is of great importance to train individuals being aware of his own learning and abilities, structuring the knowledge and participating in the learning process actively in modern age. In dividuals with these features become successful students being able to arrange their own learning processes. It is believed that self - regulation skill is one of the most significant factors in success and academic performance. Therefore, it is of importanc e to determine the self - regulation levels of students and form their learning environment with a self - regulation. In this context, it was aimed to investigate the self - regulation competencies of students studying at the College of Physical Education and Sp ort in the current study. The sampling of the study was comprised of 135 students attending to the third and fourth grades of the College of Physical Education and Sport Department in Gazi University. The data of the study were collected through “General I nformation Form”, prepared to determine the personal data of the students and “Self - Regulation Scale” that was adapted to Turkish and of which validity and reliability study was made by Aydın, Keskin and Yel (2013 in order to measure the behavioural self - regulations of the students. In the analysis of the data, the distributions with regard to the demographic information of the students as frequency and percentage values. Mann - Whitney U and Kruskal Wallis – H tests were used in the evaluation of Self - Regul ation Scale. At the end of the research, a statistically significant
A Problem in Online Interpersonal Skills Training: Do Learners Practice Skills?

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Doo, Min Young

2006-01-01

One problem found when teaching interpersonal skills online is learners' lack of opportunity for skill practice. The online learning environment is deficient in face-to-face interaction, and opportunities for self-regulation make it difficult to ensure learners practice skills despite the positive effects of such practice on skill improvement. The…
Early Self-Regulation, Early Self-Regulatory Change, and Their Longitudinal Relations to Adolescents' Academic, Health, and Mental Well-Being Outcomes.

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Howard, Steven J; Williams, Kate E

2018-05-16

To evaluate the extent to which early self-regulation and early changes in self-regulation are associated with adolescents' academic, health, and mental well-being outcomes. Data were collected from 1 of the cohorts in a large dual-cohort cross-sequential study of Australian children. This cohort consisted of a nationally representative data set of 4983 Australian children assessed at 4 to 5 years of age, who were followed longitudinally to 14 to 15 years of age. Using regression within a path analysis framework, we first sought to investigate associations of early self-regulation (at 4-5 years and 6-7 years of age) with a broad range of academic, health, and mental well-being outcomes in adolescence (at 14-15 years). We next investigated the extent to which an early change in self-regulation (from 4 to 7 years of age) predicted these adolescents' outcomes. Early self-regulation predicted the full range of adolescents' outcomes considered such that a 1-SD increase in self-regulation problems was associated with a 1.5- to 2.5-times greater risk of more-negative outcomes. An early positive change in self-regulation was associated with a reduced risk of these negative outcomes for 11 of the 13 outcomes considered. These results suggest the potential of early self-regulation interventions, in particular, in influencing long-term academic, health, and well-being trajectories.
MJO prediction skill of the subseasonal-to-seasonal (S2S) prediction models

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Son, S. W.; Lim, Y.; Kim, D.

2017-12-01

The Madden-Julian Oscillation (MJO), the dominant mode of tropical intraseasonal variability, provides the primary source of tropical and extratropical predictability on subseasonal to seasonal timescales. To better understand its predictability, this study conducts quantitative evaluation of MJO prediction skill in the state-of-the-art operational models participating in the subseasonal-to-seasonal (S2S) prediction project. Based on bivariate correlation coefficient of 0.5, the S2S models exhibit MJO prediction skill ranging from 12 to 36 days. These prediction skills are affected by both the MJO amplitude and phase errors, the latter becoming more important with forecast lead times. Consistent with previous studies, the MJO events with stronger initial amplitude are typically better predicted. However, essentially no sensitivity to the initial MJO phase is observed. Overall MJO prediction skill and its inter-model spread are further related with the model mean biases in moisture fields and longwave cloud-radiation feedbacks. In most models, a dry bias quickly builds up in the deep tropics, especially across the Maritime Continent, weakening horizontal moisture gradient. This likely dampens the organization and propagation of MJO. Most S2S models also underestimate the longwave cloud-radiation feedbacks in the tropics, which may affect the maintenance of the MJO convective envelop. In general, the models with a smaller bias in horizontal moisture gradient and longwave cloud-radiation feedbacks show a higher MJO prediction skill, suggesting that improving those processes would enhance MJO prediction skill.
Self-regulated learning and conceptions of students in Cooperative Learning

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Calixto Gutiérrez Braojos

2009-05-01

Full Text Available The aim of this exploratory study was to analyze the relationship between conceptions and self-regulation learning in the cooperative learning. The participants were 71 students enrolled in higher education. We used a survey method and transversal design to analyze the relationship between the study variables. We use two questionnaires: a questionnaire about self-regulation learning in group cooperative learning; b questionnaire about interdependence social conceptions. Thus, we have followed classic validation procedures accepted by the scientific community (expert point of view and stadistical tests. The results showed on one hand a relationship between conceptions, self-regulation learning, and other hand, two type of student´s profiles respect to conceptions: a cooperative learners and individualist learners. Solely, cooperative learners obtained benefits of the didactic strategy to facilitate cooperative learning. Thus, results were significantly higher in the cooperative students than individualist students respect to use of selfregulation strategies and communicative skills to generate shared knowledge.
Self-regulation versus habit: the influence of self-schema on fruit and vegetable consumption.

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Allom, Vanessa; Mullan, Barbara

2012-10-01

The aim of this study is to examine the determinants of fruit and vegetable (F&V) consumption with the application of the Theory of Planned Behaviour (TPB) and the additional variables of self-schema, habit and self-regulation. While it has been shown that those with a healthy-eater self-schema are more likely to carry out their healthy dietary intentions, the underlying processes that influence this relationship have received limited empirical attention. Recent findings on dietary behaviour suggest that self-regulatory ability and habit strength may have dissimilar effects on the intention-behaviour relationship within schematics and non-schematics. Self-report questionnaires regarding F&V consumption cognitions and two tests of self-regulation were administered to 209 university students. One week later, participants completed questionnaires on their behaviour. The TPB significantly predicted intentions and prospective behaviour. Self-schema did not moderate the relationship between intention and behaviour. However, within healthy-eater schematics, those with high intention and high self-regulatory ability were more likely to consume F&V, while within non-schematics, those with low intention and high habit strength were more likely to consume F&V. The findings support the use of the TPB in predicting F&V consumption and the validity of the self-schema distinction. Implications for designing interventions are discussed.
Growth in Adolescent Self-Regulation and Impact on Sexual Risk-Taking: A Curve-of-Factors Analysis.

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

2018-04-01

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

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Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.
Potential Predictability and Prediction Skill for Southern Peru Summertime Rainfall

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WU, S.; Notaro, M.; Vavrus, S. J.; Mortensen, E.; Block, P. J.; Montgomery, R. J.; De Pierola, J. N.; Sanchez, C.

2016-12-01

The central Andes receive over 50% of annual climatological rainfall during the short period of January-March. This summertime rainfall exhibits strong interannual and decadal variability, including severe drought events that incur devastating societal impacts and cause agricultural communities and mining facilities to compete for limited water resources. An improved seasonal prediction skill of summertime rainfall would aid in water resource planning and allocation across the water-limited southern Peru. While various underlying mechanisms have been proposed by past studies for the drivers of interannual variability in summertime rainfall across southern Peru, such as the El Niño-Southern Oscillation (ENSO), Madden Julian Oscillation (MJO), and extratropical forcings, operational forecasts continue to be largely based on rudimentary ENSO-based indices, such as NINO3.4, justifying further exploration of predictive skill. In order to bridge this gap between the understanding of driving mechanisms and the operational forecast, we performed systematic studies on the predictability and prediction skill of southern Peru summertime rainfall by constructing statistical forecast models using best available weather station and reanalysis datasets. At first, by assuming the first two empirical orthogonal functions (EOFs) of summertime rainfall are predictable, the potential predictability skill was evaluated for southern Peru. Then, we constructed a simple regression model, based on the time series of tropical Pacific sea-surface temperatures (SSTs), and a more advanced Linear Inverse Model (LIM), based on the EOFs of tropical ocean SSTs and large-scale atmosphere variables from reanalysis. Our results show that the LIM model consistently outperforms the more rudimentary regression models on the forecast skill of domain averaged precipitation index and individual station indices. The improvement of forecast correlation skill ranges from 10% to over 200% for different
Motor Skill Competence and Perceived Motor Competence: Which Best Predicts Physical Activity among Girls?

OpenAIRE

Khodaverdi, Zeinab; Bahram, Abbas; Khalaji, Hassan; Kazemnejad, Anoshirvan

2013-01-01

Abstract Background The main purpose of this study was to determine which correlate, perceived motor competence or motor skill competence, best predicts girls? physical activity behavior. Methods A sample of 352 girls (mean age=8.7, SD=0.3 yr) participated in this study. To assess motor skill competence and perceived motor competence, each child completed the Test of Gross Motor Development-2 and Physical Ability sub-scale of Marsh?s Self-Description Questionnaire. Children?s physical activit...
The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text

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Leins, Patricia A.; Cuenca-Carlino, Yojanna; Kiuhara, Sharlene A.; Jacobson, Laura Thompson

2017-01-01

An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities,…
Analysis of Academic Self-Efficacy, Self-Esteem and Coping with Stress Skills Predictive Power on Academic Procrastination

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Kandemir, Mehmet; Ilhan, Tahsin; Ozpolat, Ahmed Ragip; Palanci, Mehmet

2014-01-01

The goal of this research is to analyze the predictive power level of academic self-efficacy, self-esteem and coping with stress on academic procrastination behavior. Relational screening model is used in the research whose research group is made of 374 students in Kirikkale University, Education Faculty in Turkey. Students in the research group…

Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

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Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

2015-01-01

This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…
Investigating correlates of self-regulation in early childhood with a representative sample of English-speaking American families

NARCIS (Netherlands)

Piotrowski, J.; Lapierre, M.A.; Linebarger, D.L.

2013-01-01

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,
Self-Regulation and the Effects of an Educational Intervention in Secondary Education

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Rosa María Osés Bargas

2014-04-01

Full Text Available The purpose of this paper was to foster the first grade students’ self-regulatory learning skills in a public elemental secondary school through an educational intervention program that allows them to acquire effective study skills to improve academic performance. The whole population of first grade (226 classified into six classrooms labeled from A to F was participated. The Flores and Cerino (2000 Self-regulation Questionnaire was used. It was an applied research with a time series design with static groups (Mertens, 2005. The outcomes show that the educational intervention program had an impact only on support and meta-cognitive factors in classroom A, and on the cognitive factor in classrooms A and D. In conclusion, it is important to point out the professors’ meaningful role in teaching these processes as well as the use of other methods to assess the development of the sel-regulation processes.
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...
Development of the Self-Directed Learning Skills Scale

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Ayyildiz, Yildizay; Tarhan, Leman

2015-01-01

The purpose of this study was to develop a valid and reliable scale for assessing high school students' self-directed learning skills. Based on a literature review and data obtained from similar instruments, all skills related to self-directed learning were identified. Next, an item pool was prepared and administered to 255 students from various…
The Role of Behavioral Self-Regulation in Learning to Read: A 2-Year Longitudinal Study of Icelandic Preschool Children

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Birgisdóttir, Freyja; Gestsdóttir, Steinunn; Thorsdóttir, Fanney

2015-01-01

Research Findings: Research suggests that behavioral self-regulation skills are critical for early school success, including success in literacy, but few studies have explored the relations that behavioral self-regulation may have with different components of early literacy development. The present study investigated the longitudinal contribution…
EFL Learners’ Use of ICT for Self-Regulated Learning

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Serkan Çelik

2012-10-01

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

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Ganni, Sandeep; Chmarra, Magdalena K; Goossens, Richard H M; Jakimowicz, Jack J

2017-06-01

The concept of self-assessment has been widely acclaimed for its role in the professional development cycle and self-regulation. In the field of medical education, self-assessment has been most used to evaluate the cognitive knowledge of students. The complexity of training and evaluation in laparoscopic surgery has previously acted as a barrier in determining the benefits self-assessment has to offer in comparison with other fields of medical education. Thirty-five surgical residents who attended the 2-day Laparoscopic Surgical Skills Grade 1 Level 1 curriculum were invited to participate from The Netherlands, India and Romania. The competency assessment tool (CAT) for laparoscopic cholecystectomy was used for self- and expert-assessment and the resulting distributions assessed. A comparison between the expert- and self-assessed aggregates of scores from the CAT agreed with previous studies. Uniquely to this study, the aggregates of individual sub-categories-'use of instruments'; 'tissue handling'; and errors 'within the component tasks' and the 'end product' from both self- and expert-assessments-were investigated. There was strong positive correlation (r s > 0.5; p assessment in all categories with only the 'tissue handling' having a weaker correlation (r s = 0.3; p = 0.04). The distribution of the mean of the differences between self-assessment and expert-assessment suggested no significant difference between the scores of experts and the residents in all categories except the 'end product' evaluation where the difference was significant (W = 119, p = 0.03). Self-assessment using the CAT form gives results that are consistently not different from expert-assessment when assessing one's proficiency in surgical skills. Areas where there was less agreement could be explained by variations in the level of training and understanding of the assessment criteria.
Motivational interviewing skills are positively associated with nutritionist self-efficacy.

Science.gov (United States)

Marley, Scott C; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick

2011-01-01

To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Cross-sectional survey. Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Sixty-five WIC nutritionists. Counseling self-efficacy on topics related to physical activity and nutritional behaviors and in the presence of language and cultural differences. Multiple linear regression. Nutritionists' perception of their own MI skills was positively associated with their self-efficacy for counseling clients of a culture different than their own, when counseling about physical activity, and when counseling about nutrition behavior. Hispanic ethnicity and social self-concept were positively associated with counseling self-efficacy when culture differences were present. Physical self-concept was positively associated with self-efficacy related to physical activity topics. Nutrition assessment skill was negatively associated with self-efficacy for working with non-English-speaking clients. Development of MI skills and strategies to improve social and physical self-concept may increase WIC nutritionists' counseling self-efficacy, particularly when counseling clients from diverse backgrounds. Copyright © 2011 Society for Nutrition Education. Published by Elsevier Inc. All rights reserved.
The association between motivation, affect, and self-regulated learning when solving problems

NARCIS (Netherlands)

M.A. Baars (Martine); L. Wijnia (Lisette); G.W.C. Paas (Fred)

2017-01-01

textabstractSelf-regulated learning (SRL) skills are essential for learning during school years, particularly in complex problem-solving domains, such as biology and math. Although a lot of studies have focused on the cognitive resources that are needed for learning to solve problems in a
The antecedents and consequences of autonomous self-regulation for college: a self-determination theory perspective on socialization.

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Niemiec, Christopher P; Lynch, Martin F; Vansteenkiste, Maarten; Bernstein, Jessey; Deci, Edward L; Ryan, Richard M

2006-10-01

Using self-determination theory, two studies investigated the relations among perceived need support from parents, their adolescents' autonomous self-regulation for academics, and the adolescents' well-being. Study 1 indicated that perceived need support from parents independently predicted adolescents' well-being, although when mothers' and fathers' data were examined separately, the relation was stronger for mothers than for fathers. In Study 2, autonomous self-regulation for planning to attend college was a significant partial mediator of the relation of adolescents' perceived need support to well-being. Thus, perceived need support from parents does seem important for the development of adolescents' autonomous self-regulation and well-being.
Investigating Correlates of Self-Regulation in Early Childhood with a Representative Sample of English-Speaking American Families

OpenAIRE

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

2012-01-01

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

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

2017-07-10

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

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Gabriele eBuruck

2014-05-01

Full Text Available Psychosocial stress affects resources for adequate coping with environmental demands. A crucial question in this context is the extent to which acute psychosocial stressors impact empathy and emotion regulation. In the present study, 120 participants were randomly assigned to a control group vs. a group confronted with the Trier Social Stress Test, an established paradigm for the induction of acute psychosocial stress. Empathy for pain as a specific subgroup of empathy was assessed via pain intensity ratings during a pain-picture task. Self-reported emotion regulation skills were measured as predictors using an established questionnaire. Stressed individuals scored significantly lower on the appraisal of pain pictures. A regression model was chosen to find variables that further predict the pain ratings. These findings implicate that acute psychosocial stress might impair empathic processes to observed pain in another person and the ability to accept one’s emotion additionally predicts the empathic reaction. Furthermore, the ability to tolerate negative emotions modulated the relation between stress and pain judgments, and thus influenced core cognitive-affective functions relevant for coping with environmental challenges. In conclusion, our study emphasizes the necessity of reducing negative emotions in terms of empathic distress when confronted with pain of another person under psychosocial stress, in order to be able to retain pro-social behavior.
Study role of different dimensions of emotional self-regulation on addiction potential.

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Zahra Nikmanesh

2014-06-01

Full Text Available To investigate relationship between addiction potentiality and different dimensions of emotional self-regulation.This descriptive and correlational study included students of Sistan and Baluchistan University, Sistan and Baluchestan, Iran. Participants were selected by random sampling method. We applied Addiction Potential Scale (APS and Difficult in Emotion Regulation Scale (DERS for this study. For statistical analysis, Pearson correlation and regression analysis methods were used.The results show that there is a positive and significant relationship between the addiction potential and all dimensions of emotional self-regulation (excepting lack of awareness. The enter regression analysis for prediction of the APS by the DERS shows that the DERS predicts 16% of the APS variances.Regard to the results, it is necessary to introduce an especial program in emotional self-regulation for the youth with addiction potential.
Using online learning networks to promote self-regulated learning in primary teacher education

NARCIS (Netherlands)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2017-01-01

Many recent studies have stressed the importance of students’ self-regulated learning (SRL) skills for successful learning. Consequently, teacher educators have begun to increase student teachers’ SRL opportunities in educational pre-service programs. Although primary teacher educators are aware of
PERAN STUDENT ENGAGEMENT DALAM MEMODERASI PENGARUH SELF-EFFICACY DAN SELF-REGULATED LEARNING TERHADAP KOMPETENSI AKUNTANSI

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Aprilian Epti Wahyuni

2018-03-01

Full Text Available The purpose of this study is to determine the influence of self-efficacy and self-regulated learning on accounting competence with student engagement as moderation. Population of this study were the students of 12th grade of SMK Accounting Department academic year 2016/2017 in Purbalingga Regency. Sample of this study were 191 students taken with proportional stratified random sampling. Data collection methods used questionnaires and documentation. Data analysis methods used descriptive statistics and MRA with interaction test. The results showed self-efficacy has a positive influence on accounting competence, but student engagement does not moderates its influence. Self-regulated learning has no effect on accounting competence, but the student engagement moderates its influence. Suggestions from this study, the students should improve their ability to handle stress, teachers deliver materials more interestingly and varied, and the schools should improve their guidance and counseling services. Future research should use the external factors such as teachers teaching skills,parental parenting, peer environments, and social media influencesare required.
Childhood language skills and adolescent self-esteem in preterm survivors.

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Islam, Umna A; Poole, Kristie L; Schmidt, Louis A; Ford, Jennifer; Saigal, Saroj; Van Lieshout, Ryan J

2018-03-01

Fifty-seven percent of children with poor language skills are affected by socio-emotional problems. Despite the importance of language skills to interpersonal functioning and school performance, relatively little is known about how they affect self-esteem in adolescence. Data on youth at high risk for language problems (e.g. those born extremely low birth weight (ELBW; self-esteem during adolescence (12-16 years) in individuals born at ELBW ( N = 138) or normal birth weight (NBW; >2500 grams) ( N = 111). Participants' language skills were assessed using the Verbal Scale of the Wechsler Intelligence Scale for Children-Revised and the Token Test at age 8. In adolescence, participants completed the Harter Self-Perception Profile for Adolescents. Birth weight status was found to moderate associations between childhood language and adolescent global self-esteem (Token Test ( p = .006), Verbal Intelligence Quotient ( p = .033)) such that better language skills were associated with higher self-esteem in adolescent ELBW survivors, but not in NBW participants. Language skills may play a protective role in the development and maintenance of self-esteem in ELBW youth and could be an important target for optimizing their functioning, particularly before transitioning to the critical adolescent period.
Self-regulated learning with reading

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Petra Regent

2010-07-01

Full Text Available Self-regulatory skills do not appear on their own, rather they have to be developed, e.g. through modeling of reading and learning strategies in class. Question of development of self-regulatory skills was also important for this research. We examined, whether a planned intervention can promote development of self-regulatory skills and effective learning habits. The intervention for students of experimental group included systematical use and practice in use of two chosen learning strategies in geography class. After intervention was finished, experimental group showed improvement in reading comprehension. As for learning habits, improvement was only inclined. There was also positive correlation between learning habits and reading abilities after intervention was finished. Despite limitations of the study, results are encouraging enough to demonstrate potential use of applying well planned intervention program in class.
Self-regulated Learning in a Hybrid Science Course at a Community College

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Manuelito, Shannon Joy

Community college students are attracted to courses with alternative delivery formats such as hybrid courses because the more flexible delivery associated with such courses provides convenience for busy students. In a hybrid course, face-to-face, structured seat time is exchanged for online components. In such courses, students take more responsibility for their learning because they assume additional responsibility for learning more of the course material on their own. Thus, self-regulated learning (SRL) behaviors have the potential to be useful for students to successfully navigate hybrid courses because the online components require exercise of more personal control over the autonomous learning situations inherent in hybrid courses. Self-regulated learning theory includes three components: metacognition, motivation, and behavioral actions. In the current study, this theoretical framework is used to examine how inducing self-regulated learning activities among students taking a hybrid course influence performance in a community college science course. The intervention for this action research study consisted of a suite of activities that engage students in self-regulated learning behaviors to foster student performance. The specific SRL activities included predicting grades, reflections on coursework and study efforts in course preparation logs, explanation of SRL procedures in response to a vignette, photo ethnography work on their personal use of SRL approaches, and a personalized study plan. A mixed method approach was employed to gather evidence for the study. Results indicate that community college students use a variety of self-regulated learning strategies to support their learning of course material. Further, engaging community college students in learning reflection activities appears to afford some students with opportunities to refine their SRL skills and influence their learning. The discussion focuses on integrating the quantitative and qualitative

Self-regulation through Goal Setting

DEFF Research Database (Denmark)

Koch, Alexander; Nafziger, Julia

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

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Janete Aparecida da Silva Marini

2014-12-01

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

2013-01-01

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…
Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning

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Iwamoto, Darren H.; Hargis, Jace; Bordner, Richard; Chandler, Pomaika'inani

2017-01-01

The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were…
"Whether I like it or not, it's important": Implicit importance of means predicts self-regulatory persistence and success.

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Critcher, Clayton R; Ferguson, Melissa J

2016-06-01

To effectively self-regulate, people must persevere on tasks that they deem important, regardless of whether those tasks are enjoyable. Building on past work that has noted the fundamental role of implicit cognition in guiding effective self-regulation, the present paper tests whether an implicit association between goal means and importance predicts self-regulatory persistence and success. Implicit importance predicted markers of effective self-regulation-better grades, more studying and exercise, and stronger standardized testing performance-over and above, and often better than, explicit beliefs about the importance of that self-regulation, as well as implicit evaluations of those means. In particular, those for whom tasks were fairly taxing to complete (i.e., those for whom this self-regulation required effortful self-control) were those who most benefitted from the implicit association between means and importance. Moreover, when participants were reminded of recent self-regulatory failure that they believed could be overcome through hard work, implicit importance toward the means increased as if to prepare them to achieve self-regulatory persistence. A final study sought to reconcile the present findings with previous work showing the key role that implicit evaluations play in effective self-regulation. We reasoned that means are important precisely because they are associated with valued end-states. Consistent with this account, implicit evaluations of end-states predicted the implicit importance of means, which in turn predicted effective self-regulation. (PsycINFO Database Record (c) 2016 APA, all rights reserved).
Bidirectionality in Self-Regulation and Expressive Vocabulary: Comparisons between Monolingual and Dual Language Learners in Preschool

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Bohlmann, Natalie L.; Maier, Michelle F.; Palacios, Natalia

2015-01-01

Significant differences in language and self-regulation skills exist among children when they enter formal schooling. Contributing to these language differences is a growing population of dual language learners (DLLs) in the United States. Given evidence linking self-regulatory processes and language development, this study explored bidirectional…
Achievement goal structures and self-regulated learning: relationships and changes in medical school.

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

2012-10-01

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

Science.gov (United States)

Rezaee, Rita; Mosalanejad, Leili

2015-01-26

The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. This is a quasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliable questionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students' with points of view on educational methods. The Results showed an increase in the students' self directed learning based on their performance on the post-test. The results showed that the students' self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students' learning (p=0.003). This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students' knowledge, but also the advancement of long- life learning skills.
The Effects of Case-Based Team Learning on Students’ Learning, Self Regulation and Self Direction

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Rezaee, Rita; Mosalanejad, Leili

2015-01-01

Introduction: The application of the best approaches to teach adults in medical education is important in the process of training learners to become and remain effective health care providers. This research aims at designing and integrating two approaches, namely team teaching and case study and tries to examine the consequences of these approaches on learning, self regulation and self direction of nursing students. Material & Methods: This is aquasi experimental study of 40 students who were taking a course on mental health. The lessons were designed by using two educational techniques: short case based study and team based learning. Data gathering was based on two valid and reliablequestionnaires: Self-Directed Readiness Scale (SDLRS) and the self-regulating questionnaire. Open ended questions were also designed for the evaluation of students’with points of view on educational methods. Results: The Results showed an increase in the students’ self directed learning based on their performance on the post-test. The results showed that the students’ self-directed learning increased after the intervention. The mean difference before and after intervention self management was statistically significant (p=0.0001). Also, self-regulated learning increased with the mean difference after intervention (p=0.001). Other results suggested that case based team learning can have significant effects on increasing students’ learning (p=0.003). Conclusion: This article may be of value to medical educators who wish to replace traditional learning with informal learning (student-centered-active learning), so as to enhance not only the students’ ’knowledge, but also the advancement of long- life learning skills. PMID:25946918
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-esteem and communication skills as predictors of psychological resilience for Turkish vocational school students

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Özlem TAGAY; Sibel Karakelle

2014-01-01

This study analyzes whether or not communication skills and self-esteem of vocational school students can predict their psychological resilience. The data of the study were collected from a total of 295 vocational school students including 147 female and 148 male in Burdur and Isparta. The study benefited from the Ego Resiliency Scale developed by Block and Kremen (1996) and adapted by Karaırmak (2007), the Communication Skills Evaluation Scale developed by Korkut (1996), and the Rosenberg Se...
Primary School Principals' Self-Monitoring Skills

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Konan, Necdet

2015-01-01

The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In…
Children's Negative Emotionality Combined with Poor Self-Regulation Affects Allostatic Load in Adolescence

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Dich, Nadya; Doan, Stacey; Evans, Gary

2015-01-01

The present study examined the concurrent and prospective, longitudinal effects of childhood negative emotionality and self-regulation on allostatic load (AL), a physiological indicator of chronic stress. We hypothesized that negative emotionality in combination with poor self-regulation would predict elevated AL. Mothers reported on children's…
Self-Regulation and Recall: Growth Curve Modeling of Intervention Outcomes for Older Adults

OpenAIRE

West, Robin L.; Hastings, Erin C.

2011-01-01

Memory training has often been supported as a potential means to improve performance for older adults. Less often studied are the characteristics of trainees that benefit most from training. Using a self-regulatory perspective, the current project examined a latent growth curve model to predict training-related gains for middle-aged and older adult trainees from individual differences (e.g., education), information processing skills (strategy use) and self-regulatory factors such as self-effi...
Developing academic literacy through self-regulated online learning

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Emmaline Lear

2016-03-01

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

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Pike, Pamela D.

2017-01-01

Learning to self-regulate during practice is one of the most important skills that music majors must learn. Yet, because practising tends to occur mostly in private, there can be a disconnect between instructors' approaches to teaching practice skills in the lesson and students' actual behaviour in the practice room. This case study explored the…
Relationships between social skills and self-esteem in nurses: a questionnaire study.

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Losa-Iglesias, Marta Elena; López López, Daniel; Rodriguez Vazquez, Rocío; Becerro de Bengoa-Vallejo, Ricardo

2017-12-01

Our study attempts to evaluate whether nurses' social skills are related to their self-concept and self-esteem. A descriptive survey study was developed to 464 nurses who had worked for a minimum of one year in adult or pediatric services. The Rosenberg Self-Esteem Scale (RSE) and the Scale of Social Skills (SSS) by Gismero were used to measure nurses' self-esteem and social skills, respectively. Evaluation of self-esteem and social skills revealed no significant associations between sex and specific nursing speciality, (p > .05). Significant differences were observed based on the marital status for RSE and SSS Factor 1 (RSE, p = .013; SSS-F1, p = .033). Correlation and regression analyses demonstrated a significant correlation between nurse self-esteem and some social skills factors. This study shows that there exists a relationship between higher self-esteem and self-concept among nurses and this issue can affect effective communication with patients.
An analysis of prediction skill of monthly mean climate variability

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Kumar, Arun; Chen, Mingyue; Wang, Wanqiu [Climate Prediction Center, National Centers for Environmental Prediction (CPC/NCEP), Camp Springs, MD (United States)

2011-09-15

In this paper, lead-time and spatial dependence in skill for prediction of monthly mean climate variability is analyzed. The analysis is based on a set of extensive hindcasts from the Climate Forecast System at the National Centers for Environmental Prediction. The skill characteristics of initialized predictions is also compared with the AMIP simulations forced with the observed sea surface temperature (SST) to quantify the role of initial versus boundary conditions in the prediction of monthly means. The analysis is for prediction of monthly mean SST, precipitation, and 200-hPa height. The results show a rapid decay in skill with lead time for the atmospheric variables in the extratropical latitudes. Further, after a lead-time of approximately 30-40 days, the skill of monthly mean prediction is essentially a boundary forced problem, with SST anomalies in the tropical central/eastern Pacific playing a dominant role. Because of the larger contribution from the atmospheric internal variability to monthly time-averages (compared to seasonal averages), skill for monthly mean prediction associated with boundary forcing is also lower. The analysis indicates that the prospects of skillful prediction of monthly means may remain a challenging problem, and may be limited by inherent limits in predictability. (orig.)
Self-regulation across time of first-generation online learners

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Lucy Barnard-Brak

2010-12-01

Full Text Available Self-regulatory skills have been associated with positive outcomes for learners. In the current study, we examined the self-regulatory skills of students who are firstgeneration online learners over the course of their first semester of online instruction. The purpose of this study is to determine whether the online selfregulatory skills of learners changed across time as associated with being immersed in their first online learning environment. The results of the current study indicate no significant differences in the online self-regulatory skills of learners across time. Results suggest that environmental factors such as being immersed in an online learning environment for the first time is not, in and of itself, associated with the development of self-regulatory skills of online learners. We conclude that the design of online courses needs to consider ways of developing self-regulatory skills as these skills are not automatically developed with students' online learning experiences.
Self-Perceived Cooking Skills in Emerging Adulthood Predict Better Dietary Behaviors and Intake 10 Years Later: A Longitudinal Study.

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Utter, Jennifer; Larson, Nicole; Laska, Melissa N; Winkler, Megan; Neumark-Sztainer, Dianne

2018-05-01

To determine whether perceived cooking skills in emerging adulthood predicts better nutrition a decade later. Data were collected as part of the Project Eating and Activity in Teens and Young Adults longitudinal study. Participants reported on adequacy of cooking skills in 2002-2003 (age 18-23 years) and subsequently reported on nutrition-related outcomes in 2015-2016 (age 30-35 years) (n = 1,158). Separate regression models were used to examine associations between cooking skills at age 18-23 years and each subsequent outcome. One fourth of participants described their cooking skills as very adequate at 18-23 years, with no statistically significant differences by sociodemographic characteristics. Reports of very adequate cooking skills at age 18-23 years predicted better nutrition-related outcomes 10 years later, such as more frequent preparation of meals including vegetables (P skills by emerging adulthood may have long-term benefits for nutrition over a decade later. Ongoing and new interventions to enhance cooking skills during adolescence and emerging adulthood are warranted but require strong evaluation designs that observe young people over a number of years. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Effectiveness of Universal Self-regulation-Based Interventions in Children and Adolescents: A Systematic Review and Meta-analysis.

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Pandey, Anuja; Hale, Daniel; Das, Shikta; Goddings, Anne-Lise; Blakemore, Sarah-Jayne; Viner, Russell M

2018-06-01

Childhood and adolescence self-regulation (SR) is gaining importance as a target of intervention because of mounting evidence of its positive associations with health, social and educational outcomes. To conduct a systematic review and meta-analysis of rigorously evaluated interventions to improve self-regulation in children and adolescents. Keyword searches of the PsycINFO, PubMed, EMBASE, CINAHL Plus, ERIC, British Education Index, Child Development and Adolescent Studies, and CENTRAL were used to identify all studies published through July 2016. To be eligible for this review, studies had to report cluster randomized trials or randomized clinical trials, evaluate universal interventions designed to improve self-regulation in children and adolescents aged 0 to 19 years, include outcomes associated with self-regulation skills, and be published in a peer-reviewed journal with the full text available in English. A total of 14 369 published records were screened, of which 147 were identified for full-text review and 49 studies reporting 50 interventions were included in the final review. Results were summarized by narrative review and meta-analysis. Self-regulation outcomes in children and adolescents. This review identified 17 cluster randomized trials and 32 randomized clinical trials evaluating self-regulation interventions, which included a total of 23 098 participants ranging in age from 2 to 17 years (median age, 6.0 years). Consistent improvement in self-regulation was reported in 16 of 21 curriculum-based interventions (76%), 4 of the 8 mindfulness and yoga interventions (50%), 5 of 9 family-based programs (56%), 4 of 6 exercise-based programs (67%), and 4 of 6 social and personal skills interventions (67%), or a total of 33 of 50 interventions (66%). A meta-analysis evaluating associations of interventions with self-regulation task performance scores showed a positive effect of such interventions with pooled effect size of 0.42 (95% CI, 0.32-0.53). Only
Decadal Prediction Skill in the GEOS-5 Forecast System

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Ham, Yoo-Geun; Rienecker, Michele M.; Suarez, Max J.; Vikhliaev, Yury; Zhao, Bin; Marshak, Jelena; Vernieres, Guillaume; Schubert, Siegfried D.

2013-01-01

A suite of decadal predictions has been conducted with the NASA Global Modeling and Assimilation Office's (GMAO's) GEOS-5 Atmosphere-Ocean general circulation model. The hind casts are initialized every December 1st from 1959 to 2010, following the CMIP5 experimental protocol for decadal predictions. The initial conditions are from a multivariate ensemble optimal interpolation ocean and sea-ice reanalysis, and from GMAO's atmospheric reanalysis, the modern-era retrospective analysis for research and applications. The mean forecast skill of a three-member-ensemble is compared to that of an experiment without initialization but also forced with observed greenhouse gases. The results show that initialization increases the forecast skill of North Atlantic sea surface temperature compared to the uninitialized runs, with the increase in skill maintained for almost a decade over the subtropical and mid-latitude Atlantic. On the other hand, the initialization reduces the skill in predicting the warming trend over some regions outside the Atlantic. The annual-mean Atlantic meridional overturning circulation index, which is defined here as the maximum of the zonally-integrated overturning stream function at mid-latitude, is predictable up to a 4-year lead time, consistent with the predictable signal in upper ocean heat content over the North Atlantic. While the 6- to 9-year forecast skill measured by mean squared skill score shows 50 percent improvement in the upper ocean heat content over the subtropical and mid-latitude Atlantic, prediction skill is relatively low in the sub-polar gyre. This low skill is due in part to features in the spatial pattern of the dominant simulated decadal mode in upper ocean heat content over this region that differ from observations. An analysis of the large-scale temperature budget shows that this is the result of a model bias, implying that realistic simulation of the climatological fields is crucial for skillful decadal forecasts.
A comparison of students' self-assessments with faculty evaluations of their communication skills.

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Lundquist, Lisa M; Shogbon, Angela O; Momary, Kathryn M; Rogers, Hannah K

2013-05-13

To compare students' self-assessment of their communication skills with faculty members' formal evaluation of their skills in a therapeutics course. Over a 3-year period, faculty members evaluated second-year pharmacy students' communication skills as part of a requirement in a therapeutics course. Immediately following an individual oral assessment and again following a group oral assessment, students self-assessed their communication skills using the same rubric the faculty members had used. Students' self-assessments were then compared with faculty members' evaluation of students' communication skills. Four hundred one (97.3%) students consented to participate in this study. Faculty evaluation scores of students for both the individual and group oral assessments were significantly higher than students' self-assessment scores. Students' self-assessment scores of their communication skills increased from the individual to the group oral assessment. Students' self-assessments of communication skills were consistently lower than faculty members' evaluations. Greater use of oral assessments throughout the pharmacy curriculum may help to improve students' confidence in and self-assessment of their communication skills.
Health and Self-Regulation among School-Age Children Experiencing Family Homelessness

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Andrew J. Barnes

2017-08-01

Full Text Available Children in homeless families have high levels of adversity and are at risk for behavior problems and chronic health conditions, however little is known about the relationship between cognitive-emotional self-regulation and health among school-aged homeless children. Children (n = 86; mean age 10.5 living in shelters were assessed for health, family stress/adversity, emotional-behavioral regulation, nonverbal intellectual abilities, and executive function. Vision problems were the most prevalent health condition, followed by chronic respiratory conditions. Cumulative risk, child executive function, and self-regulation problems in children were uniquely related to child physical health. Homeless children experience problems with cognitive, emotional, and behavioral regulation as well as physical health, occurring in a context of high psychosocial risk. Several aspects of children’s self-regulation predict physical health in 9- to 11-year-old homeless children. Health promotion efforts in homeless families should address individual differences in children’s self-regulation as a resilience factor.
The role of Personal Self-Regulation and Regulatory Teaching to predict motivational-affective variables, achievement and satisfaction: A structural model

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Jesus ede la Fuente

2015-04-01

Full Text Available The present investigation examines how personal self-regulation (presage variable and regulatory teaching (process variable of teaching relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning and, finally, how they relate to performance and satisfaction with the learning process (product variables. The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models. A total of 1101 university students participated in the study. The design was cross-sectional and retrospective with attributional (or selection variables, using correlations and structural analysis. The results provide consistent and significant empirical evidence for the relationships hypothesized, incorporating variables that are part of and influence the teaching-learning process in Higher Education. Findings confirm the importance of interactive relationships within the teaching-learning process, where personal self-regulation is assumed to take place in connection with regulatory teaching. Variables that are involved in the relationships validated here reinforce the idea that both personal factors and teaching and learning factors should be taken into consideration when dealing with a formal teaching-learning context at university.
The role of personal self-regulation and regulatory teaching to predict motivational-affective variables, achievement, and satisfaction: a structural model

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De la Fuente, Jesus; Zapata, Lucía; Martínez-Vicente, Jose M.; Sander, Paul; Cardelle-Elawar, María

2014-01-01

The present investigation examines how personal self-regulation (presage variable) and regulatory teaching (process variable of teaching) relate to learning approaches, strategies for coping with stress, and self-regulated learning (process variables of learning) and, finally, how they relate to performance and satisfaction with the learning process (product variables). The objective was to clarify the associative and predictive relations between these variables, as contextualized in two different models that use the presage-process-product paradigm (the Biggs and DEDEPRO models). A total of 1101 university students participated in the study. The design was cross-sectional and retrospective with attributional (or selection) variables, using correlations and structural analysis. The results provide consistent and significant empirical evidence for the relationships hypothesized, incorporating variables that are part of and influence the teaching–learning process in Higher Education. Findings confirm the importance of interactive relationships within the teaching–learning process, where personal self-regulation is assumed to take place in connection with regulatory teaching. Variables that are involved in the relationships validated here reinforce the idea that both personal factors and teaching and learning factors should be taken into consideration when dealing with a formal teaching–learning context at university. PMID:25964764
Assessing and Predicting College Students' Use of Strategies for the Self-Regulation of Motivation

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Wolters, Christopher A.; Benzon, Maria B.

2013-01-01

College students ("N" = 215) completed a self-report instrument designed to assess different regulation of motivation strategies as well as aspects of their motivational beliefs, use of cognitive and metacognitive learning strategies, and procrastination. The study serves to extend the research on the self-regulation of motivation…
Effectiveness of Meta-Cognitive Skills Training on Self-Handicapping and Self-Efficacy of Students

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Shahrbanou Javidan

2018-03-01

Discussion: Findings of the present study suggest that meta-cognitive skills training- as an effective training program- could be used for decreasing students’ self-handicapping. But with regards to the effectiveness of meta-cognitive skills training on self-efficacy, it is revealed that more variables are involved, and it needs further investigation.
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.
Maternal abuse history and self-regulation difficulties in preadolescence.

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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.
MODEL AUTHENTIC SELF-ASSESSMENT DALAM PENGEMBANGAN EMPLOYABILITY SKILLS MAHASISWA PENDIDIKAN TINGGI VOKASI

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I Made Suarta

2015-06-01

______________________________________________________________ AUTHENTIC SELF-ASSESSMENT MODEL FOR DEVELOPING EMPLOYABILITY SKILLS STUDENT IN HIGHER VOCATIONAL EDUCATION Abstract The purpose of this research is to develop assessment tools to evaluate achievement of employability skills which are integrated in the learning database applications. The assessment model developed is a combination of self-assessment and authentic assessment, proposed as models of authentic self-assessment. The steps of developing authentic self-assessment models include: identifying the standards, selecting an authentic task, identifying the criteria for the task, and creating the rubric. The results of development assessment tools include: (1 problem solving skills assessment model, (2 self-management skills assessment model, and (3 competence database applications assessment model. This model can be used to assess the cognitive, affective, and psychomotor achievement. The results indicate: achievement of problem solving and self-management ability was in good category, and competencies in designing conceptual and logical database was in high category. This model also has met the basic principles of assessment, i.e.: validity, reliability, focused on competencies, comprehen-sive, objectivity, and the principle of educating. Keywords: authentic assessment, self-assessment, problem solving skills, self-management skills, vocational education
Self-Monitoring and Counseling Skills Skills-Based Versus Interpersonal Process Recall Training

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Crews, Judith; Smith, Michael R.; Smaby, Marlowe H.; Maddux, Cleborne D.; Torres-Rivera, Edil; Casey, John A.; Urbani, Steve

2005-01-01

The purpose of this study was to investigate the role of personality traits of counselors-in-training with regard to counseling performance. There were no differences in pretest or posttest scores on the Skilled Counseling Scale (SCS) of high and low self-monitoring counselors-in-training. Skill attainment may have more effect on personality…
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.
Perceived autonomy support, motivation regulations and the self-evaluative tendencies of student dancers.

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Quested, Eleanor; Duda, Joan L

2011-03-01

Limited research has considered the social-environmental and motivational processes predictive of self evaluations and body-related concerns. Evidence suggests that low self-esteem, poor body evaluations, and associated anxieties are particularly prevalent among the student dance population. Grounded in self-determination theory (SDT), this study examined the relationships among perceptions of autonomy support, motivation regulations, and self-evaluations of body-related concerns in the context of vocational dance. Three hundred and ninety-two dancers completed questionnaires regarding their perceptions of autonomy support in their dance school, reasons for engaging in dance, self-esteem, social physique anxiety (SPA), and body dissatisfaction. Structural equation modeling analyses revealed that perceived autonomy support predicted intrinsic motivation (+) and amotivation (-). Extrinsic regulation positively predicted SPA. Amotivation mediated the associations between perceptions of autonomy support and dancers' self-esteem, SPA, and body dissatisfaction. The utility of SDT in understanding predictors of self-worth, physical evaluations, and associated concerns was supported. Moreover, this study provides preliminary evidence supporting the applicability of SDT in dance contexts.
The effects of psychotherapy treatment on outcome in bulimia nervosa: Examining indirect effects through emotion regulation, self-directed behavior, and self-discrepancy within the mediation model.

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Peterson, Carol B; Berg, Kelly C; Crosby, Ross D; Lavender, Jason M; Accurso, Erin C; Ciao, Anna C; Smith, Tracey L; Klein, Marjorie; Mitchell, James E; Crow, Scott J; Wonderlich, Stephen A

2017-06-01

The purpose of this investigation was to examine the indirect effects of Integrative Cognitive-Affective Therapy (ICAT-BN) and Cognitive-Behavioral Therapy-Enhanced (CBT-E) on bulimia nervosa (BN) treatment outcome through three hypothesized maintenance variables: emotion regulation, self-directed behavior, and self-discrepancy. Eighty adults with BN were randomized to 21 sessions of ICAT-BN or CBT-E. A regression-based bootstrapping approach was used to test the indirect effects of treatment on outcome at end of treatment through emotion regulation and self-directed behavior measured at mid-treatment, as well as the indirect effects of treatment at follow-up through emotion regulation, self-directed behavior, and self-discrepancy measured at end of treatment. No significant differences in outcome between treatment conditions were observed, and no significant direct or indirect effects were found. Examination of the individual paths within the indirect effects models revealed comparable treatment effects. Across treatments, improvements in emotion regulation and self-directed behavior between baseline and mid-treatment predicted improvements in global eating disorder scores but not binge eating and purging frequency at end of treatment. Baseline to end of treatment improvements in emotion regulation and self-directed behavior also predicted improvements in global eating disorder scores at follow-up. Baseline to end of treatment improvements in emotion regulation predicted improvements in binge eating and baseline to end of treatment increases in positive self-directed behavior predicted improvements in purging at follow-up. These findings suggest that emotion regulation and self-directed behavior are important treatment targets and that ICAT-BN and CBT-E are comparable in modifying these psychological processes among individuals with BN. © 2017 Wiley Periodicals, Inc.
Impulsivity, self-regulation,and pathological video gaming among youth: testing a mediation model.

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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.
The Influence of Interactive Learning Materials on Self-Regulated Learning and Learning Satisfaction of Primary School Teachers in Mongolia

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Shengru Li

2018-04-01

Full Text Available The purpose of this study was to investigate the effects of interactive learning materials on learners’ self-regulated learning processes and learning satisfaction. A two-group experimental design was employed for 285 primary school teachers involved in teacher training. Teachers in the experimental group utilised interactive learning materials along with training videos and guidelines for their self-development at the school level. Teachers in the control group conducted self-development only with training videos and guidelines. The result was analysed using self-regulated learning theory explaining how one’s self-regulation processes affect learning satisfaction. Five self-regulation processes were identified in this study: internal motivation, motivation for better assessment, planning and organizing skills, critical and positive thinking skills, and effort regulation. The analysis was conducted in two steps. First, t-test analysis was used to identify the significant differences between the experimental group and the control group. The analysis revealed: (1 teachers conducting self-development with interactive learning materials were highly motivated to achieve better teacher assessment, (2 teachers with interactive learning materials had higher learning satisfaction. Second, the study further investigated the effect of interactive materials on the relationship between self-regulation processes and learning satisfaction, using moderation analysis. The results showed that interactive materials significantly affect the relationship between motivation for better assessment and learning satisfaction, as well as the relationship between internal motivation and learning satisfaction. These results were complemented by qualitative analysis including interviews and focus group discussions with teachers.
Wellness and illness self-management skills in community corrections.

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Kelly, Patricia J; Ramaswamy, Megha; Chen, Hsiang-Feng; Denny, Donald

2015-02-01

Community corrections provide a readjustment venue for re-entry between incarceration and home for inmates in the US corrections system. Our goal was to determine how self-management skills, an important predictor of re-entry success, varied by demographic and risk factors. In this cross-sectional study, we analyzed responses of 675 clients from 57 community corrections programs run by the regional division of the Federal Bureau of Prisons. A self-administered survey collected data on self-management skills, demographics, and risk factors; significant associations were applied in four regression models: the overall self-management score and three self-management subscales: coping skills, goals, and drug use. Over one-quarter (27.2%/146) of participants had a mental health history. White race, no mental health history and high school education were associated with better overall self-management scores; mental health history and drug use in the past year were associated with lower coping scores; female gender and high school education were associated with better self-management goals; female gender was associated with better self-management drug use scores. Self-management programs may need to be individualized for different groups of clients. Lower scores for those with less education suggest an area for targeted, nurse-led interventions.
Exploring Self-regulation of More or Less Expert College-Age Video Game Players: A Sequential Explanatory Design.

Science.gov (United States)

Yilmaz Soylu, Meryem; Bruning, Roger H

2016-01-01

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

Science.gov (United States)

Yilmaz Soylu, Meryem; Bruning, Roger H.

2016-01-01

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

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

Directory of Open Access Journals (Sweden)

Meryem YILMAZ SOYLU

2016-09-01

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

LENUS (Irish Health Repository)

Gibson, Jennifer

2014-09-01

Dialectical Behaviour Therapy (DBT) has been shown to be an effective treatment for deliberate self-harm (DSH) and emerging evidence suggests DBT skills training alone may be a useful adaptation of the treatment. DBT skills are presumed to reduce maladaptive efforts to regulate emotional distress, such as DSH, by teaching adaptive methods of emotion regulation. However, the impact of DBT skills training on DSH and emotion regulation remains unclear. This study examined the Living Through Distress (LTD) programme, a DBT-informed skills group provided in an inpatient setting. Eighty-two adults presenting with DSH or Borderline Personality Disorder (BPD) were offered places in LTD, in addition to their usual care. A further 21 clients on the waiting list for LTD were recruited as a treatment-as-usual (TAU) group. DSH, anxiety, depression, and emotion regulation were assessed at baseline and either post-intervention or 6 week follow-up. Greater reductions in the frequency of DSH and improvements in some aspects of emotion regulation were associated with completion of LTD, as compared with TAU. Improvements in DSH were maintained at 3 month follow-up. This suggests providing a brief intensive DBT-informed skills group may be a useful intervention for DSH.
Longitudinal associations between physically abusive parents' emotional expressiveness and children's self-regulation.

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Milojevich, Helen M; Haskett, Mary E

2018-03-01

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

Science.gov (United States)

Katowa-Mukwato, P; Andrews, B; Maimbolwa, M; Lakhi, S; Michelo, C; Mulla, Y; Banda, S S

2014-01-01

In a traditional curriculum, medical students are expected to acquire clinical competence through the apprenticeship model using the Halstedian "see one, do one, and teach one, approach". The University of Zambia School of Medicine used a traditional curriculum model from 1966 until 2011 when a competence-based curriculum was implemented. To explore medical students' clerkships experiences and self-perceived competence in clinical skills. A cross-sectional survey was conducted on 5th, 6 th , and 7 th year medical students of the University of Zambia, School of Medicine two months prior to final examinations. Students were asked to rate their clerkship experiences with respect to specific skills on a scale of 1 to 4 and their level of self-perceived competence on a scale of 1 to 3. Skills evaluated were in four main domains: history taking and communication, physical examination, procedural, and professionalism, team work and medical decision making. Using Statistical Package for Social Scientist (SPSS), correlations were performed between experiences and self-perceived competence on specific skills, within domains and overall. Out of 197 clinical students 138 (70%) participated in the survey. The results showed significant increase in the proportion of students performing different skills and reporting feeling very competent with each additional clinical year. Overall correlations between experience and self-perceived competence were moderate (0.55). On individual skills, the highest correlation between experience and self-perceived competence were observed on mainly medical and surgical related procedural skills with the highest at 0.82 for nasal gastric tube insertion and 0.76 for endotracheal intubation. Despite the general improvement in skills experiences and self-perceived competence, some deficiencies were noted as significant numbers of final year students had never attempted common important procedures especially those performed in emergency situations
Early Childhood Profiles of Sleep Problems and Self-Regulation Predict Later School Adjustment

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Williams, Kate E.; Nicholson, Jan M.; Walker, Sue; Berthelsen, Donna

2016-01-01

Background: Children's sleep problems and self-regulation problems have been independently associated with poorer adjustment to school, but there has been limited exploration of longitudinal early childhood profiles that include both indicators. Aims: This study explores the normative developmental pathway for sleep problems and self-regulation…
Relationships among self-efficacy, communication, self-management skills and mental health of employees at a Japanese workplace.

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Shimizu, Takashi; Takahashi, Hiroyuki; Mizoue, Tetsuya; Kubota, Shinya; Mishima, Norio; Nagata, Shoji

2003-09-01

We investigated relationships among self-efficacy, self-management skills, communication with superiors and mental health of employees at a Japanese workplace. The subjects were 426 employees in a medium-sized manufacturing company in Kyushu. In 1999, with agreement of the company, we mailed a self-administrated questionnaire which included questions on age, gender, job rank, communication with superiors, a General Self-Efficacy Scale(GSES), a Self-Management Skill scale(SMS) and the Japanese version of the 12-item General Health Questionnaire(GHQ-12). Eighty percent of the subjects returned the questionnaire. Excluding senior managers and insufficient answers, the final response rate was 55 percent. By multiple regression analysis, we found that job rank contributed significantly and positively, and that age, communication with superiors and self-management skills contributed significantly and negatively to the GHQ-12. Our results implied that age, job rank, communication with superiors and self-management skills would contribute to the mental health of Japanese employees.
Surgeons' and trainees' perceived self-efficacy in operating theatre non-technical skills.

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Pena, G; Altree, M; Field, J; Thomas, M J W; Hewett, P; Babidge, W; Maddern, G J

2015-05-01

An important factor that may influence an individual's performance is self-efficacy, a personal judgement of capability to perform a particular task successfully. This prospective study explored newly qualified surgeons' and surgical trainees' self-efficacy in non-technical skills compared with their non-technical skills performance in simulated scenarios. Participants undertook surgical scenarios challenging non-technical skills in two simulation sessions 6 weeks apart. Some participants attended a non-technical skills workshop between sessions. Participants completed pretraining and post-training surveys about their perceived self-efficacy in non-technical skills, which were analysed and compared with their performance in surgical scenarios in two simulation sessions. Change in performance between sessions was compared with any change in participants' perceived self-efficacy. There were 40 participants in all, 17 of whom attended the non-technical skills workshop. There was no significant difference in participants' self-efficacy regarding non-technical skills from the pretraining to the post-training survey. However, there was a tendency for participants with the highest reported self-efficacy to adjust their score downwards after training and for participants with the lowest self-efficacy to adjust their score upwards. Although there was significant improvement in non-technical skills performance from the first to second simulation sessions, a correlation between participants' self-efficacy and performance in scenarios in any of the comparisons was not found. The results suggest that new surgeons and surgical trainees have poor insight into their non-technical skills. Although it was not possible to correlate participants' self-belief in their abilities directly with their performance in a simulation, in general they became more critical in appraisal of their abilities as a result of the intervention. © 2015 BJS Society Ltd Published by John Wiley & Sons Ltd.
Predictive model of nicotine dependence based on mental health indicators and self-concept

Directory of Open Access Journals (Sweden)

Hamid Kazemi Zahrani

2014-12-01

Full Text Available Background: The purpose of this research was to investigate the predictive power of anxiety, depression, stress and self-concept dimensions (Mental ability, job efficiency, physical attractiveness, social skills, and deficiencies and merits as predictors of nicotine dependency among university students in Isfahan. Methods: In this correlational study, 110 male nicotine-dependent students at Isfahan University were selected by convenience sampling. All samples were assessed by Depression Anxiety Stress Scale (DASS, self-concept test and Nicotine Dependence Syndrome Scale. Data were analyzed by Pearson correlation and stepwise regression. Results: The result showed that anxiety had the highest strength to predict nicotine dependence. In addition, the self-concept and its dimensions predicted only 12% of the variance in nicotine dependence, which was not significant. Conclusion: Emotional processing variables involved in mental health play an important role in presenting a model to predict students’ dependence on nicotine more than identity variables such as different dimensions of self-concept.
Learning about self: leadership skills for public health

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Rob Moodie

2016-04-01

Full Text Available As public health practitioners and as clinicians we are taught to care for our patients, and for our community members. But how much do we teach and learn about how to lead, manage and care for our colleagues, our team members and ourselves? This paper emphasizes the need for leadership learning and teaching to become an essential element of the practice of public health. The paper presents the author’s perspective on the leadership skills required for public health and describes a five-day intensive course designed to enable participants to develop these skills over time. The paper briefly covers leadership definitions, styles and types and key leadership skills. It mainly focuses on the design and ethos of the course, skills self-assessment, group interaction and methods for developing and refining leadership skills. The course uses a collaborative learning approach where the power differential between teachers, facilitators, guests and participants is minimized. It is based on creating an environment where any participant can reveal his or her stories, successes, failures, preferences and dislikes in a safe manner. It encourages continual, constructive individual reflection, self-assessment and group interaction. The course is aimed at the practice of public health leadership, with a particular emphasis on the leadership of self, of knowing oneself, and of knowing and understanding colleagues retrospectively as well as prospectively. The most important outcome is the design and implementation of participants’ own plans for developing and nurturing their leadership skills.
To be kind or not to be kind: The moderating role of self-compassion in the relationship between general resourcefulness and academic self-regulation.

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Martin, Rebecca D; Kennett, Deborah J

2017-11-22

We investigated whether the relationship between students' general resourcefulness and academic self-regulation changes as a function of self-compassion. A predominantly female sample of 196 undergraduates completed inventories assessing these and other measures. The significant moderating effect of self-compassion revealed that the positive relationship between general resourcefulness and academic self-regulation was stronger for participants scoring low in self-compassion than high in self-compassion. For those low in self-compassion, scoring low in general resourcefulness was associated with the lowest academic self-regulation, whereas scoring high in general resourcefulness was associated with the greatest academic self-regulation. The positive relationship between general and academic self-regulation was attenuated for participants high in self-compassion, with predicted scores for academic self-regulation falling in between the two values described for the low self-compassion function. Implications of the findings are discussed, including the potential value of incorporating self-compassion training alongside programs aimed at increasing general resourcefulness and academic self-regulation.
Aggression, emotional self-regulation, attentional bias, and cognitive inhibition predict risky driving behavior.

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Sani, Susan Raouf Hadadi; Tabibi, Zahra; Fadardi, Javad Salehi; Stavrinos, Despina

2017-12-01

The present study explored whether aggression, emotional regulation, cognitive inhibition, and attentional bias towards emotional stimuli were related to risky driving behavior (driving errors, and driving violations). A total of 117 applicants for taxi driver positions (89% male, M age=36.59years, SD=9.39, age range 24-62years) participated in the study. Measures included the Ahwaz Aggression Inventory, the Difficulties in emotion regulation Questionnaire, the emotional Stroop task, the Go/No-go task, and the Driving Behavior Questionnaire. Correlation and regression analyses showed that aggression and emotional regulation predicted risky driving behavior. Difficulties in emotion regulation, the obstinacy and revengeful component of aggression, attentional bias toward emotional stimuli, and cognitive inhibition predicted driving errors. Aggression was the only significant predictive factor for driving violations. In conclusion, aggression and difficulties in regulating emotions may exacerbate risky driving behaviors. Deficits in cognitive inhibition and attentional bias toward negative emotional stimuli can increase driving errors. Predisposition to aggression has strong effect on making one vulnerable to violation of traffic rules and crashes. Copyright © 2017 Elsevier Ltd. All rights reserved.
Correlation and Predictive Relationship between Self-Determination Instruction and Academic Performance of Students with Disabilities

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Chao, Pen-Chiang; Chou, Yu-Chi

2017-01-01

The purpose of this study was to investigate the correlation and probable predictive relationship between self-determination skills taught by special education teachers and the academic performance of students with disabilities from junior high schools in Taiwan. The subjects included teachers from resource rooms and self-contained classrooms (n =…
Helpers' Self-Assessment Biases Before and after Helping Skills Training

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Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L.; Van Broeck, Nady; Mikolajczak, Moïra

2017-01-01

Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures
Helpers' Self-Assessment Biases Before and after Helping Skills Training.

Science.gov (United States)

Jaeken, Marine; Zech, Emmanuelle; Brison, Céline; Verhofstadt, Lesley L; Van Broeck, Nady; Mikolajczak, Moïra

2017-01-01

Several studies have shown that therapists are generally biased concerning their performed helping skills, as compared to judges' ratings. As clients' ratings of therapists' performance are better predictors of psychotherapy effectiveness than judges' ratings, this study examined the validity and effectiveness of a helping skills training program at reducing novice helpers' self-enhancement biases concerning their helping skills, in comparison to their clients' ratings. Helping skills were assessed by three objective measures (a knowledge multiple choice test, a video test and a role play), as well as by a self- and peer-reported questionnaire. In addition, some performed helping skills' correlates (relationship quality, session quality, and helpers' therapeutic attitudes) were assessed both by helpers and their simulated helpees. Seventy-two sophomores in psychology participated to this study, 37 being assigned to a 12-h helping skills training program, and 35 to a control group. Helpers were expected to assess the aforementioned performed helping skills and correlates as being better than their helpees' assessments at pretest, thus revealing a self-enhancement bias. At posttest, we expected that trained helpers would objectively exhibit better helping skills than untrained helpers while beginning to underestimate their performance, thus indexing a self-diminishment bias. In contrast, we hypothesized that untrained helpers would continue to overestimate their performance. Our hypotheses were only partly confirmed but results reflected a skilled-unaware pattern among trainees. Trained helpers went either from a pretest overestimation to a posttest equivalence (performed helping skills and performed therapeutic attitudes), or from a pretest equivalence to a posttest underestimation (performed session quality and performed therapeutic relationship), as compared to helpees' ratings. Results showed that trained helpers improved on all helping skills objective measures
Childhood football play and practice in relation to self-regulation and national team selection; a study of Norwegian elite youth players.

Science.gov (United States)

Erikstad, Martin K; Høigaard, Rune; Johansen, Bjørn Tore; Kandala, Ngianga-Bakwin; Haugen, Tommy

2018-03-09

Childhood sport participation is argued to be important to understand differences in self-regulation and performance level in adolescence. This study sought to investigate if football-specific activities in childhood (6-12 years of age) is related to self-regulatory skills and national under 14- and 15-team selection in Norwegian elite youth football. Data of practice histories and self-regulatory skills of 515 youth football players selected at Norwegian regional level were collected and further analysed using multilevel analyses. The results revealed that high self-regulated players were more likely to be selected for national initiatives, and increased their involvement in peer-led football practice and adult-led football practice during childhood, compared to players with lower levels of self-regulation. While national level players reported higher levels of peer-led football play in childhood, the interaction effect suggest that the regional level players increased their involvement in peer-led play during childhood compared to national level players. In conclusion, the findings indicate that childhood sport participation may contribute to later differences in self-regulation, and highlights the importance of childhood engagement in football-specific play and practice in the development of Norwegian youth football players.
Students' Perception of Self-Efficacy Following Medicinal Chemistry Skills Laboratory Exercises.

Science.gov (United States)

Alsharif, Naser Z; Roche, Victoria F; Qi, Yongyue

2016-06-25

Objective. To analyze student perceptions of self-efficacy in meeting medicinal chemistry course related educational outcomes and skills following a medicinal chemistry skills laboratory. Methods. Four activities were implemented in a pharmacy skills laboratory (PSL) for second-year pharmacy students. Students (n=121) worked individually on exercises for three of the four activities. Pre/post-laboratory surveys on self-efficacy were administered. The McNemar test was performed to evaluate students' self-efficacy above 70% related to course outcomes before and after the exercises in each activity. An independent t test was conducted to compare the mean of students' responses on meeting course outcomes based on the 70% anchor for the perspective confidence on meeting course outcomes. Results. The post-PSL scores on all self-efficacy questions improved. The majority of students reported skill development in all exercises. Students and clinical faculty qualitative responses indicated they felt exercises were effective. Conclusion. A PSL can serve as a valuable opportunity to address course related educational outcomes and specific skill development and can help students assess their self-efficacy in meeting them.
Use Your Words: The Role of Language in the Development of Toddlers' Self-Regulation

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Vallotton, Claire; Ayoub, Catherine

2011-01-01

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

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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
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.

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...
[Design and validation of a scale to assess self-regulation of eating habits in Mexican university students].

Science.gov (United States)

Campos-Uscanga, Yolanda; Lagunes Córdoba, Roberto; Morales-Romero, Jaime; Romo-González, Tania

2015-03-01

Healthy eating habits promote wellness and prevent disease, however, despite the intention to change a bad habit, people often fail in theirattempts. This is due, since the performance of a change requires self-regulation skills that allow to observe, to evaluate and to take an action, in a constant motivation during the all the process; not only theknowledge about proper nutrition. The objective of this study was to design and validate an instrument to evaluate the level of self-regulation for eating habits in college students.62 items were written and evaluated by four expert judges. Two applications of the instrument were performed to 487 subjects. An unweighted least squares factor analysis whit direct Oblimin rotation was performed. The items saturated in more than one factor were discarded, as well as those who had a loading factor less than 0.40 or commonality less than 0.30. It was obtained an instrument integrated by 14 items grouped into three factors, which explained the 46.9% of the variance: self-reaction, self-observation and self-evaluation. Cronbach's alpha yielded a high reliability coefficient (α = 0.874).The results show that the scale is a valid and reliable tool to measure of self-regulation of eating habits in college students. Its applications include the diagnostic of a population and the evaluation of interventions aimed to improving nutrition based on the assumption that the processes of change require sustained self-regulation skills in people protective effect against increases in both systolic and diastolic blood pressure.
Calculation and word problem-solving skills in primary grades - Impact of cognitive abilities and longitudinal interrelations with task-persistent behaviour.

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Jõgi, Anna-Liisa; Kikas, Eve

2016-06-01

Primary school math skills form a basis for academic success down the road. Different math skills have different antecedents and there is a reason to believe that more complex math tasks require better self-regulation. The study aimed to investigate longitudinal interrelations of calculation and problem-solving skills, and task-persistent behaviour in Grade 1 and Grade 3, and the effect of non-verbal intelligence, linguistic abilities, and executive functioning on math skills and task persistence. Participants were 864 students (52.3% boys) from 33 different schools in Estonia. Students were tested twice - at the end of Grade1 and at the end of Grade 3. Calculation and problem-solving skills, and teacher-rated task-persistent behaviour were measured at both time points. Non-verbal intelligence, linguistic abilities, and executive functioning were measured in Grade 1. Cross-lagged structural equation modelling indicated that calculation skills depend on previous math skills and linguistic abilities, while problem-solving skills require also non-verbal intelligence, executive functioning, and task persistence. Task-persistent behaviour in Grade 3 was predicted by previous problem-solving skills, linguistic abilities, and executive functioning. Gender and mother's educational level were added as covariates. The findings indicate that math skills and self-regulation are strongly related in primary grades and that solving complex tasks requires executive functioning and task persistence from children. Findings support the idea that instructional practices might benefit from supporting self-regulation in order to gain domain-specific, complex skill achievement. © 2015 The British Psychological Society.
Parenting in infancy and self-regulation in preschool: an investigation of the role of attachment history.

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Birmingham, R S; Bub, K L; Vaughn, B E

2017-04-01

Parenting and attachment are critical in the emergence of self-regulation (SR) in preschool. However, most studies use general indexes of parenting quality, failing to explore the unique contributions of sensitivity and home quality to SR. Further, the nature of the interplay between parenting and attachment history is not well understood. Using a sample of 938 children from The National Institute of Child Health and Human Development Study of Early Child Care and Youth Development, a series of structural equation models were fit to determine whether sensitivity and home quality concurrently predicted SR at 54 months, and whether attachment mediated or moderated these pathways. Results suggest that both sensitivity and home quality uniquely predict SR. Further, these early parenting variables were each indirectly associated with SR through children's attachment history. That is, higher levels of sensitivity and home quality predicted secure attachment history, which, along with parenting, predicted more advanced SR skills at 54 months. No moderated pathways emerged, suggesting that attachment history may be best conceptualized as a mediating mechanism.
Patterns of Word Reading Skill, Interest and Self-Concept of Ability

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Viljaranta, Jaana; Kiuru, Noona; Lerkkanen, Marja-Kristiina; Silinskas, Gintautas; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

2017-01-01

The majority of previous research on academic skills, self-concept of ability and interest has deployed the variable-oriented approach and focused on self-concept, or ability, or interest only. This study examined the patterns and dynamics of pattern change in Finnish children's word reading skill, self-concept of ability and interest from…
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…
Effects of Self-Regulated Vocabulary Learning Process on Self-Efficacy

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

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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.
The Impact of Online Graduate Students' Motivation and Self-Regulation on Academic Procrastination

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Rakes, Glenda C.; Dunn, Karee E.

2010-01-01

With the rapid growth in online programs come concerns about how best to support student learning in this segment of the university population. The purpose of this study was to investigate the impact of effort regulation, a self-regulatory skill, and intrinsic motivation on online graduate students' levels of academic procrastination, behavior…
The relationship of self-regulation and aggression: an empirical test of personality systems interaction theory.

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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.
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...
Social skills of persons with self-defeating personality.

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Schill, T

1995-10-01

55 undergraduate men and 55 women took Schill's 1990 Self-defeating Personality Scale and Lorr, Youniss, and Stefic's (1991) multidimensional Social Relations Survey. As expected, persons who endorsed more self-defeating characteristics scored lower on scales which make up the Social Skills or Assertiveness Factor. However, these scores did not have significant correlations with the Empathy or Social Approval Need Scales; two of the three scales which make up the Empathy Factor. The results were discussed in terms of prior work relating deficits in social skills to dysfunctional early parenting.
“Mind-Blowing”: Fostering Self-Regulated Learning in Information Literacy Instruction

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Eveline Houtman

2015-06-01

Full Text Available The new ACRL Framework for Information Literacy for Higher Education brings a new emphasis into our instruction on student metacognition and dispositions. In this article I introduce self-regulated learning, a related concept from the field of education; it encompasses metacognition, emotions, motivations and behaviors. I discuss how this concept could be important and helpful in implementing the related elements in the ACRL Framework and draw on the concept to devise strategies and activities that promote students’ self-awareness and learning skills. This focus promotes a more learner-centered approach to teaching. The article also adds to the conversation on developing a self-reflective pedagogical praxis in information literacy instruction.
Self-management and skills acquisition in boys with haemophilia.

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Khair, Kate; Meerabeau, Liz; Gibson, Faith

2015-10-01

There is an increasing prevalence of children/young people with long-term conditions (LTC) in the UK due to improvements in health-care management and delivery. These children are often involved, from an early age, in their own care and management; yet, there are little data to support how or when they develop the necessary skills and knowledge to become competent at this care. This study aimed to understand self-management of haemophilia, from a child's perspective, in the 21st century in the UK where intensive prophylactic therapy is given from early childhood. A qualitative study using grounded theory to evaluate life-experiences of children and young people with haemophilia. Thirty boys aged 4-16 with severe haemophilia treated at a single paediatric haemophilia care centre were interviewed at home or in a focus group. Multimethod qualitative research including age-appropriate research tools (draw and write, photo-elicitation and interviews) to facilitate data collection from children. Boys develop self-management skills over time. They learn from health-care professionals, their parents and other family members with haemophilia. Self-management skills (bleed recognition, self-infusion, self and medicines management, pain and risk management and conceptualizing preventative therapy) are developed through experiential learning and individualized education, and not through formalized expert patient programmes. The boys in this study have benefited from early prophylactic factor replacement therapy. They develop skills in haemophilia and self-management at a relatively young age and are experts in their own haemophilia care. © 2013 John Wiley & Sons Ltd.
The mediating role of state maladaptive emotion regulation in the relation between social anxiety symptoms and self-evaluation bias.

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Sarfan, Laurel D; Cody, Meghan W; Clerkin, Elise M

2018-03-16

Although social anxiety symptoms are robustly linked to biased self-evaluations across time, the mechanisms of this relation remain unclear. The present study tested three maladaptive emotion regulation strategies - state post-event processing, state experiential avoidance, and state expressive suppression - as potential mediators of this relation. Undergraduate participants (N = 88; 61.4% Female) rated their social skill in an impromptu conversation task and then returned to the laboratory approximately two days later to evaluate their social skill in the conversation again. Consistent with expectations, state post-event processing and state experiential avoidance mediated the relation between social anxiety symptoms and worsening self-evaluations of social skill (controlling for research assistant evaluations), particularly for positive qualities (e.g. appeared confident, demonstrated social skill). State expressive suppression did not mediate the relation between social anxiety symptoms and changes in self-evaluation bias across time. These findings highlight the role that spontaneous, state experiential avoidance and state post-event processing may play in the relation between social anxiety symptoms and worsening self-evaluation biases of social skill across time.
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.
Learning About Self: Leadership Skills for Public Health.

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Moodie, Rob

2016-04-26

As public health practitioners and as clinicians we are taught to care for our patients, and for our community members. But how much do we teach and learn about how to lead, manage and care for our colleagues, our team members and ourselves? This paper emphasizes the need for leadership learning and teaching to become an essential element of the practice of public health. The paper presents the author's perspective on the leadership skills required for public health and describes a five-day intensive course designed to enable participants to develop these skills over time. The paper briefly covers leadership definitions, styles and types and key leadership skills. It mainly focuses on the design and ethos of the course, skills self-assessment, group interaction and methods for developing and refining leadership skills. The course uses a collaborative learning approach where the power differential between teachers, facilitators, guests and participants is minimized. It is based on creating an environment where any participant can reveal his or her stories, successes, failures, preferences and dislikes in a safe manner. It encourages continual, constructive individual reflection, self-assessment and group interaction. The course is aimed at the practice of public health leadership, with a particular emphasis on the leadership of self, of knowing oneself, and of knowing and understanding colleagues retrospectively as well as prospectively. The most important outcome is the design and implementation of participants' own plans for developing and nurturing their leadership skills. Significance for public healthThe nature of public health is changing rapidly and increasing in complexity. These changes include major shifts in the burden of disease and the insatiable demands of clinical medicine swamping those of public health. Public health practitioners have failed over many years to systematically ensure that leadership and management skills are essential parts of public
Social skills training with early adolescents : Effects on social skills, well-being, self-esteem and coping

NARCIS (Netherlands)

Bijstra, J.O.; Jackson, A.E.

1998-01-01

This study discusses the educational effects of a social skills training on adolescents' social skills, self-esteem, well-being and coping. A group of 14- to 16-year-old normal adolescents followed a social skills training based on social learning principles. A pre-tear experiment - post-test design
Genetic moderation of transactional relations between parenting practices and child self-regulation.

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

2016-10-01

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

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Brenda Cecilia Padilla Rodriguez

2017-09-01

Full Text Available Self-efficacy is a strong predictor of academic performance, and an area of interest for higher education institutions. This paper reports on a massive open online course (MOOC on study skills, aimed at increasing self-efficacy. Participants (n=32 were from Mexico and Colombia, with ages ranging from 21 to 45 years. At the beginning and the end of the MOOC, learners answered a survey that included the General Self-Efficacy Scale, items on specific study skills, and space for optional comments. Findings show statistically significant increases in general self-efficacy after completing the MOOC, as well as in the perceived self-efficacy related to five out of six study skills. Comments suggest that participants are aware of and value their own improvement. For students, MOOCs can represent low-risk, formative opportunities to widen their knowledge and increase their self-efficacy. For academic institutions, well-designed MOOCs on study skills provide a means to support students.

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

Directory of Open Access Journals (Sweden)

Claudia Balula Chaves

2013-12-01

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

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Roh, Young Sook; Issenberg, S Barry

2014-12-01

Effective cardiopulmonary resuscitation (CPR) skills are essential for better patient survival, but whether these skills are associated with knowledge of and self-efficacy in CPR is not well known. The purpose of this study was to assess the quality of CPR skills and identify the association of the psychomotor skills with knowledge and self-efficacy at the time of CPR skills training. A convenience sample of 124 nursing students participated in a one-group posttest-only study. The quality of CPR psychomotor skills, as assessed by structured observation using a manikin, was suboptimal. Nursing students who performed correct chest compression skills reported higher self-efficacy, but there was no association between CPR psychomotor skills and total knowledge. Rigorous skills training sessions with more objective feedback on performance and individual coaching are warranted to enable mastery learning and self-efficacy. © 2013 Wiley Publishing Asia Pty Ltd.
The relations between interpersonal self-support traits and emotion regulation strategies: a longitudinal study.

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Xia, Ling-Xiang; Gao, Xin; Wang, Qian; Hollon, Steven D

2014-08-01

Although several cross-sectional surveys have shown that certain traits such as extraversion and neuroticism are related to emotion regulation, few studies have explored the nature of this relationship. The present study tried to explore the longitudinal relation between traits and emotion regulation strategies. The Interpersonal Self-Support Scale for Middle School Students (ISSS-MSS) and the Emotion Regulation Questionnaire (ERQ) were administrated to 374 middle school students two times across a 6-month interval. A path analysis via structural equation modeling of the five interpersonal self-support traits and the two emotion regulation strategies was tested. The results showed that interpersonal independence predicted expressive suppression and cognitive reappraisal, and that interpersonal initiative also predicted reappraisal, while reappraisal predicted interpersonal flexibility and interpersonal openness 6 month later. These results support the hypotheses that some personality traits influence certain emotion regulation strategies, while other traits may be influenced by specific emotion regulation strategies. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
The development of adolescent self-regulation: reviewing the role of parent, peer, friend, and romantic relationships.

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Farley, Julee P; Kim-Spoon, Jungmeen

2014-06-01

Self-regulation plays an important role in adolescent development, predicting success in multiple domains including school and social relationships. While researchers have paid increasing attention to the influence of parents on the development of adolescent self-regulation, we know little about the influence of peers and friends and even less about the influence of romantic partners on adolescent development of self-regulation. Extant studies examined a unidirectional model of self-regulation development rather than a bidirectional model of self-regulation development. Given that relationships and self-regulation develop in tandem, a model of bidirectional development between relationship context and adolescent self-regulation may be relevant. This review summarizes extant literature and proposes that in order to understand how adolescent behavioral and emotional self-regulation develops in the context of social relationships one must consider that each relationship builds upon previous relationships and that self-regulation and relationship context develop bidirectionally. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.
Motive-goal congruence moderates the use of automatic self-regulation.

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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.
Psychosocial and behavioural factors in the regulation of weight: Self-regulation, self-efficacy and locus control.

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Menéndez-González, Lara; Orts-Cortés, María Isabel

To identify the relationship and behaviour of the variables of self-control, self-efficacy and locus control in weight regulation of obese, overweight and normal weight adults. Transversal study undertaken in the Health Centre of El Coto (Gijón) from 1st April to 30th July 2015. Subjects between 18-65 years of age with a body mass index recording within the last two years. serious medical illness, eating disorders or pregnant women. Behavioural variables: self-regulation of body weight (Inventory of self-control of body weight), perceived self-efficacy in weight regulation (Inventory of perceived self-efficacy in weight regulation) and locus control in weight regulation (Inventory of locus control in weight regulation). Anthropometric variables: weight (kg) and height (m), body mass index. One hundred and six participants were included: 32 were obese, 28 overweight and 46 normal weight. Significant differences were found between the 3 study groups for total scale of self-efficacy (F=61.77; pcontrol (F=13.92; p=.019), other weighty influences of locus control (F=9.21; pcontrol (F=3.50; p=.011). The relationship between body mass index and behavioural variables of self-efficacy, self-regulation and locus control, suggests the need for healthcare professionals to include psychological factors of behaviour in any preventive action and intervention directed at weight control. Copyright © 2018 Elsevier España, S.L.U. All rights reserved.
Self-regulation and social pressure reduce prejudiced responding and increase the motivation to be non-prejudiced.

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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 effect of web quest and team-based learning on students' self-regulation.

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Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.
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
Adolescents' Deliberate Self-Harm, Interpersonal Stress, and the Moderating Effects of Self-Regulation: A Two-Wave Longitudinal Analysis

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Jutengren, Goran; Kerr, Margaret; Stattin, Hakan

2011-01-01

The predictive effects of peer victimization and harsh parenting on deliberate self-harm were examined. As derived from the experiential avoidance model, the study also tested whether these links were moderated by individual self-regulation approaches. Data were collected at two points in time from 880 junior high school students (mean age =…
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
Causes of skill in seasonal predictions of the Arctic Oscillation

Science.gov (United States)

Kumar, Arun; Chen, Mingyue

2017-11-01

Based on an analysis of hindcasts from a seasonal forecast system, complemented by the analysis of a large ensemble of AMIP simulations, possible causes for skillful prediction of the winter Arctic Oscillation (AO) on a seasonal time-scale are analyzed. The possibility that the recent increase in AO skill could be due to model improvements, or due to changes in the persistence characteristics of the AO, is first discounted. The analysis then focuses on exploring the possibility that the recent increase in prediction skill in AO may be due to sampling variations or could have physical causes. Temporal variations in AO skill due entirely to sampling alone cannot be discounted as this is a fundamental constraint on verifications over a short time-series. This notion is supported from theoretical considerations, and from the analysis of the temporal variations in the perfect model skill where substantial variations in skill due to sampling alone are documented. As for the physical causes, the analysis indicates possible links in the prediction skill of AO with the SST forcing from the tropics, particularly related to the SST variations associated with the Trans-Niño Index (TNI). Interannual and low frequency variations in the TNI could have contributed to similar temporal variations in AO skill. For example, a dominance of central Pacific El Niño events after 2000 (a reflection of low-frequency variations in TNI) coincided with an increase in the prediction skill of AO. The analysis approach and results provide an avenue for further investigations; for example, model simulations forced with the SST pattern associated with the TNI, to establish or reaffirm causes for AO skill.
A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students

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Garzón-Umerenkova, Angélica; de la Fuente, Jesús; Amate, Jorge; Paoloni, Paola V.; Fadda, Salvatore; Pérez, Javier Fiz

2018-01-01

This research aimed to analyze the linear bivariate correlation and structural relations between self-regulation -as a central construct-, with flow, health, procrastination and academic performance, in an academic context. A total of 363 college students took part, 101 men (27.8%) and 262 women (72.2%). Participants had an average age of 22 years and were between the first and fifth year of studies. They were from five different programs and two universities in Bogotá city (Colombia). A validated ad hoc questionnaire of physical and psychological health was applied along with a battery of tests to measure self-regulation, procrastination, and flourishing. To establish an association relationship, Pearson bivariate correlations were performed using SPSS software (v. 22.0), and structural relationship predictive analysis was performed using an SEM on AMOS software (v. 22.0). Regarding this linear association, it was established that (1) self-regulation has a significant positive association on flourishing and overall health, and a negative effect on procrastination. Regarding the structural relation, it confirmed that (2) self-regulation is a direct and positive predictor of flourishing and health; (3) self-regulation predicts procrastination directly and negatively, and academic performance indirectly and positively; and (4) age and gender have a prediction effect on the analyzed variables. Implications, limitations and future research scope are discussed.
A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students

Directory of Open Access Journals (Sweden)

Angélica Garzón-Umerenkova

2018-04-01

Full Text Available This research aimed to analyze the linear bivariate correlation and structural relations between self-regulation -as a central construct-, with flow, health, procrastination and academic performance, in an academic context. A total of 363 college students took part, 101 men (27.8% and 262 women (72.2%. Participants had an average age of 22 years and were between the first and fifth year of studies. They were from five different programs and two universities in Bogotá city (Colombia. A validated ad hoc questionnaire of physical and psychological health was applied along with a battery of tests to measure self-regulation, procrastination, and flourishing. To establish an association relationship, Pearson bivariate correlations were performed using SPSS software (v. 22.0, and structural relationship predictive analysis was performed using an SEM on AMOS software (v. 22.0. Regarding this linear association, it was established that (1 self-regulation has a significant positive association on flourishing and overall health, and a negative effect on procrastination. Regarding the structural relation, it confirmed that (2 self-regulation is a direct and positive predictor of flourishing and health; (3 self-regulation predicts procrastination directly and negatively, and academic performance indirectly and positively; and (4 age and gender have a prediction effect on the analyzed variables. Implications, limitations and future research scope are discussed.
A Linear Empirical Model of Self-Regulation on Flourishing, Health, Procrastination, and Achievement, Among University Students.

Science.gov (United States)

Garzón-Umerenkova, Angélica; de la Fuente, Jesús; Amate, Jorge; Paoloni, Paola V; Fadda, Salvatore; Pérez, Javier Fiz

2018-01-01

This research aimed to analyze the linear bivariate correlation and structural relations between self-regulation -as a central construct-, with flow, health, procrastination and academic performance, in an academic context. A total of 363 college students took part, 101 men (27.8%) and 262 women (72.2%). Participants had an average age of 22 years and were between the first and fifth year of studies. They were from five different programs and two universities in Bogotá city (Colombia). A validated ad hoc questionnaire of physical and psychological health was applied along with a battery of tests to measure self-regulation, procrastination, and flourishing. To establish an association relationship, Pearson bivariate correlations were performed using SPSS software (v. 22.0), and structural relationship predictive analysis was performed using an SEM on AMOS software (v. 22.0). Regarding this linear association, it was established that (1) self-regulation has a significant positive association on flourishing and overall health, and a negative effect on procrastination. Regarding the structural relation, it confirmed that (2) self-regulation is a direct and positive predictor of flourishing and health; (3) self-regulation predicts procrastination directly and negatively, and academic performance indirectly and positively; and (4) age and gender have a prediction effect on the analyzed variables. Implications, limitations and future research scope are discussed.
Learning to learn self-regulation in practice: a 2 cohort evaluation.

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Sharples, Kath; Moseley, Laurence G

2011-11-01

The transfer of nurse training into higher education following 'Project 2000' dramatically changed the status of student nurses. While the majority received a grant or bursary, students were no longer regarded as belonging to the hospital staffing complement. Elcock et al. (2007), argue that the intended advantage of supernumerary status following the move of nurse education into higher education has not been reflected in the student learning experience. Students have reported difficulties in being accepted into the community of practice, as they are no longer viewed as belonging in the professional sense to the practice environment (Cope et al., 2000). Students must therefore be prepared for their supernumerary role through the development of appropriate skills for learning in practice (Elcock et al., 2007). The Thames Valley University pre-registration nursing curriculum promotes the effective socialisation of students into the professional role (Fitzpatrick et al., 1996) through a 35-day practice orientation programme in the Common Foundation Programme. The results of a 2 cohort evaluation of a 35-day programme facilitated in the Brent and Harrow learning community indicate that novice pre-registration students will not always possess the self-directed ability to spontaneously engage with nursing care in practice. Students must be provided the opportunity to develop the skills that define the self-regulated learner (Langendyk, 2006). Students must be empowered to self-assess what they know and what they do not know. It is argued that in order to learn during practice experiences, the student nurse of today must first learn how to be self-regulated. Copyright © 2011 Elsevier Ltd. All rights reserved.
Self-efficacy, soccer skills and the influence on students’ learning experience

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Zulkifli Ahmad Fahim

2018-01-01

Full Text Available Study aim: The purpose of this study was to evaluate the effects of a student centered curricular intervention on students’ self-efficacy and soccer skills performance. Materials and methods: One group of 25 mixed-gender students (ages 11-13 participated in this study of student centered soccer lessons twice per week (30 minutes on a soccer field for three weeks at a Southwestern USA Middle School. The intervention was designed to engage students in the skill lessons by adopting a student-centered approach, and reciprocal/peer teaching of the soccer skills. Students’ self-efficacy was assessed using the modified Traits Sport-Confidence Inventory. Soccer skill performance was assessed using previously validated skill tests. Further, students’ perception of reciprocal teaching were gathered using exit slips. Data were analyzed using descriptive statistics and t-tests to explore pre/post differences. Results: The students’ skill performance slightly improved. Students’ self-efficacy related to soccer skills was significantly higher at post-test. Students’ positively perceived the opportunities to participate in student-centered lessons and the use reciprocal teaching styles to work together in skill development. Conclusions: This study demonstrated that seventh-grade students could learn soccer skills, develop desirable perceptions and efficacy and improve their physical activity/sport participation levels as they engaged in student-centered teaching and learning.
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 Â© 2012 Elsevier Ltd. All rights reserved.

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

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

2015-06-01

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

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

2013-01-01

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

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Hirschler-Guttenberg, Yael; Feldman, Ruth; Ostfeld-Etzion, Sharon; Laor, Nathaniel; Golan, Ofer

2015-09-01

Emotion regulation (ER) difficulties are a major concern in children with autism spectrum disorder (ASD). Maternal temperament and parenting style have significant effects on children's ER. However, these effects have not been studied in children with ASD. Forty preschoolers with ASD and their mothers and forty matched controls engaged in fear and anger ER paradigms, micro-coded for child self- and co-regulatory behaviors and parent's regulation-facilitation. Mothers' parenting style and temperament were self-reported. In the ASD group only, maternal authoritarian style predicted higher self-regulation and lower co-regulation of anger and maternal authoritative style predicted higher self-regulation of fear. Maternal temperament did not predict child's ER. Findings emphasize the importance of maternal flexible parenting style in facilitating ER among children with ASD.
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....
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…
Learning from the Experts: Gaining Insights into Best Practice during the Acquisition of Three Novel Motor Skills

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Hodges, Nicola J.; Edwards, Christopher; Luttin, Shaun; Bowcock, Alison

2011-01-01

The amount and quality of practice predicts expertise, yet optimal conditions of practice have primarily been explored with novice learners. Ten expert musicians and ten novices practiced disc-throwing skills under self-regulated conditions. A third novice group practiced with the same schedule as the music experts (yoked). The groups did not…
The Effect of Self-Regulation Training on Social Problem Solving of Male and Female Preschoolers

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*A. Jelvegar

2014-12-01

Full Text Available Since self-regulation is important for development of cognitive and social skills in children and the role of gender differences in the relation is notable, this study was conducted for this purpose. Initially, 40 children (20 girls and 20 boys from two pre-schools of Meybod city were randomly chosen and assigned to two experimental and control groups. After performing Wally Child Social Problem-Solving Detective Game Test (WCSPD as the pre-test on all the children, a self-regulation training program was taught for 20 hours over a month to the experimental group with techniques of play and story therapy. Wally Child Social Problem-Solving Detective Game Test was then used as the post-test measure. The results of analysis of covariance showed that the difference between the means of the two grpups was significant (p0.0001, that is, the training group did better but the difference between the means of boys and girls in social problem solving was not significant. It was suggested that self-regulatory training during childhood be provided for both boys and girls to promote their social problem solving skills.
Are general surgeons able to accurately self-assess their level of technical skills?

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Rizan, C; Ansell, J; Tilston, T W; Warren, N; Torkington, J

2015-11-01

Self-assessment is a way of improving technical capabilities without the need for trainer feedback. It can identify areas for improvement and promote professional medical development. The aim of this review was to identify whether self-assessment is an accurate form of technical skills appraisal in general surgery. The PubMed, MEDLINE(®), Embase(™) and Cochrane databases were searched for studies assessing the reliability of self-assessment of technical skills in general surgery. For each study, we recorded the skills assessed and the evaluation methods used. Common endpoints between studies were compared to provide recommendations based on the levels of evidence. Twelve studies met the inclusion criteria from 22,292 initial papers. There was no level 1 evidence published. All papers compared the correlation between self-appraisal versus an expert score but differed in the technical skills assessment and the evaluation tools used. The accuracy of self-assessment improved with increasing experience (level 2 recommendation), age (level 3 recommendation) and the use of video playback (level 3 recommendation). Accuracy was reduced by stressful learning environments (level 2 recommendation), lack of familiarity with assessment tools (level 3 recommendation) and in advanced surgical procedures (level 3 recommendation). Evidence exists to support the reliability of self-assessment of technical skills in general surgery. Several variables have been shown to affect the accuracy of self-assessment of technical skills. Future work should focus on evaluating the reliability of self-assessment during live operating procedures.
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…
Adolescent Loneliness and Social Skills: Agreement and Discrepancies Between Self-, Meta-, and Peer-Evaluations.

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Lodder, G M A; Goossens, L; Scholte, R H J; Engels, R C M E; Verhagen, M

2016-12-01

Lonely adolescents report that they have poor social skills, but it is unknown whether this is due to an accurate perception of a social skills deficit, or a biased negative perception. This is an important distinction, as actual social skills deficits require different treatments than biased negative perceptions. In this study, we compared self-reported social skills evaluations with peer-reported social skills and meta-evaluations of social skills (i.e., adolescents' perceptions of how they believe their classmates evaluate them). Based on the social skills view, we expected negative relations between loneliness and these three forms of social skills evaluations. Based on the bias view, we expected lonely adolescents to have more negative self- and meta-evaluations compared to peer-evaluations of social skills. Participants were 1342 adolescents (48.64 % male, M age = 13.95, SD = .54). All classmates rated each other in a round-robin design to obtain peer-evaluations. Self- and meta-evaluations were obtained using self-reports. Data were analyzed using polynomial regression analyses and response surface modeling. The results indicated that, when self-, peer- and meta-evaluations were similar, a greater sense of loneliness was related to poorer social skills. Loneliness was also related to larger discrepancies between self- and peer-evaluations of loneliness, but not related to the direction of these discrepancies. Thus, for some lonely adolescents, loneliness may be related to an actual social skills deficit, whereas for others a biased negative perception of one's own social skills or a mismatch with the environment may be related to their loneliness. This implies that different mechanisms may underlie loneliness, which has implications for interventions.
The History of the emergence and development of self-regulation in Russia

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Anna Algazina

2017-01-01

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

OpenAIRE

Anggraini, Agita Dzulhajh; Fadiawati, Noor; Diawati, Chansyanah

2012-01-01

Accuracy educators in selecting and implementing learning models influence students' science process skills. Models of learning that can be applied to improve science process skills and tend constructivist among athers learning model of problem solving. This research was conducted to describe the effectiveness of the learning model of problem solving in improving communication skills and prediction skills. Subjects in this research were students of high school YP Unila Bandar Lampung Even ...
Examining Middle School Science Student Self-Regulated Learning in a Hypermedia Learning Environment through Microanalysis

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Mandell, Brian E.

The purpose of the present embedded mixed method study was to examine the self-regulatory processes used by high, average, and low achieving seventh grade students as they learned about a complex science topic from a hypermedia learning environment. Thirty participants were sampled. Participants were administered a number of measures to assess their achievement and self-efficacy. In addition, a microanalytic methodology, grounded in Zimmerman's cyclical model of self-regulated learning, was used to assess student self-regulated learning. It was hypothesized that there would be modest positive correlations between Zimmerman's three phases of self-regulated learning, that high achieving science students would deploy more self-regulatory subprocesses than average and low achieving science students, that high achieving science students would have higher self-efficacy beliefs to engage in self-regulated learning than average and low achieving science students, and that low achieving science students would over-estimate their self-efficacy for performance beliefs, average achieving science students would slightly overestimate their self-efficacy for performance beliefs, and high achieving science students would under-estimate their self-efficacy for performance beliefs. All hypotheses were supported except for the high achieving science students who under-estimated their self-efficacy for performance beliefs on the Declarative Knowledge Measure and slightly overestimated their self-efficacy for performance beliefs on the Conceptual Knowledge Measure. Finally, all measures of self-regulated learning were combined and entered into a regression formula to predict the students' scores on the two science tests, and it was revealed that the combined measure predicted 91% of the variance on the Declarative Knowledge Measure and 92% of the variance on the Conceptual Knowledge Measure. This study adds hypermedia learning environments to the contexts that the microanalytic
Helping Others Regulate Emotion Predicts Increased Regulation of One's Own Emotions and Decreased Symptoms of Depression.

Science.gov (United States)

Doré, Bruce P; Morris, Robert R; Burr, Daisy A; Picard, Rosalind W; Ochsner, Kevin N

2017-05-01

Although much research considers how individuals manage their own emotions, less is known about the emotional benefits of regulating the emotions of others. We examined this topic in a 3-week study of an online platform providing training and practice in the social regulation of emotion. We found that participants who engaged more by helping others (vs. sharing and receiving support for their own problems) showed greater decreases in depression, mediated by increased use of reappraisal in daily life. Moreover, social regulation messages with more other-focused language (i.e., second-person pronouns) were (a) more likely to elicit expressions of gratitude from recipients and (b) predictive of increased use of reappraisal over time for message composers, suggesting perspective-taking enhances the benefits of practicing social regulation. These findings unpack potential mechanisms of socially oriented training in emotion regulation and suggest that by helping others regulate, we may enhance our own regulatory skills and emotional well-being.
Constructive, Self-Regulated, Situated, and Collaborative Learning: An Approach for the Acquisition of Adaptive Competence

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de Corte, Erik

2012-01-01

In today's learning society, education must focus on fostering adaptive competence (AC) defined as the ability to apply knowledge and skills flexibly in different contexts. In this article, four major types of learning are discussed--constructive, self-regulated, situated, and collaborative--in relation to what students must learn in order to…
Investigating the psychological resilience, self-confidence and problem-solving skills of midwife candidates.

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Ertekin Pinar, Sukran; Yildirim, Gulay; Sayin, Neslihan

2018-05-01

The high level of psychological resilience, self-confidence and problem solving skills of midwife candidates play an important role in increasing the quality of health care and in fulfilling their responsibilities towards patients. This study was conducted to investigate the psychological resilience, self-confidence and problem-solving skills of midwife candidates. It is a convenience descriptive quantitative study. Students who study at Health Sciences Faculty in Turkey's Central Anatolia Region. Midwife candidates (N = 270). In collection of data, the Personal Information Form, Psychological Resilience Scale for Adults (PRSA), Self-Confidence Scale (SCS), and Problem Solving Inventory (PSI) were used. There was a negatively moderate-level significant relationship between the Problem Solving Inventory scores and the Psychological Resilience Scale for Adults scores (r = -0.619; p = 0.000), and between Self-Confidence Scale scores (r = -0.524; p = 0.000). There was a positively moderate-level significant relationship between the Psychological Resilience Scale for Adults scores and the Self-Confidence Scale scores (r = 0.583; p = 0.000). There was a statistically significant difference (p Problem Solving Inventory and the Psychological Resilience Scale for Adults scores according to getting support in a difficult situation. As psychological resilience and self-confidence levels increase, problem-solving skills increase; additionally, as self-confidence increases, psychological resilience increases too. Psychological resilience, self-confidence, and problem-solving skills of midwife candidates in their first-year of studies are higher than those who are in their fourth year. Self-confidence and psychological resilience of midwife candidates aged between 17 and 21, self-confidence and problem solving skills of residents of city centers, psychological resilience of those who perceive their monthly income as sufficient are high
Electrophysiological indices of response inhibition in a Go/NoGo task predict self-control in a social context.

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Kyle Nash

Full Text Available Recent research demonstrates that response inhibition-a core executive function-may subserve self-regulation and self-control. However, it is unclear whether response inhibition also predicts self-control in the multifaceted, high-level phenomena of social decision-making. Here we examined whether electrophysiological indices of response inhibition would predict self-control in a social context. Electroencephalography was recorded as participants completed a widely used Go/NoGo task (the cued Continuous Performance Test. Participants then interacted with a partner in an economic exchange game that requires self-control. Results demonstrated that greater NoGo-Anteriorization and larger NoGo-P300 peak amplitudes-two established electrophysiological indices of response inhibition-both predicted more self-control in this social game. These findings support continued integration of executive function and self-regulation and help extend prior research into social decision-making processes.
Self-Perceived Information Seeking Skills and Self-Esteem in Adolescents by Race and Gender

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Simpson-Scott, Lynne

2009-01-01

The purpose of this study was to explore the correlation between self-perceived information seeking skills and self-esteem in adolescents and, further, to determine whether this correlation varied according to race and gender. Tenth-grade students from three public high schools in a Midwestern city were given two instruments. Self-perceived…
The effect of web quest and team-based learning on students’ self-regulation

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ZOHREH BADIYEPEYMAIE JAHROMI

2016-04-01

Full Text Available Introduction: In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Methods: This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the Web Quest approach as a teaching strategy (n=38, while the other group was taught using team-based learning (n=39. Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR, Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results: The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively. Wilcoxon test revealed that self-directed learning indices (self-control and self-management were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores were higher in the WebQuest approach than in team-based learning. Conclusion: By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

The Focus of Intervention for Adolescent Social Anxiety: Communication Skills or Self-Esteem

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Bowles, Terence V.

2017-01-01

Social skills training is a long-standing intervention for adolescents with social anxiety, while self-esteem is often ignored. However, there is little evidence suggesting that those with social anxiety require social skills training or interventions associated with self-esteem. The aim of the research was to investigate whether social skills and…
Self-regulated learning, self-efficacy beliefs and performance during the late childhood

Directory of Open Access Journals (Sweden)

Salmerón-Pérez, Honorio

2010-10-01

Full Text Available This article analyzes relations between self-regulated learning, self-efficacy beliefs, and performance in tasks of solving arithmetic problems. The research includes 268 six-year-old students enrolled in the first year of primary school in Spain. The results from binary logistic regression models indicate that self-regulated learning and its interaction with self-efficacy beliefs predict performance. Finally, the cluster analysis shows four profiles of students: i positive adjusted; ii negative unadjusted I; iii negative unadjusted II y; iv negative adjusted.. Este artículo analiza relaciones entre el aprendizaje autorregulado, las creencias de autoeficacia y el desempeño en tareas de resolución de problemas aritméticos. El estudio se ha llevado a cabo con 268 escolares de seis años de edad y matriculados en el primer año de educación primaria en España. Los resultados obtenidos mediante modelos de regresión logística binaria indican que el aprendizaje autorregulado y su interacción con las creencias de autoeficacia predicen el desempeño. Por último, la aplicación de un análisis Cluster muestra cuatro perfiles de escolares, denominados: i ajustado positivo; ii desajustado negativo I; iii desajustado negativo II y; iv ajustado negativo.
Individual differences in effects of child care quality : The role of child affective self-regulation and gender

NARCIS (Netherlands)

Broekhuizen, Martine L.; Van Aken, Marcel A G; Dubas, Judith S.; Mulder, Hanna; Leseman, Paul P M

2015-01-01

The current study investigated whether the relation between child care quality and children's socio-emotional behavior depended on children's affective self-regulation skills and gender. Participants were 545 children (Mage=27 months) from 60 center-based child care centers in the Netherlands.
The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course

Science.gov (United States)

Inan, Fethi; Yukselturk, Erman; Kurucay, Murat; Flores, Raymond

2017-01-01

The purpose of this study was to examine whether students' self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The…
Focus on Formative Feedback communication and self-regulated learning – a study in compulsory schools

DEFF Research Database (Denmark)

Kirkegaard, Preben Olund

This study addresses the conceptual challenge of providing students in compulsory schools with good quality formative feedback to enhance self-regulated learning in social interactions. Resent educational research indicates that social communicative interactions in the classroom, with a focus...... qualitative data from video recorded teaching sessions and student group interviews. Methodologically we are inspired by the ethnographical classroom research method. The empirical basis for studying these aspects is data from two compulsory schools in Denmark. This study is a work in progress. Our findings...... on formative feedback, hold the potential to enhance students learning. Self-regulated learning is highly pertinent and can be seen as one of the most import skills for the 21st century learner. We argue that formative feedbackcommunication in interactions is crucial for students to develop self...
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
The effect of physical education intensive classes on social skills and self-efficacy

OpenAIRE

野口, 和行; 村山, 光義; 村松, 憲; 板垣, 悦子; 東海林, 祐子

2015-01-01

The purpose of this study was to clarify the change of social skills and self-efficacy in the students who take physical education classes in university and difference among form of the classes ; physical education intensive course, physical education course conducting once a week and lecture course. We measured social skills and self-efficacy using Kikuchi's Social Skill Scale (KiSS-18) and the General Self Efficacy Scale (GSES). The results are as follows :1) Regardless of the kind of the c...
Understanding Predicting and Supporting Leader Self-Development

National Research Council Canada - National Science Library

Boyce, Lisa A; Wisecarver, Michelle M; Zaccaro, Stephen J

2005-01-01

.... The model depicts a person with a mastery, work, and career-growth orientation as more motivated to perform leader self-development and more skilled at performing instructional and self-regulatory...
The effect of web quest and team-based learning on students’ self-regulation

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BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

2016-01-01

Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. pWebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202
The Use of Skilled Strategies in Social Interactions by Groups High and Low in Self-Reported Social Skill

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Channon, Shelley; Collins, Ruth; Swain, Eleanor; Young, Mary-Beth; Fitzpatrick, Sian

2012-01-01

Individuals high or low in self-reported social skill were recruited opportunistically. When presented with everyday social scenarios ending with an awkward request or offer, the high social skill participants more often used sophisticated strategies that showed greater consideration for all parties. By contrast, the low skill participants were…
The relationship between epistemological beliefs, implicit theories of intelligence, and self-regulated learning among Norwegian postsecondary students.

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Bråten, Ivar; Strømsø, Helge I

2005-12-01

More empirical work is needed to examine the dimensionality of personal epistemology and relations between those dimensions and motivational and strategic components of self-regulated learning. In particular, there is great need to investigate personal epistemology and its relation to self-regulated learning across cultures and academic contexts. Because the demarcation between personal epistemology and implicit theories of intelligence has been questioned, dimensions of personal epistemology should also be studied in relation to implicit theories of intelligence. The primary aim was to examine the dimensionality of personal epistemology and the relation between those dimensions and implicit theories of intelligence in the cultural context of Norwegian postsecondary education. A secondary aim was to examine the relative contribution of epistemological beliefs and theories of intelligence to motivational and strategic components of self-regulated learning in different academic contexts within that culture. The first sample included 178 business administration students in a traditional transmission-oriented instructional context; the second, 108 student teachers in an innovative pedagogical context. The dimensionality of the Schommer Epistemological Questionnaire was examined through factor analyses, and the resulting dimensions were examined in relation to implicit theories of intelligence. We performed multiple regression analyses, separately for the two academic contexts, to try to predict motivational (i.e. self-efficacy beliefs, mastery goal orientation, and interest) and strategic (i.e. self-regulatory strategy use) components of self-regulated learning with epistemological beliefs and implicit theories of intelligence. Considerable cross-cultural generalizability was found for the dimensionality of personal epistemology. Moreover, the dimensions of personal epistemology seemed to represent constructs separate from the construct of implicit theories of
Reducing symptoms of major depressive disorder through a systematic training of general emotion regulation skills: protocol of a randomized controlled trial.

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Ehret, Anna M; Kowalsky, Judith; Rief, Winfried; Hiller, Wolfgang; Berking, Matthias

2014-01-27

Major Depressive Disorder is one of the most challenging mental health problems of our time. Although effective psychotherapeutic treatments are available, many patients fail to demonstrate clinically significant improvements. Difficulties in emotion regulation have been identified as putative risk and maintaining factors for Major Depressive Disorder. Systematically enhancing adaptive emotion regulation skills should thus help reduce depressive symptom severity. However, at this point, no study has systematically evaluated effects of increasing adaptive emotion regulation skills application on symptoms of Major Depressive Disorder. In the intended study, we aim to evaluate stand-alone effects of a group-based training explicitly and exclusively targeting general emotion regulation skills on depressive symptom severity and assess whether this training augments the outcome of subsequent individual cognitive behavioral therapy for depression. In the evaluation of the Affect Regulation Training, we will conduct a prospective randomized-controlled trial. Effects of the Affect Regulation Training on depressive symptom severity and outcomes of subsequent individual therapy for depression will be compared with an active, common factor based treatment and a waitlist control condition. The study sample will include 120 outpatients meeting criteria for Major Depressive Disorder. Depressive symptom severity as assessed by the Hamilton Rating Scale will serve as our primary study outcome. Secondary outcomes will include further indicators of mental health and changes in adaptive emotion regulation skills application. All outcomes will be assessed at intake and at 10 points in time over the course of the 15-month study period. Measures will include self-reports, observer ratings, momentary ecological assessments, and will be complemented in subsamples by experimental investigations and the analysis of hair steroids. If findings should support the hypothesis that enhancing
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
Layers of Self- and Co-Regulation: Teachers Working Collaboratively to Support Adolescents' Self-Regulated Learning through Reading

Directory of Open Access Journals (Sweden)

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.
Early Family Relationships Predict Children’s Emotion Regulation and Defense Mechanisms

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Jallu Lindblom

2016-12-01

Full Text Available Early family relationships have been suggested to influence the development of children’s affect regulation, involving both emotion regulation and defense mechanisms. However, we lack research on the specific family predictors for these two forms of affect regulation, which have been conceptualized to differ in their functions and accessibility to consciousness. Accordingly, we examine how the (a quality and (b timing of family relationships during infancy predict child’s later emotion regulation and defense mechanisms. Parents (N = 703 reported autonomy and intimacy in marital and parenting relationships at the child’s ages of 2 and 12 months, and the child’s use of emotion regulation and immature and neurotic defenses at 7 to 8 years. As hypothesized, the results showed that functional early family relationships predicted children’s efficient emotion regulation, whereas dysfunctional relationships predicted reliance on defense mechanisms in middle childhood. Further, results showed a timing effect for neurotic defenses, partially confirming our hypothesis of early infancy being an especially important period for the development of defense mechanisms. The findings are discussed from the viewpoints of attachment and family dynamics, emotional self-awareness, and sense of security.
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.
Self-Regulation in Language Learning.

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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.
Making Self-Confidence and Communication Skills Work for the Media Specialist.

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Driscoll, Roberta M.

1988-01-01

Discusses the importance of incorporating technical and human relation skills to be a successful and productive media specialist, and offers guidelines for developing communication skills and self-esteem. (CLB)
Self-perceptions of basic skills for career development and competence in undergraduate students

OpenAIRE

Maeda, Kenichi; Niimi, Naoko

2005-01-01

This study was designed to investigate the relationships among basic skills for career development, competence, and self-esteem in undergraduate students. Ninety-three students (41 male, 52 female) participated in this study. Results indicated that high self-esteem students scored significantly higher than low self-esteem students on self-perceptions of four basic skills for career development (communication, exploration of information, future planning, and decision-making) and of four domain...
Systematic development of a self-regulation weight-management intervention for overweight adults

Directory of Open Access Journals (Sweden)

Flink Ilse

2010-10-01

Full Text Available Abstract Background This paper describes the systematic development of an intervention for the prevention of obesity among overweight adults. Its development was guided by the six steps of Intervention Mapping (IM, in which the establishment of program needs, objectives and methods is followed by development of the intervention and an implementation and evaluation plan. Methods Weight gain prevention can be achieved by making small changes in dietary intake (DI or physical activity (PA. The intervention objectives, derived from self-regulation theory, were to establish goal-oriented behaviour. They were translated into a computer-tailored Internet-delivered intervention consisting of four modules. The intervention includes strategies to target the main determinants of self-regulation, such as feedback and action planning. The first module is intended to ensure adults' commitment to preventing weight gain, choosing behaviour change and action initiation. The second and third modules are intended to evaluate behaviour change, and to adapt action and coping plans. The fourth module is intended to maintain self-regulation of body weight without use of the program. The intervention is being evaluated for its efficacy in an RCT, whose protocol is described in this paper. Primary outcomes are weight, waist circumference and skin-fold thickness. Other outcomes are DI, PA, cognitive mediators and self-regulation skills. Discussion The IM protocol helped us integrating insights from various theories. The performance objectives and methods were guided by self-regulation theory but empirical evidence with regard to the effectiveness of theoretical methods was limited. Sometimes, feasibility issues made it necessary to deviate from the original, theory-based plans. With this paper, we provide transparency with regard to intervention development and evaluation. Trial registration NTR1862

Does childhood motor skill proficiency predict adolescent fitness?

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Barnett, Lisa M; Van Beurden, Eric; Morgan, Philip J; Brooks, Lyndon O; Beard, John R

2008-12-01

To determine whether childhood fundamental motor skill proficiency predicts subsequent adolescent cardiorespiratory fitness. In 2000, children's proficiency in a battery of skills was assessed as part of an elementary school-based intervention. Participants were followed up during 2006/2007 as part of the Physical Activity and Skills Study, and cardiorespiratory fitness was measured using the Multistage Fitness Test. Linear regression was used to examine the relationship between childhood fundamental motor skill proficiency and adolescent cardiorespiratory fitness controlling for gender. Composite object control (kick, catch, throw) and locomotor skill (hop, side gallop, vertical jump) were constructed for analysis. A separate linear regression examined the ability of the sprint run to predict cardiorespiratory fitness. Of the 928 original intervention participants, 481 were in 28 schools, 276 (57%) of whom were assessed. Two hundred and forty-four students (88.4%) completed the fitness test. One hundred and twenty-seven were females (52.1%), 60.1% of whom were in grade 10 and 39.0% were in grade 11. As children, almost all 244 completed each motor assessments, except for the sprint run (n = 154, 55.8%). The mean composite skill score in 2000 was 17.7 (SD 5.1). In 2006/2007, the mean number of laps on the Multistage Fitness Test was 50.5 (SD 24.4). Object control proficiency in childhood, adjusting for gender (P = 0.000), was associated with adolescent cardiorespiratory fitness (P = 0.012), accounting for 26% of fitness variation. Children with good object control skills are more likely to become fit adolescents. Fundamental motor skill development in childhood may be an important component of interventions aiming to promote long-term fitness.
Specific mindfulness skills differentially predict creative performance

NARCIS (Netherlands)

Baas, M.; Nevicka, B.; ten Velden, F.S.

2014-01-01

Past work has linked mindfulness to improved emotion regulation, interpersonal skills, and basic cognitive abilities, but is unclear about the relation between mindfulness and creativity. Studies examining effects of mindfulness on factors pertinent to creativity suggest a uniform and positive
Self Esteem Communication Skills and Cooping with Stress of Young Workers

Directory of Open Access Journals (Sweden)

Gulcem Sala Razi

2009-02-01

Full Text Available AIM: Working younger when they are investigated in terms of family structure, socio-economic condition and work condition, working environment, friends relation and for various reasons and in terms of expectations, due to risks they carry, they constituted an important group for preventive mental health studies. This study is conducted to determine working youngsters self esteem, communication skills, coping skills. METHODS: The samples of this descriptive study consist of 79 headworkers and foreman students between the ages of 1524, in the education year of 2004-2005 in Zonguldak Occupation Education Center. The data was collected by the following means: Estimating Communication Skills Scale, Rosenberg Self-esteem Scale, Coping with Stress Scale, and Personal Information Form, prepared by the researchers. RESULTS: Average of the age group of the study is between 20.87+2.07 and 70.5% are male. 81.0 % of the youngsters reported that they work in order to acquire a job. Communication skills mean score was 72.15+12.66, self esteem mean score was 2.33+1.97 in the study group. Scores obtained for subgroups of stress coping scale are as follows self confident 2.22+0.59, self unconfident 1.57+0.59, submissive attitudes 1.27+0.63, optimistic attitudes 2.15+0.58 and seeking of social support 1.81+0.63 were determined. Between age and communication skills: between taking role decision making and self esteem, between taking role unconfident and submissive attitudes in coping stress: between working period and self esteem and between confident attitudes in coping stress: between using money and coping with stress with confident attitudes meaningful relationships were determined (p<0.05. CONCLUSIONS: According to the conclusion of the study in order to reduce negative effects of the working conditions on the youngsters development of the basic communication skills and development of the stress coping mechanisms would have positive
Benchmarking ensemble streamflow prediction skill in the UK

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Harrigan, Shaun; Prudhomme, Christel; Parry, Simon; Smith, Katie; Tanguy, Maliko

2018-03-01

Skilful hydrological forecasts at sub-seasonal to seasonal lead times would be extremely beneficial for decision-making in water resources management, hydropower operations, and agriculture, especially during drought conditions. Ensemble streamflow prediction (ESP) is a well-established method for generating an ensemble of streamflow forecasts in the absence of skilful future meteorological predictions, instead using initial hydrologic conditions (IHCs), such as soil moisture, groundwater, and snow, as the source of skill. We benchmark when and where the ESP method is skilful across a diverse sample of 314 catchments in the UK and explore the relationship between catchment storage and ESP skill. The GR4J hydrological model was forced with historic climate sequences to produce a 51-member ensemble of streamflow hindcasts. We evaluated forecast skill seamlessly from lead times of 1 day to 12 months initialized at the first of each month over a 50-year hindcast period from 1965 to 2015. Results showed ESP was skilful against a climatology benchmark forecast in the majority of catchments across all lead times up to a year ahead, but the degree of skill was strongly conditional on lead time, forecast initialization month, and individual catchment location and storage properties. UK-wide mean ESP skill decayed exponentially as a function of lead time with continuous ranked probability skill scores across the year of 0.75, 0.20, and 0.11 for 1-day, 1-month, and 3-month lead times, respectively. However, skill was not uniform across all initialization months. For lead times up to 1 month, ESP skill was higher than average when initialized in summer and lower in winter months, whereas for longer seasonal and annual lead times skill was higher when initialized in autumn and winter months and lowest in spring. ESP was most skilful in the south and east of the UK, where slower responding catchments with higher soil moisture and groundwater storage are mainly located
Teacher-Evaluated Self-Regulation Is Related to School Achievement and Influenced by Parental Education in Schoolchildren Aged 8-12: A Case-Control Study.

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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.
Consequences of increased self-regulated learning opportunities on student teachers’ motivation and use of metacognitive skills.

NARCIS (Netherlands)

Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2017-01-01

This intervention study focused on the relationships between primary student teachers’ self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers.
Developing Long-Term Computing Skills among Low-Achieving Students via Web-Enabled Problem-Based Learning and Self-Regulated Learning

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Tsai, Chia-Wen; Lee, Tsang-Hsiung; Shen, Pei-Di

2013-01-01

Many private vocational schools in Taiwan have taken to enrolling students with lower levels of academic achievement. The authors re-designed a course and conducted a series of quasi-experiments to develop students' long-term computing skills, and examined the longitudinal effects of web-enabled, problem-based learning (PBL) and self-regulated…
Appreciation and Life Satisfaction: Does Appreciation Uniquely Predict Life Satisfaction above Gender, Coping Skills, Self-Esteem, and Positive Affectivity?

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Halle, Joshua Solomon

2015-01-01

The primary purpose of this research was to examine whether appreciation explains variance in life satisfaction after controlling for gender, positive affectivity, self-esteem, and coping skills. Two hundred ninety-eight undergraduates went to the informed consent page of the online survey composed of the Appreciation Scale, the Satisfaction With…
Deficits in general emotion regulation skills-Evidence of a transdiagnostic factor.

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Lukas, Christian Aljoscha; Ebert, David Daniel; Fuentes, Hugo Trevisi; Caspar, Franz; Berking, Matthias

2017-12-15

Deficits in emotion regulation (ER) skills are discussed as a transdiagnostic factor contributing to the development and maintenance of various mental disorders. However, systematic comparisons of a broad range of ER skills across diagnostic groups that are based on comparable definitions and measures of ER are still rare. Therefore, we conducted two studies assessing a broad range of ER skills with the Emotion Regulation Skills Questionnaire in individuals meeting criteria for mental disorders (N 1 = 1448; N 2 = 137) and in a general population sample (N = 214). Consistent across the two studies, participants in the clinical samples reported lower general and lower specific ER skills than participants in the general population sample. Also consistent across the two studies, diagnostic subgroups of the clinical samples differed significantly with regard to general and specific ER skills. The studies provide evidence that deficits in ER are associated with various forms of psychopathology. However, mental disorders seem to differ with regard to how strongly they are linked to ER skills. © 2017 Wiley Periodicals, Inc.
Do soft skills predict surgical performance?: a single-center randomized controlled trial evaluating predictors of skill acquisition in virtual reality laparoscopy.

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Maschuw, K; Schlosser, K; Kupietz, E; Slater, E P; Weyers, P; Hassan, I

2011-03-01

Virtual reality (VR) training in minimal invasive surgery (MIS) is feasible in surgical residency and beneficial for the performance of MIS by surgical trainees. Research on stress-coping of surgical trainees indicates the additional impact of soft skills on VR performance in the surgical curriculum. The aim of this study was to evaluate the impact of structured VR training and soft skills on VR performance of trainees. The study was designed as a single-center randomized controlled trial. Fifty first-year surgical residents with limited experience in MIS ("camera navigation" in laparoscopic cholecystectomy only) were randomized for either 3 months of VR training or no training. Basic VR performance and defined soft skills (self-efficacy, stress-coping, and motivation) were assessed prior to randomization using basic modules of the VR simulator LapSim(®) and standardized psychological questionnaires. Three months after randomization VR performance was reassessed. Outcome measurement was based on the results derived from the most complex of the basic VR modules ("diathermy cutting") as the primary end point. A correlation analysis of the VR end-point performance and the psychological scores was done in both groups. Structured VR training enhanced VR performance of surgical trainees. An additional correlation to high motivational states (P 0.05). Low self-efficacy and negative stress-coping strategies seem to predict poor VR performance. However, structured training along with high motivational states is likely to balance out this impairment.
Multi-model global assessment of subseasonal prediction skill of atmospheric rivers

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Deflorio, M. J.

2017-12-01

Atmospheric rivers (ARs) are global phenomena that are characterized by long, narrow plumes of water vapor transport. They are most often observed in the midlatitudes near climatologically active storm track regions. Because of their frequent association with floods, landslides, and other hydrological impacts on society, there is significant incentive at the intersection of academic research, water management, and policymaking to understand the skill with which state-of-the-art operational weather models can predict ARs weeks-to-months in advance. We use the newly assembled Subseasonal-to-Seasonal (S2S) database, which includes extensive hindcast records of eleven operational weather models, to assess global prediction skill of atmospheric rivers on S2S timescales. We develop a metric to assess AR skill that is suitable for S2S timescales by counting the total number of AR days which occur over each model and observational grid cell during a 2-week time window. This "2-week AR occurrence" metric is suitable for S2S prediction skill assessment because it does not consider discrete hourly or daily AR objects, but rather a smoothed representation of AR occurrence over a longer period of time. Our results indicate that several of the S2S models, especially the ECMWF model, show useful prediction skill in the 2-week forecast window, with significant interannual variation in some regions. We also present results from an experimental forecast of S2S AR prediction skill using the ECMWF and NCEP models.
Impact of patients' judgment skills on asthma self-management: a pilot study.

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Londoño, Ana Maria Moreno; Schulz, Peter J

2014-12-02

The majority of current health literacy tools assess functional skills including reading, writing, and numeracy. Although these tools have been able to underline the impact of such skills on individuals' health behaviour, there is a need for comprehensive measures to examine more advanced skills. The individual's ability to use health-related information considering his/her own health context, and judging positive and negative consequences of their decisions has been conceptualized as judgment skills. The present study used a newly developed judgment skills tool to explore asthma self-management practices. Eighty asthma patients were recruited from medical offices during the year 2013. The questionnaire was self-administered and contained health literacy questions, the judgment skill tool, the Asthma Control Test, and several self-management questions. Sixty-nine percent of participants had adequate health literacy, while 24% and 5% had marginal and inadequate levels, respectively. The high-judgment group referred more to their doctor when experiencing asthma problems t(76)=-2.18, Pskills tool can help identify asthma patients' health information use and reveal how this use may affect some self-management practices. Significance for public healthPatients' health literacy has a great impact on their health behaviours and their health outcomes. Therefore, it has become more and more common to measure health literacy within the healthcare setting to determine the most effective approach to target patients. The measurement of asthma judgment skills contribute to a deeper understanding of patients' asthma self-management in crucial topics for asthma control, and have the advantage of assessing the specific abilities needed for this particular condition, which in turn benefits the translation of the findings from the use of this tool into strategies that directly tackle the needs of asthma patients.
Differences in self-regulatory skills among talented athletes: the significance of competitive level and type of sport.

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Jonker, Laura; Elferink-Gemser, Marije T; Visscher, Chris

2010-06-01

Research has shown that talented athletes outscore their mainstream peers on the basis of self-regulation. Although valuable, this does not tell us more about the distinction between good athletes and the best, which is a prerequisite in talent development. Therefore, we examined the self-regulatory skills of 222 male and female talented athletes aged 12-16 years as a function of competitive sport level (junior international or junior national athletes) and type of sport (individual or team sports). Multivariate analyses of covariance in combination with a discriminant function analysis revealed that "reflection" distinguishes between athletes at the highest levels of excellence. Furthermore, athletes playing individual sports had higher scores on "planning" and "effort" than team sport athletes, highlighting the importance of differences between types of sport. In conclusion, we emphasize the importance of reflection as a self-regulatory skill. Reflection facilitates the development of sport-specific characteristics, which may vary by type of sport. This means that an advanced sense of reflection may help talented athletes to acquire desirable characteristics during their "talent" years to ultimately reach adult elite levels of competition.
Women's Self-Ratings of Skills: Issues and Strategies for Intervention.

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Reixach, Deborah

1995-01-01

Discusses underestimation of women's skills as an issue of concern for all women and for socioeconomically disadvantaged women in particular. Factors contributing to underestimation are gender-biased expectations, socialization, gender-biased definitions of skills, discrimination, and low self-esteem. Presents interventions to increase skills…
Beyond Words: Leader Self-Awareness and Interpersonal Skills

National Research Council Canada - National Science Library

Montgomery III, William H

2007-01-01

Being self aware and using interpersonal skills will be significant to leader success given the 2006 release of the Army's new mandate to create, develop, and nurture a different kind of Army leader...
Preschoolers’ Self-Regulation Moderates Relations between Mothers’ Representations and Children’s Adjustment to School

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

2016-01-01

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

Directory of Open Access Journals (Sweden)

S.R.M. Indah Permata Sari

2017-12-01

Full Text Available The purpose of this research is to comprehensively about the effect of learning culture, empowerment, and cyber skill competence on self engagement of the employee in Directorate General of Potential for Defense Ministry of Defense Republic of Indonesia. The research methodology was survey with path analysis applied in testing hypothesis. It was conducted to 150 employees from population 241 employee who was selected in simple random way.Analysis and interpretation of data indicate that (1 learning culture has a positive direct effect in self engagement, (2 empowerment has a positive direct effect in self engagement, (3 cyber skill competence has a positive direct effect in self engagement, (4 learning culture has a positive direct effect in cyber skill competence, (5 empowerment has a positive direct effect in cyber skill competence, and (6 learning culture has a positive direct effect in empowerment
The Relation of College Student Self-Efficacy toward Writing and Writing Self-Regulation Aptitude: Writing Feedback Perceptions as a Mediating Variable

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Ekholm, Eric; Zumbrunn, Sharon; Conklin, Sarah

2015-01-01

Despite the powerful effect feedback often has on student writing success more research is needed on how students emotionally react to the feedback they receive. This study tested the predictive and mediational roles of college student writing self-efficacy beliefs and feedback perceptions on writing self-regulation aptitude. Results suggested…
Religion, Self-Regulation, and Self-Control: Associations, Explanations, and Implications

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

2009-01-01

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

Put on a happy face! Inhibitory control and socioemotional knowledge predict emotion regulation in 5- to 7-year-olds.

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Hudson, Amanda; Jacques, Sophie

2014-07-01

Children's developing capacity to regulate emotions may depend on individual characteristics and other abilities, including age, sex, inhibitory control, theory of mind, and emotion and display rule knowledge. In the current study, we examined the relations between these variables and children's (N=107) regulation of emotion in a disappointing gift paradigm as well as their relations with the amount of effort to control emotion children exhibited after receiving the disappointing gift. Regression analyses were also conducted to identify unique predictors. Children's understanding of others' emotions and emotion display rules, as well as their inhibitory control skills, emerged as significant correlates of emotion regulation and predicted children's responses to the disappointing gift even after controlling for other relevant variables. Age and inhibitory control significantly predicted the amount of overt effort that went into regulating emotions, as did emotion knowledge (albeit only marginally). Together, findings suggest that effectively regulating emotions requires (a) knowledge of context-appropriate emotions along with (b) inhibitory skills to implement that knowledge. Copyright © 2014 Elsevier Inc. All rights reserved.
Brief report: Poor self-regulation as a predictor of individual differences in adaptive functioning in young children with autism spectrum disorder.

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Uljarević, Mirko; Hedley, Darren; Nevill, Rose; Evans, David W; Cai, Ru Ying; Butter, Eric; Mulick, James A

2018-04-06

The present study examined the link between poor self-regulation (measured by the child behavior checklist dysregulated profile [DP]) and core autism symptoms, as well as with developmental level, in a sample of 107 children with autism spectrum disorder (ASD) aged 19-46 months. We further examined the utility of DP in predicting individual differences in adaptive functioning, relative to the influence of ASD severity, chronological age (CA), and developmental level. Poor self-regulation was unrelated to CA, developmental level, and severity of ADOS-2 restricted and repetitive behaviors, but was associated with lower ADOS-2 social affect severity. Hierarchical regression identified poor self-regulation as a unique independent predictor of adaptive behavior, with more severe dysregulation predicting poorer adaptive functioning. Results highlight the importance of early identification of deficits in self-regulation, and more specifically, of the utility of DP, when designing individually tailored treatments for young children with ASD. Autism Res 2018. © 2018 International Society for Autism Research, Wiley Periodicals, Inc. This study explored the relationship between poor self-regulation and age, verbal and non-verbal developmental level, severity of autism symptoms and adaptive functioning in 107 children with autism under 4 years of age. Poor self-regulation was unrelated to age, developmental level, and severity of restricted and repetitive behaviors but was associated with lower social affect severity. Importantly, more severe self-regulation deficits predicted poorer adaptive functioning. © 2018 International Society for Autism Research, Wiley Periodicals, Inc.
Self-Assessment of Video-Recorded Presentations: Does It Improve Skills?

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Ritchie, Sian M.

2016-01-01

The opportunity to give oral presentations is important because it helps develop skills that are necessary for many aspects of professional careers. Competencies for oral presentations include appropriate content, design and organization of the presentation, and delivery skills. Self-assessment has been shown to help students develop…
Self-Regulation and Problem Solving Ability in 7E-Learning Cycle Based Goal Orientation

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Mulyono; Noor, N. L.

2017-04-01

Goal orientation differences between mastery goals and performance goals can be a cause of high and low self-regulation and problem-solving abilities. To overcome these problems applied 7E-learning cycle in which students learn and develop ways to optimise the power of reason through the learning phase elicit, engage, explore, explain, elaborate, evaluate, and extend. This study aimed to test the effectiveness of learning by 7E-learning cycle and describe self-regulation and mathematics problem solving based on goal-orientation after the implementation 7E-learning cycle. This study used mix method design with research subject is graders XII sciences MA NU Nurul Ulum Jekulo Kudus which divided into goal orientation is mastery goal and performance goal. The independent variable of this research is learning model, while the dependent variable is problem solving and self-regulation. Then, collecting data using scale, interviews and tests. The data processed with the proportion of test, t-test, paired samples t-test, and Normality-gain. The results show problem-solving abilities of students through 7E-learning cycle the average of mathematical problem-solving capability class, self-regulation at 7E-learning cycle is better than the traditional model study. The problem-solving skills at 7E-learning cycle are better than the traditional model study, there is an increase in self-regulation through 7E-learning cycle of 0.4 (medium), and there is an increased problem-solving ability through 7E-learning cycle by 0.79 (high). Based on the qualitative analysis, self-regulation and problem-solving ability after the implementation of 7E-learning cycle students of a mastery goal group are better than the performance goal team. It is suggested to implement 7E-learning cycle to improve self-regulation and problem-solving ability as well as directing and fostering mastery goal on the student in the learning process.
Student Self-Assessment of Professional Communication Skills at the Illinois College of Optometry.

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Gross, Sanford M.; Zoltoski, Rebecca K.; Cornick, Michelle L.; Wong, Kenneth K. W.

2000-01-01

A self-evaluation of communication skills was administered to approximately 500 optometry students before, during, and after a curriculum intervention to enhance these skills. Findings indicated that the intervention had a modest impact that was differential over the skill categories (interpersonal skills, patient care, interdisciplinary skills,…
The Influence of Guided Error-Based Learning on Motor Skills Self-Efficacy and Achievement.

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Chien, Kuei-Pin; Chen, Sufen

2018-01-01

The authors investigated the role of errors in motor skills teaching, specifically the influence of errors on skills self-efficacy and achievement. The participants were 75 undergraduate students enrolled in pétanque courses. The experimental group (guided error-based learning, n = 37) received a 6-week period of instruction based on the students' errors, whereas the control group (correct motion instruction, n = 38) received a 6-week period of instruction emphasizing correct motor skills. The experimental group had significantly higher scores in motor skills self-efficacy and outcomes than did the control group. Novices' errors reflect their schema in motor skills learning, which provides a basis for instructors to implement student-centered instruction and to facilitate the learning process. Guided error-based learning can effectively enhance beginners' skills self-efficacy and achievement in precision sports such as pétanque.
A measurable impact of a self-practice/self-reflection programme on the therapeutic skills of experienced cognitive-behavioural therapists.

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Davis, Melanie L; Thwaites, Richard; Freeston, Mark H; Bennett-Levy, James

2015-01-01

The need for effective training methods for enhancing cognitive-behavioural therapist competency is not only relevant to new therapists but also to experienced therapists looking to retain and further enhance their skills. Self-practice/self-reflection (SP/SR) is a self-experiential cognitive-behavioural therapy (CBT) training programme, which combines the experience of practicing CBT methods on oneself with structured reflection on the implications of the experience for clinical practice. In order to build on previous qualitative studies of SP/SR, which have mainly focused on trainee CBT therapists, the aim of the current study was to quantify the impact of SP/SR on the therapeutic skills of an experienced cohort of CBT therapists. Fourteen CBT therapists were recruited to participate in an SP/SR programme specifically adapted for experienced therapists. In the context of a quasi-experimental design including multiple baselines within a single-case methodology, therapists provided self-ratings of technical cognitive therapy skill and interpersonal empathic skill at four critical time points: baseline, pre-SP/SR and post-SP/SR and follow-up. Analysis of programme completers (n = 7) indicated that SP/SR enhances both technical skill and interpersonal therapeutic skill. Further intention-to-treat group (n = 14) analyses including both those who left the programme early (n = 3) and those who partially completed the programme (n = 4) added to the robustness of findings with respect to technical cognitive therapy skills but not interpersonal empathic skills. It was concluded that SP/SR, as a training and development programme, could offer an avenue to further therapeutic skill enhancement in already experienced CBT therapists. Copyright © 2014 John Wiley & Sons, Ltd.
Potential predictability and forecast skill in ensemble climate forecast: a skill-persistence rule

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Jin, Yishuai; Rong, Xinyao; Liu, Zhengyu

2017-12-01

This study investigates the factors relationship between the forecast skills for the real world (actual skill) and perfect model (perfect skill) in ensemble climate model forecast with a series of fully coupled general circulation model forecast experiments. It is found that the actual skill for sea surface temperature (SST) in seasonal forecast is substantially higher than the perfect skill on a large part of the tropical oceans, especially the tropical Indian Ocean and the central-eastern Pacific Ocean. The higher actual skill is found to be related to the higher observational SST persistence, suggesting a skill-persistence rule: a higher SST persistence in the real world than in the model could overwhelm the model bias to produce a higher forecast skill for the real world than for the perfect model. The relation between forecast skill and persistence is further proved using a first-order autoregressive model (AR1) analytically for theoretical solutions and numerically for analogue experiments. The AR1 model study shows that the skill-persistence rule is strictly valid in the case of infinite ensemble size, but could be distorted by sampling errors and non-AR1 processes. This study suggests that the so called "perfect skill" is model dependent and cannot serve as an accurate estimate of the true upper limit of real world prediction skill, unless the model can capture at least the persistence property of the observation.
ADHD and SCT Symptomatology in Relation to College Students' Use of Self-Regulated Learning Strategies.

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Shelton, Christopher R; Addison, William E; Hartung, Cynthia M

2017-02-01

The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated Strategies for Learning Questionnaire (MSLQ). Among college students, inattention symptomatology was consistently predictive of deficits in use of value, expectancy, and self-regulation strategies, while SCT symptomatology was only predictive of deficits in the use of self-regulation strategies. This study is the first to examine the relation between SCT symptomatology and SRL strategy use in college students. The findings revealed that SRL strategy use differs between college students exhibiting ADHD or SCT symptomatology. Remediation focusing on these deficits would likely increase academic achievement. Clinical implications, limitations, and suggestions for future research are discussed.
A balance of activity in brain control and reward systems predicts self-regulatory outcomes.

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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.
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.
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.
Hypo-egoic self-regulation: exercising self-control by diminishing the influence of the self.

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Leary, Mark R; Adams, Claire E; Tate, Eleanor B

2006-12-01

Theory and research dealing with self-regulation have focused primarily on instances of self-regulation that involve high levels of self-reflection and effortful self-control. However, intentionally trying to control one's behavior sometimes reduces the likelihood of achieving one's goals. This article examines the process of hypo-egoic self-regulation in which people relinquish deliberate, conscious control over their own behavior so that they will respond more naturally, spontaneously, or automatically. An examination of spontaneously occurring hypo-egoic states (such as flow, deindividuation, and transcendence) suggests that hypo-egoic states are characterized by lowered self-awareness and/or an increase in concrete and present-focused self-thoughts. In light of this, people may intentionally foster hypo-egoism via two pathways-(a) taking steps to reduce the proportion of time that they are self-aware (such as repeating a behavior until it is automatic or practicing meditation) or (b) increasing the concreteness of their self-thoughts (such as inducing a concrete mindset or practicing mindfulness). In this way, people may deliberately choose to regulate hypo-egoically when effortful control might be detrimental to their performance.
Development of the Metacognitive Skills of Prediction and Evaluation in Children With or Without Math Disability

Science.gov (United States)

Garrett, Adia J.; Mazzocco, Michèle M. M.; Baker, Linda

2009-01-01

Metacognition refers to knowledge about one’s own cognition. The present study was designed to assess metacognitive skills that either precede or follow task engagement, rather than the processes that occur during a task. Specifically, we examined prediction and evaluation skills among children with (n = 17) or without (n = 179) mathematics learning disability (MLD), from grades 2 to 4. Children were asked to predict which of several math problems they could solve correctly; later, they were asked to solve those problems. They were asked to evaluate whether their solution to each of another set of problems was correct. Children’s ability to evaluate their answers to math problems improved from grade 2 to grade 3, whereas there was no change over time in the children’s ability to predict which problems they could solve correctly. Children with MLD were less accurate than children without MLD in evaluating both their correct and incorrect solutions, and they were less accurate at predicting which problems they could solve correctly. However, children with MLD were as accurate as their peers in correctly predicting that they could not solve specific math problems. The findings have implications for the usefulness of children’s self-review during mathematics problem solving. PMID:20084181
Self-Regulation and Economic Stress in Children of Hispanic Immigrants and Their Peers: Better Regulation at a Cost?

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McFadyen-Ketchum, Lisa Schlueter; Hurwich-Reiss, Eliana; Stiles, Allison A.; Mendoza, Marina M.; Badanes, Lisa S.; Dmitrieva, Julia; Watamura, Sarah Enos

2016-01-01

Research Findings: Although there is a well-established relationship between economic stress and children's self-regulation, few studies have examined this relationship in children of Hispanic immigrants (COHIs), a rapidly growing population. In a sample of preschool children (N = 165), we examined whether economic stress predicted teacher…
Music Educators' Self-Perceptions of Interpersonal Skills: An Exploratory Study

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Howard, Sandra A.; Seaver, Karen J.

2013-01-01

The purpose of this exploratory study was to measure music educators' ("N" = 9) self-perceptions of their use of interpersonal skills. Participants rated themselves on 32 statements included on the "My Use of Interpersonal Skills Inventory" in pre- and posttest formats. Participants participated in a 4-week period of weekly…
Influence of Self-Regulation on the Development of Children's Number Sense

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Ivrendi, Asiye

2011-01-01

The present study examined predictive power of behavioral self-regulation, family and child characteristics on children's number sense. The participants consisted of 101 kindergarten children. A subsample of 30 children was randomly chosen for the reliability procedures of Assessing Number Sense and Head, Toes, Knees and Shoulders instruments.…
Consequences of Increased Self-Regulated Learning Opportunities on Student Teachers' Motivation and Use of Metacognitive Skills

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Vrieling, Emmy; Bastiaens, Theo; Stijnen, Sjef

2012-01-01

This intervention study focused on the relationships between primary student teachers' self-regulated learning (SRL) opportunities, their motivation for learning and their use of metacognitive learning strategies. The participants were 3 teacher educators and 136 first-year student teachers. During one semester, teacher educators and student…
Distinct brain systems mediate the effects of nociceptive input and self-regulation on pain.

Directory of Open Access Journals (Sweden)

Choong-Wan Woo

2015-01-01

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

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Salavera, Carlos; Usán, Pablo; Jarie, Laurane

2017-10-01

Self-efficacy affects our students' academic results, which may be related to people's social skills and emotional intelligence. This study included 1402 (50.71% males) Secondary Education Spanish students (12-17 years), and analysed the relation of self-efficacy with emotional intelligence and social skills. It showed how these constructs were related, and how the self-efficacy perceived by students varied according to their social skills and emotional intelligence. Gender did not influence self-efficacy, social skills and emotional intelligence. These variables showed similar correlation indices in females and males. Self-efficacy was related with social skills and emotional intelligence in Secondary Education students, but this relation was not gender-sensitive. More studies and research are needed to study and describe these variables according to gender from other perspectives. One proposal is to investigate the association between gender identity and self-efficacy and social skills and emotional intelligence to better understand how these constructs participate in adolescent development. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Skill forecasting from different wind power ensemble prediction methods

International Nuclear Information System (INIS)

Pinson, Pierre; Nielsen, Henrik A; Madsen, Henrik; Kariniotakis, George

2007-01-01

This paper presents an investigation on alternative approaches to the providing of uncertainty estimates associated to point predictions of wind generation. Focus is given to skill forecasts in the form of prediction risk indices, aiming at giving a comprehensive signal on the expected level of forecast uncertainty. Ensemble predictions of wind generation are used as input. A proposal for the definition of prediction risk indices is given. Such skill forecasts are based on the dispersion of ensemble members for a single prediction horizon, or over a set of successive look-ahead times. It is shown on the test case of a Danish offshore wind farm how prediction risk indices may be related to several levels of forecast uncertainty (and energy imbalances). Wind power ensemble predictions are derived from the transformation of ECMWF and NCEP ensembles of meteorological variables to power, as well as by a lagged average approach alternative. The ability of risk indices calculated from the various types of ensembles forecasts to resolve among situations with different levels of uncertainty is discussed
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
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
Regulation of Cognitive Processes through Perceived Self-Efficacy.

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Bandura, Albert

1989-01-01

Addresses issues concerning the extension of self-efficacy theory to memory functioning. Issues include perceived memory capabilities, memory self-appraisal, personal control over memory functioning, preservation of a favorable sense of memory self-efficacy, and strategies for generalizing the impact of training in memory skills. (RJC)
Executive function and self-regulated exergaming adherence

Directory of Open Access Journals (Sweden)

Cay eAnderson-Hanley

2014-12-01

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

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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.
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.
Cause or consequence? Investigating attention bias and self-regulation skills in children at risk for obesity.

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Mehl, Nora; Bergmann, Sarah; Klein, Annette M; Daum, Moritz; von Klitzing, Kai; Horstmann, Annette

2017-03-01

Impaired self-regulation, especially in food-specific situations, has been linked to childhood obesity. These deficits may be acquired during the development of obesity rather than being a prerequisite thereof. The current study, hence, focused on an at-risk population versus controls. Normal-weight children of obese and normal-weight parents were tested regarding attentional flexibility, emotion regulation, and inhibitory control. A sample of 50 preschoolers of obese parents (n=25) or normal-weight parents (n=25) participated in this study. Through eye-tracking, attentional bias for food cues was measured during a visual probe task using food and toy images. Emotion regulation was assessed during a distress-evoking task, and inhibitory control was examined through a delay-of-gratification task. Both tasks are standardized and were conducted in non-food contexts. Results showed no significant group differences in overall attentional bias to food images over toy images. However, children of normal-weight parents showed a preference for toy images. Regarding emotion regulation, children in the risk group expressed significantly less overall emotional distress. In addition, less gaze aversion and bodily sadness could be observed in this group. No differences were found for inhibitory control. Findings suggest that general deficits in self-regulation are not yet present in normal-weight children at risk for obesity. Instead, they might develop as a by-product of unhealthy weight gain. Results indicate, however, that children of obese parents are less emotionally expressive compared with children of normal-weight parents. Furthermore, children of normal-weight parents appeared to be more interested in toy images than in food images. Copyright © 2016 Elsevier Inc. All rights reserved.
Self vs expert assessment of technical and non-technical skills in high fidelity simulation.

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Arora, Sonal; Miskovic, Danilo; Hull, Louise; Moorthy, Krishna; Aggarwal, Rajesh; Johannsson, Helgi; Gautama, Sanjay; Kneebone, Roger; Sevdalis, Nick

2011-10-01

Accurate assessment is imperative for learning, feedback and progression. The aim of this study was to examine whether surgeons can accurately self-assess their technical and nontechnical skills compared with expert faculty members' assessments. Twenty-five surgeons performed a laparoscopic cholecystectomy (LC) in a simulated operating room. Technical and nontechnical performance was assessed by participants and faculty members using the validated Objective Structured Assessment of Technical Skills (OSATS) and the Non-Technical Skills for Surgeons scale (NOTSS). Assessment of technical performance correlated between self and faculty members' ratings for experienced (median score, 30.0 vs 31.0; ρ = .831; P = .001) and inexperienced (median score, 22.0 vs 28.0; ρ = .761; P = .003) surgeons. Assessment of nontechnical skills between self and faculty members did not correlate for experienced surgeons (median score, 8.0 vs 10.5; ρ = -.375; P = .229) or their more inexperienced counterparts (median score, 9.0 vs 7.0; ρ = -.018; P = .953). Surgeons can accurately self-assess their technical skills in virtual reality LC. Conversely, formal assessment with faculty members' input is required for nontechnical skills, for which surgeons lack insight into their behaviours. Copyright © 2011 Elsevier Inc. All rights reserved.
Using Self-Monitoring of Performance with Self-Graphing to Increase Academic Productivity in Math

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Wells, Jenny C.; Sheehey, Patricia H.; Sheehey, Michael

2017-01-01

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency.…
Motivational Interviewing Skills are Positively Associated with Nutritionist Self-Efficacy

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Marley, Scott C.; Carbonneau, Kira; Lockner, Donna; Kibbe, Debra; Trowbridge, Frederick

2011-01-01

Objective: To examine the relationships between physical and social self-concepts, motivational interviewing (MI), and nutrition assessment skills with dimensions of counseling self-efficacy. Design: Cross-sectional survey. Setting: Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) clinics. Participants: Sixty-five WIC…
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
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.
Fundamental movement skills and self-concept of children who are overweight.

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Poulsen, Anne A; Desha, Laura; Ziviani, Jenny; Griffiths, Lisa; Heaslop, Annabel; Khan, Asad; Leong, Gary M

2011-06-01

Differences in fundamental movement skills and self-perceptions of physical ability and physical appearance of overweight and non-overweight children were investigated. Overweight (n = 89, mean age = 8.75 ± 1.4 years, BMI z-score = 2.22, SD = 0.46, 46% male) and non-overweight (n = 27, mean age = 8.25 ± 1.5 years, BMI z-score = 0.03, SD = 0.73, 62.1% male) participants enrolled in the KOALA (Kinder Overweight Activity Lifestyle Actions) project were included. The overall objective of the KOALA project was to determine in a randomized controlled trial the effect of a Triple P (Positive Parenting Program), and a family 'Eat Well Be Active' Scouts Camp program on BMI in overweight children. Baseline between-group differences on measures of fundamental movement skills and self-concept perceptions were analyzed using independent samples t-tests. Relationships between BMI and these variables were investigated with multiple linear regression. Overweight children had lower scores on Bruninks-Oseretsky Test of Motor Performance-2 subtests (Bilateral Coordination, Upper Limb Coordination, Strength, Balance, and Running Speed and Agility), and Physical abilities self-concept than non-overweight children. Children who were overweight had significant fundamental movement skill difficulties, as well as having poorer Physical abilities self-concept perceptions compared to non-overweight children. The association between increasing BMI and poor performance of gross motor tasks has potential implications for physical activity participation. Future research is needed to determine if fundamental movement skill difficulties and low physical ability self-concept are predisposing factors for children who are overweight or associated outcomes.
Association of Transition Readiness to Intentional Self-Regulation and Hopeful Future Expectations in Youth With Illness.

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Hart, Laura C; Pollock, McLean; Hill, Sherika; Maslow, Gary

Little is known about how transition readiness relates to other developmental skills of adolescence in youth with chronic illness. Better understanding of how transition readiness relates to these other developmental skills could lead to a broader array of tools to improve transition readiness. Intentional self-regulation (ISR) and hopeful future expectations (HFE) are 2 developmental skills of adolescence that improve with participation in developmental programming and thus are modifiable. We explored associations between transition readiness, as measured by the Transition Readiness Assessment Questionnaire 29 (TRAQ-29) and ISR and HFE in youth with chronic illness recruited from a variety of subspecialty clinics from a major southeast medical center. A total of 71 adolescents with chronic illness were included in the analysis. The TRAQ-29 Self-Advocacy domain showed positive associations to both ISR (P = .03) and HFE (P = .009). In addition, the TRAQ-29 overall had positive associations to HFE (P = .04). The significant associations between TRAQ-29 Self-Advocacy domain scores and ISR and HFE suggest that transition readiness is developing within the context of other developmental areas in adolescence. More work is needed to see if the programming that improves these other developmental skills might also improve transition readiness. Copyright © 2016 Academic Pediatric Association. Published by Elsevier Inc. All rights reserved.
Resolving cognitive dissonance by acquisition of self-organizational skills may decrease drug-resistant seizures - A case report.

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Michaelis, Rosa; Andrews, Donna J; Reiter, Joel M; von Schoen-Angerer, Tido

2014-01-01

A recent review of psychobehavioral therapy for epilepsy recommends case reports as a research design to explore specific psychological mediators of psychobehavioral interventions for epilepsy that address the bidirectional relationship between psychological states and seizures. The report was prepared according to the consensus-based CARE guidelines for standardized clinical case reporting. This is a case of a 16-year-old male individual with a diagnosed seizure disorder and learning disability who continued to have daytime and nighttime seizures on a regular basis despite exhausting of available conventional treatment options. A psychological assessment led to the working hypothesis that cognitive dissonance between fear of failure and high expectations of self had led to a "broken" self-image and active avoidance of responsibility that resulted in intense emotional distress which correlated with the occurrence of seizures. This working hypothesis resulted in a treatment plan that employed the acquisition of self-organizational skills and relaxation techniques as the main therapeutic strategy. Motivational strategies were employed to facilitate the regulation of lifestyle-related seizure precipitants. In this case, the acquisition of self-organizational skills and the development of seizure interruption techniques correlated with a clinically significant decrease of seizures. Methodological limitations of the interpretation of the presented data are discussed.
Predicting athletic success motivation using mental skin and emotional intelligence and its components in male athletes.

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Kajbafnezhad, H; Ahadi, H; Heidarie, A; Askari, P; Enayati, M

2012-10-01

The aim of this study was to predict athletic success motivation by mental skills, emotional intelligence and its components. The research sample consisted of 153 male athletes who were selected through random multistage sampling. The subjects completed the Mental Skills Questionnaire, Bar-On Emotional Intelligence questionnaire and the perception of sport success questionnaire. Data were analyzed using Pearson correlation coefficient and multiple regressions. Regression analysis shows that between the two variables of mental skill and emotional intelligence, mental skill is the best predictor for athletic success motivation and has a better ability to predict the success rate of the participants. Regression analysis results showed that among all the components of emotional intelligence, self-respect had a significantly higher ability to predict athletic success motivation. The use of psychological skills and emotional intelligence as an mediating and regulating factor and organizer cause leads to improved performance and can not only can to help athletes in making suitable and effective decisions for reaching a desired goal.
Low trait self-control predicts self-handicapping.

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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.
Self-regulation of unattainable goals in suicide attempters: the relationship between goal disengagement, goal reengagement and suicidal ideation.

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O'Connor, Rory C

2009-02-01

There is growing interest in models of adaptive self-regulation. Recent research suggests that goal disengagement and goal reengagement (i.e., goal adjustment) are implicated in the self-regulation of emotion. This study extends the self-regulation research to investigate the utility of goal adjustment in understanding suicidal risk. To this end, two hundred adults hospitalised following a suicidal episode completed a range of clinical and psychological measures in hospital and were followed up approximately 2.5 months after discharge (Time 2). Hierarchical regression analyses showed that goal reengagement predicted suicidal ideation at Time 2. In addition, the lack of goal reengagement was especially pernicious when reported concomitantly with high disengagement. These predictive effects were independent of baseline mood, attempt status and suicidal intent. The theoretical and clinical implications are discussed.
A Comparison of Autonomous Regulation and Negative Self-Evaluative Emotions as Predictors of Smoking Behavior Change among College Students

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Lee, Hyoung S.; Catley, Delwyn; Harris, Kari Jo

2011-01-01

This study compared autonomous self-regulation and negative self-evaluative emotions as predictors of smoking behavior change in college student smokers (N=303) in a smoking cessation intervention study. Although the two constructs were moderately correlated, latent growth curve modeling revealed that only autonomous regulation, but not negative self-evaluative emotions, was negatively related to the number of days smoked. Results suggest that the two variables tap different aspects of motivation to change smoking behaviors, and that autonomous regulation predicts smoking behavior change better than negative self-evaluative emotions. PMID:21911436

A comparison of autonomous regulation and negative self-evaluative emotions as predictors of smoking behavior change among college students.

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Lee, Hyoung S; Catley, Delwyn; Harris, Kari Jo

2012-05-01

This study compared autonomous self-regulation and negative self-evaluative emotions as predictors of smoking behavior change in college student smokers (N = 303) in a smoking cessation intervention study. Although the two constructs were moderately correlated, latent growth curve modeling revealed that only autonomous regulation, but not negative self-evaluative emotions, was negatively related to the number of days smoked. Results suggest that the two variables tap different aspects of motivation to change smoking behaviors, and that autonomous regulation predicts smoking behavior change better than negative self-evaluative emotions.
The Importance of Affects, Self-Regulation and Relationships in the Writing of a Master's Thesis

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Wagener, Bastien

2018-01-01

While the number of postgraduate students is increasing, the writing of a master's dissertation still poses numerous challenges to them. The outcome of this work depends just as much on technical and methodological skills as on affects, self-regulation, and the relationship to the supervisor. In order to test a comprehensive model including all…
Ambulatory Care Skills: Do Residents Feel Prepared?

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Denise Bonds

2002-10-01

Full Text Available Objective: To determine resident comfort and skill in performing ambulatory care skills. Methods: Descriptive survey of common ambulatory care skills administered to internal medicine faculty and residents at one academic medical center. Respondents were asked to rate their ability to perform 12 physical exam skills and 6 procedures, and their comfort in performing 7 types of counseling, and obtaining 6 types of patient history (4 point Likert scale for each. Self-rated ability or comfort was compared by gender, status (year of residency, faculty, and future predicted frequency of use of the skill. Results: Residents reported high ability levels for physical exam skills common to both the ambulatory and hospital setting. Fewer felt able to perform musculoskeletal, neurologic or eye exams easily alone. Procedures generally received low ability ratings. Similarly, residents comfort in performing common outpatient counseling was also low. More residents reported feeling very comfortable in obtaining history from patients. We found little variation by gender, year of training, or predicted frequency of use. Conclusion: Self-reported ability and comfort for many common ambulatory care skills is low. Further evaluation of this finding in other training programs is warranted.
Using Self-Reflection To Increase Science Process Skills in the General Chemistry Laboratory

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Veal, William R.; Taylor, Dawne; Rogers, Amy L.

2009-03-01

Self-reflection is a tool of instruction that has been used in the science classroom. Research has shown great promise in using video as a learning tool in the classroom. However, the integration of self-reflective practice using video in the general chemistry laboratory to help students develop process skills has not been done. Immediate video feedback and direct instruction were employed in a general chemistry laboratory course to improve students' mastery and understanding of basic and advanced process skills. Qualitative results and statistical analysis of quantitative data proved that self-reflection significantly helped students develop basic and advanced process skills, yet did not seem to influence the general understanding of the science content.
Supporting Third Year Medical Students' Skill Acquisition and Self-Efficacy with Coping Models and Process Feedback during Laparoscopic Knot Tying Simulation.

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Dempsey, Michael S; Kauffman, Douglas F

2017-01-01

Background: During the third year general surgery clerkship, medical students are required to develop laparoscopic knot-tying skills. Knot-tying skills studies often rely on objective variables (e.g., time, materials used, number of iterations) that lend themselves to correlational analysis of pre- and post-intervention skill level. This study differs by examining how instructional interventions-role modeling and feedback-affect medical students' skill acquisition and self-efficacy during a laparoscopic surgical simulation training session. Methods: Seventy-eight surgical clerkship students were assigned randomly to one cell of a 2X2 factorial design. Participants observed one of two types of role modeling (expert vs. coping) and received either process-oriented or outcome-oriented feedback during a 30-min laparoscopic training session. Participants also completed several surveys that assessed their interest in surgery and their self-efficacy for laparoscopic knot tying. Results: Coping model groups tended to perform better on the knot tying task, though this was less the case in the presence of outcome feedback. Expert model groups slightly outperformed the coping model group on the peg transfer task, but in the presence of outcome feedback they reported the lowest satisfaction with their performance and the lowest self-efficacy for the knot tying task. The coping model combined with process feedback had a positive influence on students' efficiency in learning the task, on their satisfaction with their performance, and on their self-efficacy for laparoscopic knot typing. Conclusions: Results are discussed relative to self-regulated learning theory.
Fundamental movement skills proficiency in children with developmental coordination disorder: does physical self-concept matter?

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Yu, Jie; Sit, Cindy H P; Capio, Catherine M; Burnett, Angus; Ha, Amy S C; Huang, Wendy Y J

2016-01-01

The purpose of this study was to (1) examine differences in fundamental movement skills (FMS) proficiency, physical self-concept, and physical activity in children with and without developmental coordination disorder (DCD), and (2) determine the association of FMS proficiency with physical self-concept while considering key confounding factors. Participants included 43 children with DCD and 87 age-matched typically developing (TD) children. FMS proficiency was assessed using the Test of Gross Motor Development - second edition. Physical self-concept and physical activity were assessed using self-report questionnaires. A two-way (group by gender) ANCOVA was used to determine whether between-group differences existed in FMS proficiency, physical self-concept, and physical activity after controlling for age and BMI. Partial correlations and hierarchical multiple regression models were used to examine the relationship between FMS proficiency and physical self-concept. Compared with their TD peers, children with DCD displayed less proficiency in various components of FMS and viewed themselves as being less competent in physical coordination, sporting ability, and physical health. Physical coordination was a significant predictor of ability in object control skills. DCD status and gender were significant predictors of FMS proficiency. Future FMS interventions should target children with DCD and girls, and should emphasize improving object control skills proficiency and physical coordination. Children with DCD tend to have not only lower FMS proficiency than age-matched typically developing children but also lower physical self-concept. Self-perceptions of physical coordination by children with DCD are likely to be valuable contributors to development of object control skills. This may then help to develop their confidence in performing motor skills. Children with DCD need supportive programs that facilitate the development of object control skills. Efficacy of training
Comprehension of texts in Digital Format versus Printed Texts and Self-Regulated Learning in University Students

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Paula Gabriela Flores-Carrasco

2016-12-01

Full Text Available This article aims (1 to describe the levels of self-regulation and reading comprehension of scientific expository texts; (2 to establish the relationship between self-regulation and reading comprehension; and (3 to compare the performance in comprehension when the printed media (paper or digital media (computer is used. A quasi-experimental, quantitative, descriptive and correlative design was implemented. The sample was composed of 55 university students from four careers of Education; they were in 1st and 3rd year of study at a regional university of the Council of Rectors of Chilean Universities. Three measuring instruments were used: a questionnaire of self-regulated learning and two comprehension tests based on the understanding of Parodi’s (2005 assessment model. The implementation was made in two consecutive moments; first, the self-questionnaire; then, the tests for reading comprehension in both media. With the data obtained, statistical tests of variance, one-way ANOVA, Pearson’s correlation, and means comparison with Bruner and Munzel and U-Mann Whitney’s tests were calculated. In conclusion, and different from the initial statement, it was obtained that university students have an adequate level of self-regulation and low reading comprehension in both data, even the scores are relatively lower in digital data. In both data the output is inverse to the complexity of the questions. Between 1st and 3rd year, there is no increase either in the self-regulation or in reading comprehension; but, exceptionally, the career of Primary General Education specialist on Language and History did. There is a strong relationship between reading comprehension in printed media and self-regulation (ARATEX. The support does not affect reading comprehension, but individual reading skills of the subjects do. A competent reader will have similar performance in both reading supports.
Prefrontal recruitment during social rejection predicts greater subsequent self-regulatory imbalance and impairment: neural and longitudinal evidence.

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Chester, David S; DeWall, C Nathan

2014-11-01

Social rejection impairs self-regulation, yet the neural mechanisms underlying this relationship remain unknown. The right ventrolateral prefrontal cortex (rVLPFC) facilitates self-regulation and plays a robust role in regulating the distress of social rejection. However, recruiting this region's inhibitory function during social rejection may come at a self-regulatory cost. As supported by prominent theories of self-regulation, we hypothesized that greater rVLPFC recruitment during rejection would predict a subsequent self-regulatory imbalance that favored reflexive impulses (i.e., cravings), which would then impair self-regulation. Supporting our hypotheses, rVLPFC activation during social rejection was associated with greater subsequent nucleus accumbens (NAcc) activation and lesser functional connectivity between the NAcc and rVLPFC to appetitive cues. Over seven days, the effect of daily felt rejection on daily self-regulatory impairment was exacerbated among participants who showed a stronger rVLPFC response to social rejection. This interactive effect was mirrored in the effect of daily felt rejection on heightened daily alcohol cravings. Our findings suggest that social rejection likely impairs self-regulation by recruiting the rVLPFC, which then tips the regulatory balance towards reward-based impulses. Copyright © 2014 Elsevier Inc. All rights reserved.
Dental students' self-perceived communication skills for patient motivation.

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Rindlisbacher, F; Davis, J M; Ramseier, C A

2017-08-01

The aim of this study was to evaluate dental students' self-perceived communication skills for patient motivation over the course of their training. Pre-clinical and clinical dental students at the University of Bern School of Dental Medicine were surveyed annually from 2008 to 2011 utilising a written questionnaire. Self-reported data were pooled from all classes per time-point in the curriculum. A total of 157 students were surveyed from five classes with an overall response rate of 94.8%. A total of 393 questionnaires were available for analysis. The self-perceived skill-sets for general patient care and patient communication were rated at the end of the first clinical year with mean Visual Analog Scale values of 75.0 ± 1.6 and 75.1 ± 1.5, respectively. During the second clinical year, the self-perceived skills increased in both patient care (82.5 ± 1.2, P = 0.0004) and patient communication (81.4 ± 1.4, P = 0.0034). The students rated their competence higher when providing oral hygiene instructions as opposed to motivating patients to quit tobacco use, modify their diet or employ stress-reduction strategies (P motivating patients to utilise oral hygiene instructions, they also expressed the desire for more motivational training early in their curriculum. Therefore, these results may indicate the need to enhance communications training in patient motivation on all behavioural aspects early in the dental curriculum. © 2016 John Wiley & Sons A/S. Published by John Wiley & Sons Ltd.
77 FR 4714 - Self-Regulation of Class II Gaming

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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...
Effect of Meta-Cognitive Therapy on Self Assertiveness Skill in Patients with

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Mohammad Hossein Bahadori

2014-05-01

Full Text Available Background: Self assertiveness can be considered as hearth of interpersonal behavior and weakness in this area is one of the obvious characteristic in the patients with social phobia disorder. This study aimed to determine the effect of meta-cognitive therapy on the rate of self assertiveness skill in patients with social phobia disorder. Materials and Methods: This experimental study was conducted with pretest-posttest and follow-up design, using control group. From all social phobia disorder patients visited in psychology clinics in Shiraz, south western part of Iran in 2012, 22 patients were selected through the objective sampling method and randomly divided into two experimental (11 persons and control (11 persons groups. The instruments of this study were social phobia symptoms assessment questioner (SPSAQ and self assertiveness scale (SAS. The experimental group received 8 weeks of Wells’ meta-cognitive therapy sessions. Data were analyzed through covariance analysis method. Results: The results showed that the mean of the self assertiveness scores in post-test and follow up in the experimental group is significantly higher than that of the control group (p<0.05. The results of analysis of multivariate covariance showed that MCT had a significant effect on increscent of the self assertiveness skill scores of posttest (0.39 and follow up (0.38 in patients with social phobia disorder (p<0.001. Conclusion: This intervention is believed to improve self assertiveness skill in SPD patients by facilitating transmission from the object mode to the meta-cognitive mode and enhancing the efficient and flexible coping skills.
Differential Role of CBT Skills, DBT Skills and Psychological Flexibility in Predicting Depressive versus Anxiety Symptom Improvement

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Webb, Christian A.; Beard, Courtney; Kertz, Sarah J.; Hsu, Kean; Björgvinsson, Thröstur

2016-01-01

Objective Studies have reported associations between cognitive behavioral therapy (CBT) skill use and symptom improvement in depressed outpatient samples. However, little is known regarding the temporal relationship between different subsets of therapeutic skills and symptom change among relatively severely depressed patients receiving treatment in psychiatric hospital settings. Method Adult patients with major depression (N=173) receiving combined psychotherapeutic and pharmacological treatment at a psychiatric hospital completed repeated assessments of traditional CBT skills, DBT skills and psychological flexibility, as well as depressive and anxiety symptoms. Results Results indicated that only use of behavioral activation (BA) strategies significantly predicted depressive symptom improvement in this sample; whereas DBT skills and psychological flexibility predicted anxiety symptom change. In addition, a baseline symptom severity X BA strategies interaction emerged indicating that those patients with higher pretreatment depression severity exhibited the strongest association between use of BA strategies and depressive symptom improvement. Conclusions Findings suggest the importance of emphasizing the acquisition and regular use of BA strategies with severely depressed patients in short-term psychiatric settings. In contrast, an emphasis on the development of DBT skills and the cultivation of psychological flexibility may prove beneficial for the amelioration of anxiety symptoms. PMID:27057997
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…
The Role of Social Support and Coping Skills in Promoting Self-Regulated Learning among Urban Youth

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Perry, Justin C.; Fisher, Alexandra L.; Caemmerer, Jacqueline M.; Keith, Timothy Z.; Poklar, Ashley E.

2018-01-01

Self-regulation is a well-known construct in educational and psychological research, as it is often related to academic success and well-being. Drawing from criticisms of a lack of context applied to the investigation of this construct, the current study examined the multi-dimensional role of social support (teachers, parents, peers) and coping…
Exploring the motivation jungle: predicting performance on a novel task by investigating constructs from different motivation perspectives in tandem.

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Van Nuland, Hanneke J C; Dusseldorp, Elise; Martens, Rob L; Boekaerts, Monique

2010-08-01

Different theoretical viewpoints on motivation make it hard to decide which model has the best potential to provide valid predictions on classroom performance. This study was designed to explore motivation constructs derived from different motivation perspectives that predict performance on a novel task best. Motivation constructs from self-determination theory, self-regulation theory, and achievement goal theory were investigated in tandem. Performance was measured by systematicity (i.e. how systematically students worked on a problem-solving task) and test score (i.e. score on a multiple-choice test). Hierarchical regression analyses on data from 259 secondary school students showed a quadratic relation between a performance avoidance orientation and both performance outcomes, indicating that extreme high and low performance avoidance resulted in the lowest performance. Furthermore, two three-way interaction effects were found. Intrinsic motivation seemed to play a key role in test score and systematicity performance, provided that effort regulation and metacognitive skills were both high. Results indicate that intrinsic motivation in itself is not enough to attain a good performance. Instead, a moderate score on performance avoidance, together with the ability to remain motivated and effectively regulate and control task behavior, is needed to attain a good performance. High time management skills also contributed to higher test score and systematicity performance and a low performance approach orientation contributed to higher systematicity performance. We concluded that self-regulatory skills should be trained in order to have intrinsically motivated students perform well on novel tasks in the classroom.
College Student Narratives about Learning and Using Self-Advocacy Skills

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Daly-Cano, Meada; Vaccaro, Annemarie; Newman, Barbara

2015-01-01

Self-advocacy is the ability to communicate one's needs and wants and to make decisions about the supports needed to achieve them (Stodden, Conway, & Chang, 2003). Research shows self-advocacy skills are related to academic performance and successful adaptation to college (Adams & Proctor, 2010; Getzel & Thoma, 2008; Hadley, 2006;…
Teaching self-concept and self-esteem in a clinical communications course.

Science.gov (United States)

Medina, Melissa S

2006-10-15

Effective interpersonal communication skills are needed for pharmacists to deliver patient-centered care. To achieve this outcome with pharmacists, communication skills are emphasized in pharmacy school in required coursework, such as a clinical communication course. One important concept to include in communication coursework is content on perceptions because perceptions influence communication interactions. Specific emphasis should include a focus on self-perceptions and self-concept, because related empirical literature demonstrates that accurate academic self-concepts predict academic success. These results were extrapolated to a pharmacy clinical communications course where a lecture and laboratory series was designed to emphasize self-concept and facilitate communication skills improvement. The instructional design of this series promoted the advancement of students' communication skills by using communication inventories, self-reflection activities, peer and class discussion, and lecture content. Class discussions, self-reflections, and baseline, and follow-up counseling activities throughout the semester provided evidence of improvements.
Teaching Self-concept and Self-esteem in a Clinical Communications Course

Science.gov (United States)

2006-01-01

Effective interpersonal communication skills are needed for pharmacists to deliver patient-centered care. To achieve this outcome with pharmacists, communication skills are emphasized in pharmacy school in required coursework, such as a clinical communication course. One important concept to include in communication coursework is content on perceptions because perceptions influence communication interactions. Specific emphasis should include a focus on self-perceptions and self-concept, because related empirical literature demonstrates that accurate academic self-concepts predict academic success. These results were extrapolated to a pharmacy clinical communications course where a lecture and laboratory series was designed to emphasize self-concept and facilitate communication skills improvement. The instructional design of this series promoted the advancement of students’ communication skills by using communication inventories, self-reflection activities, peer and class discussion, and lecture content. Class discussions, self-reflections, and baseline, and follow-up counseling activities throughout the semester provided evidence of improvements. PMID:17149428
Self-regulating and self-evolving particle swarm optimizer

Science.gov (United States)

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

2015-01-01

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

Science.gov (United States)

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

2016-01-01

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

Self-Regulation of Weight After Sleeve Gastrectomy.

Science.gov (United States)

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

2018-03-01

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

Science.gov (United States)

Bandyopadhyay, Promode R; Hansen, Joshua C

2013-01-01

Functioning as sensors and propulsors, cilia are evolutionarily conserved organelles having a highly organized internal structure. How a paramecium's cilium produces off-propulsion-plane curvature during its return stroke for symmetry breaking and drag reduction is not known. We explain these cilium deformations by developing a torsional pendulum model of beat frequency dependence on viscosity and an olivo-cerebellar model of self-regulation of posture control. The phase dependence of cilia torsion is determined, and a bio-physical model of hardness control with predictive features is offered. Crossbridge links between the central microtubule pair harden the cilium during the power stroke; this stroke's end is a critical phase during which ATP molecules soften the crossbridge-microtubule attachment at the cilium inflection point where torsion is at its maximum. A precipitous reduction in hardness ensues, signaling the start of ATP hydrolysis that re-hardens the cilium. The cilium attractor basin could be used as reference for perturbation sensing.
Training in summarizing notes: Effects of teaching students a self-regulation study strategy in science learning

Science.gov (United States)

Nebres, Michelle

The last two decades of national data assessments reveal that there has been a sharp decline in nationwide standardized test scores. International assessment data show that in 2012 a very low amount of American students were performing at proficiency or above in science literacy. Research in science literacy education suggests that students benefit most when they are self-regulated (SR) learners. Unfortunately, SR poses a challenge for many students because students lack these skills. The effects of having learned few SR strategies at an early age may lead to long term learning difficulties--preventing students from achieving academic success in college and beyond. As a result, some researchers have begun to investigate how to best support students' SR skills. In order for studying to be successful, students need to know which SR study strategies to implement. This can be tricky for struggling students because they need study strategies that are well defined. This needs to be addressed through effective classroom instruction, and should be addressed prior to entering high school in order for students to be prepared for higher level learning. In this study, students underwent a treatment in which they were taught a SR study strategy called summarizing notes. A crossover repeated measures design was employed to understand the effectiveness of the treatment. Results indicated a weak, but positive correlation between how well students summarized notes and how well they performed on science tests. Self-regulation skills are needed because these are the types of skills young adults will use as they enter the workforce. As young adults began working in a professional setting, they will be expected to know how to observe and become proficient on their own. This study is pertinent to the educational field because it is an opportunity for students to increase SR, which affords students with the skills needed to be a lifelong learner.
More than Just Fun and Games: The Longitudinal Relationships between Strategic Video Games, Self-Reported Problem Solving Skills, and Academic Grades

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Adachi, Paul J. C.; Willoughby, Teena

2013-01-01

Some researchers have proposed that video games possess good learning principles and may promote problem solving skills. Empirical research regarding this relationship, however, is limited. The goal of the presented study was to examine whether strategic video game play (i.e., role playing and strategy games) predicted self-reported problem…
3x2 Classroom Goal Structures, Motivational Regulations, Self-Concept, and Affectivity in Secondary School.

Science.gov (United States)

Méndez-Giménez, Antonio; Cecchini-Estrada, José-Antonio; Fernández-Río, Javier; Prieto Saborit, José Antonio; Méndez-Alonso, David

2017-09-20

The main objective was to analyze relationships and predictive patterns between 3x2 classroom goal structures (CGS), and motivational regulations, dimensions of self-concept, and affectivity in the context of secondary education. A sample of 1,347 secondary school students (56.6% young men, 43.4% young women) from 10 different provinces of Spain agreed to participate (M age = 13.43, SD = 1.05). Hierarchical regression analyses indicated the self-approach CGS was the most adaptive within the spectrum of self-determination, followed by the task-approach CGS. The other-approach CGS had an ambivalent influence on motivation. Task-approach and self-approach CGS predicted academic self-concept (p approach CGS (negatively) predicted family self-concept (p approach and other-approach CGS's (p approach-oriented CGS's (p approach (positively) and self-approach (negatively) CGS (p < .001; p < .05, respectively; R 2 = .028). These results expand the 3x2 achievement goal framework to include environmental factors, and reiterate that teachers should focus on raising levels of self- and task-based goals for students in their classes.
Video Review in Self-Assessment of Pharmacy Students' Communication Skills

Science.gov (United States)

Volino, Lucio R.; Das, Rolee Pathak

2014-01-01

The objectives of this study were to develop a student self-assessment activity of a video-recorded counseling session and evaluate its impact on student self-perceptions of specific communication skills. This activity was incorporated into a core-communications course within the third professional year of a Doctor of Pharmacy curriculum. Student…
Surgical resident technical skill self-evaluation: increased precision with training progression.

Science.gov (United States)

Quick, Jacob A; Kudav, Vishal; Doty, Jennifer; Crane, Megan; Bukoski, Alex D; Bennett, Bethany J; Barnes, Stephen L

2017-10-01

Surgical resident ability to accurately evaluate one's own skill level is an important part of educational growth. We aimed to determine if differences exist between self and observer technical skill evaluation of surgical residents performing a single procedure. We prospectively enrolled 14 categorical general surgery residents (six post-graduate year [PGY] 1-2, three PGY 3, and five PGY 4-5). Over a 6-month period, following each laparoscopic cholecystectomy, residents and seven faculty each completed the Objective Structured Assessment of Technical Skills (OSATS). Spearman's coefficient was calculated for three groups: senior (PGY 4-5), PGY3, and junior (PGY 1-2). Rho (ρ) values greater than 0.8 were considered well correlated. Of the 125 paired assessments (resident-faculty each evaluating the same case), 58 were completed for senior residents, 54 for PGY3 residents, and 13 for junior residents. Using the mean from all OSATS categories, trainee self-evaluations correlated well to faculty (senior ρ 0.97, PGY3 ρ 0.9, junior ρ 0.9). When specific OSATS categories were analyzed, junior residents exhibited poor correlation in categories of respect for tissue (ρ -0.5), instrument handling (ρ 0.71), operative flow (ρ 0.41), use of assistants (ρ 0.05), procedural knowledge (ρ 0.32), and overall comfort with the procedure (ρ 0.73). PGY3 residents lacked correlation in two OSATS categories, operative flow (ρ 0.7) and procedural knowledge (ρ 0.2). Senior resident self-evaluations exhibited strong correlations to observers in all areas. Surgical residents improve technical skill self-awareness with progressive training. Less-experienced trainees have a tendency to over-or-underestimate technical skill. Copyright © 2017 Elsevier Inc. All rights reserved.
What Teachers Think about Self-Regulated Learning: Investigating Teacher Beliefs and Teacher Behavior of Enhancing Students’ Self-Regulation

Directory of Open Access Journals (Sweden)

Charlotte Dignath-van Ewijk

2012-01-01

Full Text Available In order to foster self-regulated learning (SRL, teachers should provide students with learning strategies, as well as with constructivist learning environments that allow them to self-regulate their learning. These two components complement each other. When investigating teachers’ promotion of SRL, not only teacher behavior, but also teachers’ beliefs as well as their knowledge about SRL are relevant aspects to consider. Therefore, this study seeks to examine teachers’ knowledge and beliefs on promoting SRL, as well as their predictive value on teachers’ promotion of SRL in the classroom. Forty-seven primary school teachers completed questionnaires on knowledge and beliefs towards both components of the promotion of SRL: strategy instruction and a constructivist learning environment. In addition, teachers had to answer open-ended questions on their understanding of SRL, as well as their implementation of SRL in their classroom. The results show that teachers are more positive towards constructivist than towards SRL (teacher beliefs, and most teachers mentioned characteristics of constructivist learning environments, while only few teachers addressed strategy instruction when being asked about their understanding of SRL (teacher knowledge. Moreover, teacher beliefs are the only predictor for teacher behavior. The results indicate how teacher education could support teachers to learn how to promote SRL effectively.
Tropical cyclone prediction skills - MJO and ENSO dependence in S2S data sets

Science.gov (United States)

Lee, C. Y.; Camargo, S.; Vitart, F.; Sobel, A. H.; Tippett, M.

2017-12-01

The El Niño-Southern Oscillation (ENSO) and the Madden-Julian Oscillation (MJO) are two important climate controls on tropical cyclone (TC) activity. The seasonal prediction skill of dynamical models is determined in large part by their accurate representations of the ENSO-TC relationship. Regarding intraseasonal TC variability, observations suggest MJO to be the primary control. Given the ongoing effort to develop dynamical seasonal-to-subseasonal (S2S) TC predictions, it is important to examine whether the global models, running on S2S timescales, are able to reproduce these known ENSO-TC and MJO-TC relationships, and how this ability affects forecasting skill. Results from the S2S project (from F. Vitart) suggest that global models have skill in predicting MJO phase with up to two weeks of lead time (four weeks for ECMWF). Meanwhile, our results show that, qualitatively speaking, the MJO-TC relationship in storm genesis is reasonably captured, with some models (e.g., ECMWF, BoM, NCEP, MetFr) performing better than the others. However, we also find that model skill in predicting basin-wide genesis and accumulated cyclone energy (ACE) are mainly due to the models' ability to capture the climatological seasonality. Removing the seasonality significantly reduces the models' skill; even the best model (ECMWF) in the most reliable basin (western north Pacific and Atlantic) has very little skill (close to 0.1 in Brier skill score for genesis and close to 0 in rank probability skill score for ACE). This brings up the question: do any factors contribute to intraseasonal TC prediction skill other than seasonality? Is the low skill, after removing the seasonality, due to poor MJO and ENSO simulations, or to poor representation of other ENSO-TC or MJO-TC relationships, such as ENSO's impact on the storm tracks? We will quantitatively discuss the dependence of the TC prediction skill on ENSO and MJO, focusing on Western North Pacific and Atlantic, where we have sufficient
Self-regulation therapy increases frontal gray matter in children with fetal alcohol spectrum disorder: evaluation by voxel-based morphometry

Directory of Open Access Journals (Sweden)

Debra W. Soh

2015-03-01

Full Text Available Children with fetal alcohol spectrum disorder show executive function (EF deficits, particularly in self-regulation skills, and abnormalities in brain regions critical for these skills. None of the validated EF interventions for these children has been evaluated with regards to impacts on brain structure. Twenty-nine children with FASD were assigned to either an immediate-treatment (TX or delayed-treatment control group (DTC. Nineteen typically developing children served as healthy controls (CT. All received a structural MRI scan and baseline neuropsychological testing, following which the TX group underwent 12 weekly 1.5-hour sessions of the Alert Program for Self-Regulation®. After treatment or a period of ~14 weeks, all received a repeat scan and post-intervention testing. Whole-brain and region-of-interest analyses using voxel-based morphometry evaluated group differences and changes over time in gray matter (GM. Exploratory analyses revealed significant group changes: (1 At baseline, combined TX and DTC groups demonstrated global GM reductions compared with the CT group. (2 Region-of-interest analysis using a frontal mask, comparing post-intervention to pre-intervention results, showed significantly increased GM in the left middle frontal gyrus (BA10, right frontal pole (BA11, and right anterior cingulate (BA32 in the TX group. Similar results were not found in the DTC or CT groups. (3 At post-intervention, both TX and CT groups showed larger GM volumes than the DTC group in the left superior frontal gyrus (BA9, which was smaller in the FASD group at baseline. These results suggested that Alert led to improvements in post-intervention testing of self-regulation skills and typical brain development in treated children.
Self-regulation therapy increases frontal gray matter in children with fetal alcohol spectrum disorder: evaluation by voxel-based morphometry

Science.gov (United States)

Soh, Debra W.; Skocic, Jovanka; Nash, Kelly; Stevens, Sara; Turner, Gary R.; Rovet, Joanne

2015-01-01

Children with fetal alcohol spectrum disorder show executive function (EF) deficits, particularly in self-regulation skills, and abnormalities in brain regions critical for these skills. None of the validated EF interventions for these children has been evaluated with regards to impacts on brain structure. Twenty-nine children with FASD were assigned to either an immediate-treatment (TX) or delayed-treatment control (DTC) group (DTC). Nineteen typically developing children served as healthy controls (CT). All received a structural MRI scan and baseline neuropsychological testing, following which the TX group underwent 12 weekly 1.5-h sessions of the Alert Program for Self-Regulation®. After treatment or a period of ~14 weeks, all received a repeat scan and post-intervention testing. Whole-brain and region-of-interest analyses using voxel-based morphometry evaluated group differences and changes over time in gray matter (GM). Exploratory analyses revealed significant group changes: (1) At baseline, combined TX and DTC groups demonstrated global GM reductions compared with the CT group. (2) Region-of-interest analysis using a frontal mask, comparing post-intervention to pre-intervention results, showed significantly increased GM in the left middle frontal gyrus (BA10), right frontal pole (BA11), and right anterior cingulate (BA32) in the TX group. Similar results were not found in the DTC or CT groups. (3) At post-intervention, both TX and CT groups showed larger GM volumes than the DTC group in the left superior frontal gyrus (BA9), which was smaller in the FASD group at baseline. These results suggested that Alert led to improvements in post-intervention testing of self-regulation skills and typical brain development in treated children. PMID:25788884
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…
A balance of activity in brain control and reward systems predicts self-regulatory outcomes

OpenAIRE

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

2017-01-01

Abstract 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 lif...
Promoting Self-Concept, Social Skills, and Interpersonal Relations: The Tootling Intervention.

Science.gov (United States)

Wilson, Patti; Rhymer, Katrina; Landis, Julie; Skinner, Christopher

A project was undertaken to investigate the effects of tootling on social skills, self-concept, interpersonal relations, and classroom environment. The tootling intervention reinforces students for engaging in acts of kindness. Two fifth-grade classes participated in the study over a seven-week period. The Social Skills Rating System, the…
Testing predictions of the emotion regulation model of binge-eating disorder.

Science.gov (United States)

Kenny, Therese E; Singleton, Christopher; Carter, Jacqueline C

2017-11-01

The emotion regulation (ER) model of binge eating posits that individuals with binge-eating disorder (BED) experience more intense emotions and greater difficulties in ER than individuals without BED, leading them to binge eat as a means of regulating emotions. According to this model, individuals with BED should report greater difficulties in ER than their non-BED counterparts, the severity of these difficulties should be positively associated with BED symptoms, and this association should be stronger when individuals experience persistent negative emotions (i.e., depression). Studies examining these hypotheses, however, have been limited. Data were collected from adults meeting the DSM 5 criteria for BED (n = 71; 93% female) and no history of an eating disorder (NED; n = 79; 83.5% female). Participants completed self-report measures of difficulties in ER, eating disorder (ED) psychopathology, and depression. Individuals with BED reported greater difficulties in ER compared to those with NED. Moreover, difficulties in ER predicted unique variance in binge frequency and ED psychopathology in BED. Depression moderated the association between ER difficulties and binge frequency such that emotion dysregulation and binge frequency were positively associated in those reporting high, but not low, depression levels. The association between difficulties in ER and ED pathology in BED suggests that treatments focusing on improving ER skills may be effective in treating this ED; however, the moderating effect of depression underscores the need for research on individual differences and treatment moderators. These findings suggest the importance of ER in understanding and treating BED. © 2017 Wiley Periodicals, Inc.
Critical thinking skills profile of senior high school students in Biology learning

Science.gov (United States)

Saputri, A. C.; Sajidan; Rinanto, Y.

2018-04-01

Critical thinking is an important and necessary skill to confront the challenges of the 21st century. Critical thinking skills accommodate activities that can improve high-order thinking skills. This study aims to determine senior high school students' critical thinking skills in Biology learning. This research is descriptive research using instruments developed based on the core aspects of critical thinking skills according to Facione which include interpretation, analysis, evaluation, explanation, conclusion, and self-regulation. The subjects in this study were 297 students in grade 12 of a senior high school in Surakarta selected through purposive sampling technique. The results of this study showed that the students' critical thinking skills on evaluation and self-regulation are in good criterion with 78% and 66% acquisition while 52% interpretation, 56% analysis, 52% conclusion and 42% explanation indicate sufficient criteria. The conclusion from this research is that critical thinking skill of the students still was in enough category, so that needed a way to enhance it on some indicators.
Designers’ identity: skills' self-perception and expectation in design students

DEFF Research Database (Denmark)

Kunrath, Kamila; Cash, Philip; Li-Ying, Jason

2018-01-01

Designers’ Professional Identity (DPI) combines social- and self-perceptive awareness through which one is able to identify as a designer. However, self-perception can be different from the expectations associated with an ideal designer, especially during education. Thus, this paper reports...... a survey where self-perceived design skills and expectation are compared at different points in a design education. Findings indicate that changes in mindset modify the alignment between self-perception and expectations, which provides implications for education and for a broader understanding of DPI....
Self-regulation as a predictor of patterns of change in externalizing behaviors from infancy to adolescence.

Science.gov (United States)

Perry, Nicole B; Calkins, Susan D; Dollar, Jessica M; Keane, Susan P; Shanahan, Lilly

2018-05-01

We examined associations between specific self-regulatory mechanisms and externalizing behavior patterns from ages 2 to 15 (N = 443). The relation between multiple self-regulatory indicators across multiple domains (i.e., physiological, attentional, emotional, and behavioral) at age 2 and at age 5 and group membership in four distinct externalizing trajectories was examined. By examining each of these self-regulatory processes in combination with one another, and therefore accounting for their shared variance, we aimed to better understand which specific self-regulatory skills were associated most strongly with externalizing behavioral patterns. Findings suggest that behavioral inhibitory control and emotion regulation are particularly important in distinguishing between children who show normative declines in externalizing behaviors across early childhood and those who demonstrate high levels through adolescence.
Critical Thinking Skills Evidenced in Graduate Students Blogs

Science.gov (United States)

Cain, Holly Reed; Giraud, Vivana; Stedman, Nicole L. P.; Adams, Brittany L.

2012-01-01

The objective of this research was to identify Facione's six critical thinking skills using graduate students blogs as a reflection tool in the context of leadership using structured and unstructured blogs. The skills researched were (a) Interpretation, (b) Analysis, (c) Evaluation, (d) Inference, (e) Explanation, and (f) Self-Regulation (Facione,…

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