Adolescent Self-regulation Research Articles

Exploring age-related differences in metacognitive self-regulation: the influence of motivational factors in secondary school students.

Metacognitive self-regulation is a crucial factor that promotes students' learning and achievement. However, the evidence regarding age differences in metacognitive skills is rather mixed, with some evidence pointing toward further refinement and development and other evidence suggesting declining levels. Academic motivation, an important antecedent of metacognitive self-regulation, has also been reported to decline steeply in adolescence. Hence, this raises the question whether there are any age-related differences in academic motivation and metacognitive self-regulation of adolescents and whether age differences in academic motivation drive decreases in metacognitive self-regulation. A large sample size of 1,027 Greek adolescents (ages 12-16, M age = 13.95, SD = 0.78) was utilized in the present study. Multigroup measurement invariance analyses were deployed to compare the latent means of motivational factors (self-efficacy, task value, mastery, and performance goals) and metacognitive self-regulation across age groups. Cholesky decomposition was applied to test the independent contribution of motivational factors to and the indirect effects of age on metacognitive self-regulation. Invariance analyses revealed scalar invariance for metacognitive self-regulation, language self-efficacy, mastery and performance goal orientations and partially scalar invariance for task value. Older adolescents scored lower on metacognitive self-regulation, mastery and performance goals, and self-efficacy. Older students scored lower on metacognitive self-regulation via indirect effects through Cholesky decomposed motivational factors. Self-efficacy, mastery and performance goals, and task value are similarly understood across adolescents in different age groups. Decreased mastery and performance goals and task value can lead to reduced metacognitive self-regulation in adolescents. The implications of the findings underscore the key role of making students more engaged with lessons' content in order to promote greater academic motivation and prevent decreases in metacognitive self-regulation.

Correlation of altered intrinsic functional connectivity with impaired self-regulation in children and adolescents with ADHD.

Attention-deficit hyperactivity disorder (ADHD) has a high prevalence of co-occurring impaired self-regulation (dysregulation), exacerbating adverse outcomes. Neural correlates underlying impaired self-regulation in ADHD remain inconclusive. We aimed to investigate the impact of dysregulation on intrinsic functional connectivity (iFC) in children with ADHD and the correlation of iFC with dysregulation among children with ADHD relative to typically developing controls (TDC). Resting-state functional MRI data of 71 children with ADHD (11.38 ± 2.44years) and 117 age-matched TDC were used in the final analysis. We restricted our analyses to resting-state networks (RSNs) of interest derived from independent component analysis. Impaired self-regulation was estimated based on the Child Behavioral Checklist-Dysregulation Profile. Children with ADHD showed stronger iFC than TDC in the left frontoparietal network, somatomotor network (SMN), visual network (VIS), default-mode network (DMN), and dorsal attention network (DAN) (FWE-corrected alpha < 0.05). After adding dysregulation levels as an extra regressor, the ADHD group only showed stronger iFC in the VIS and SMN. ADHD children with high dysregulation had higher precuneus iFC within DMN than ADHD children with low dysregulation. Angular gyrus iFC within DMN was positively correlated with dysregulation in the ADHD group but negatively correlated with dysregulation in the TDC group. Functional network connectivity showed ADHD had a greater DMN-DAN connection than TDC, regardless of the dysregulation level. Our findings suggest that DMN connectivity may contribute to impaired self-regulation in ADHD. Impaired self-regulation should be considered categorical and dimensional moderators for the neural correlates of altered iFC in ADHD.

Hubungan Self Regulation dengan Bedtime Procrastination pada Remaja yang Bermain Game Online

This study aims to determine the relationship between self regulation and bedtime procrastination in adolescents who play online games in Sawahlunto City. This study uses a quantitative approach with correlational method. The sample selection was 272 teenegers using purposive sampling technique. Bedtime procrastination scale measuring instrument adapted from S.Khairunnisa (2023) with 7 items. Self regulation measuring instrument adapted from Setiawan,B (2022) with 49 items from 3 aspects. Data analysis in this study, using product moment correlation terchniques with the help of SPSS.16 program. The results of this study found that there is a significant relationship between self regulation and bedtime procrastination with a negative direction, meaning that if self regulation is high, then bedtime procrastination is low, in adolescents who play online games in Sawahlunto City and vice versa.

Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation.

(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs-one focused on classic attentional practices and another focused on the recognition and expression of emotions-on attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental paradigm was used. A sample of 74 children aged between 8 and 12 years old were randomly assigned to three experimental conditions: (1) an MBI with a focus on attentional practices, (2) an MBI with a focus on recognition and expression of emotions, and (3) a control group. The interventions lasted 8 weeks, with a weekly, 1 h online synchronous session plus home practices. Children were evaluated before starting the intervention and at the end of the 8-week period. The assessed outcomes were (1) mindfulness; (2) emotional regulation; (3) attentional regulation, and (4) behavioral regulation. (3) Results: Children who participated in both intervention programs increased their mindfulness and emotional and behavioral regulation scores. Only children who participated in the MBI with a focus on attention showed significant changes in their ability to self-regulate attention. (4) Conclusions: The use of online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills for attention, emotions, and behavior in early adolescence.

Experience-dependent neurodevelopment of self-regulation in adolescence

Adolescence is a period of rapid biobehavioral change, characterized in part by increased neural maturation and sensitivity to one’s environment. In this review, we aim to demonstrate that self-regulation skills are tuned by adolescents’ social, cultural, and socioeconomic contexts. We discuss adjacent literatures that demonstrate the importance of experience-dependent learning for adolescent development: environmental contextual influences and training paradigms that aim to improve regulation skills. We first highlight changes in prominent limbic and cortical regions—like the amygdala and medial prefrontal cortex—as well as structural and functional connectivity between these areas that are associated with adolescents’ regulation skills. Next, we consider how puberty, the hallmark developmental milestone in adolescence, helps instantiate these biobehavioral adaptations. We then survey the existing literature demonstrating the ways in which cultural, socioeconomic, and interpersonal contexts drive behavioral and neural adaptation for self-regulation. Finally, we highlight promising results from regulation training paradigms that suggest training may be especially efficacious for adolescent samples. In our conclusion, we highlight some exciting frontiers in human self-regulation research as well as recommendations for improving the methodological implementation of developmental neuroimaging studies and training paradigms.

Learning self-regulation: an important soft skill for AYAs

Background: The ability to self-regulate plays a critical role in accomplishing the developmental tasks in the stages of late adolescence, early adulthood and general psychosocial wellbeing. Aims: As part of the Association of Adolescent and Child Care in India’s multicentric studies on youth behaviour, the current study aimed to understand the effect of self-regulation, total, short-term and long-term as measured by the ASRI in female college-going students. We also studied these scores in relation to sociodemographic factors such as gender, age, sibling status, along with other variables such as perceived control over one’s life on self-regulation abilities. Methods: A cross-sectional study was conducted using convenience sampling. Participants (n = 354) were in the age groups between 17 to 19 and 20 (late adolescence) to 21 years (young adults), pursuing B.A., BCom., or BSc. in a college in North India. The Adolescent Self-Regulatory Inventory (ASRI) was administered to participants in order to assess both short-term and long-term self-regulation. Permission: Ethical clearance for this project was given by AACCI’s Institutional Ethics Committee. tool used: Moilanen Adolescent Self-regulation Inventory ASRI. The Internal consistency (alpha) for the ASRI was 0.75 for short-term self-regulation scale and 0.80 for long-term self-regulation scales. Confirmatory factor analyses were performed to check for the inventory’s validity, two factors were used, short-term and long-term self-regulation, factors correlated 0.83. Statistical analysis: The data was analysed using the Jeffreys's Amazing Statistics Program (JASP 0.17.2.0). T-tests were conducted to study the effects of age, engagement in extracurricular activities, perceived internet and social media dependence, and substance use on the ASRI. One-way ANOVAs were conducted to determine the effects of sibling status, academic course, and perceived control over one’s life on the ASRI. Additionally, we also used the Kruskal-Wallis test, Mann-Whitney U test, Welch’s test and Levene’s test of equality of variances. The statistical significance of the calculated coefficients was considered at p&lt;0.05. Results: The participants who self- perceived that they had control over their lives had higher scores for overall self-regulation (p=0.002), short-term (p=0.03) and long-term self-regulation (p=.0.004) on the ASRI compared to those who were not sure and those who did not believe that they had any control over their lives. Participants who self -perceived that they were dependent on social media had lower scores on short-term (p=0.01) and long-term self-regulation (p=0.01) on the ASRI compared to those who did not perceive themselves as being dependent on social media. Conclusion: Our sample showed that among all the variables we examined e.g., age sibling status, participation in extracurricular activities and tobacco, alcohol consumption , significant results were found for only two variables that accessed students’ self-perception (control over one’s life and social media usage). This suggests that at the stages of late adolescence and young adulthood, self-perception contributes to self-regulation abilities.

Unpacking thep-factor. Associations Between Maladaptive Personality Traits and General Psychopathology in Female and Male Adolescents.

Adolescence is a period of rapid physical, psychological, and neural maturation that makes youth vulnerable to emerging psychopathology, highlighting the need for improved identification of psychopathology risk indicators. Recently, a higher-order latent psychopathology factor (p-factor) was identified that explains latent liability for psychopathology beyond internalizing and externalizing difficulties. However, recent proposals suggest reconceptualizing the p-factor model in terms ofimpairments in personality encompassing difficulties in both self-regulation (borderline features) and self-esteem (narcissistic features), but this remains untested. To address this, this study examined the p-factor structure and the contribution of borderline and narcissistic features using two cross-sectional data collections. In Study 1, 974 cisgender adolescents (63% assigned females at birth; age range: 13-19; Mage = 16.68,SD = 1.40) reported on internalizing and externalizing problems (YSR) to test via structural equation models (SEM) different theoretical models for adolescent psychopathology. In Study 2, 725 cisgender adolescents (64.5% assigned females at birth; age range: 13-19; Mage = 16.22,SD = 1.32) reported internalizing and externalizing problems (YSR), borderline personality features (BPFSC-11), and narcissistic personality traits (PNI), to explore, via SEM, thecontribution ofborderline and narcissistic traitsto the p-factor and accounting for gender differences.Results confirmed the utility of a bi-factor model in adolescence. Furthermore, findings highlighted the contribution of borderline features and narcissistic vulnerability to general psychopathology. The study provides the first evidence supporting a p-factor model reconceptualized in terms ofpersonality impairments encompassing difficulties in self-regulation and self-esteem in adolescents.

Family-Centered Prevention to Reduce Discrimination-Related Depressive Symptoms Among Black Adolescents

Racial discrimination undermines the mental health of Black adolescents. Preventive interventions that can attenuate the effects of exposure to racial discrimination are needed. To investigate whether participation in the Strong African American Families (SAAF) program moderates Black adolescents' depressive symptoms associated with experience of racial discrimination. This secondary analysis used data from a community-based randomized clinical trial of SAAF (SAAF vs no treatment control). Participants were followed up at 10, 22, and 34 months after the baseline assessment. Assessment staff were blind to participant condition. Participants in this trial lived in 7 rural counties in Georgia. SAAF was delivered at local community centers. Eligible families had a child aged 11 to 12 years who self-identified as African American or Black. The joint influence of random assignment to SAAF and exposure to racial discrimination was investigated. Data were analyzed from September 2022 to March 2023. SAAF is a 7-session (14 hours) family skills training intervention that occurs over 7 weeks. Small groups of caregivers and their adolescents participate in a structured curriculum targeting effective parenting behavior, adolescent self-regulation, and Black pride. The main outcome was adolescent-reported depressive symptoms, assessed at 34 months via the 20-item Center for Epidemiologic Studies Depression Scale for Children. Of 825 families screened randomly from public school lists, 472 adolescents (mean [SD] age, 11.6 years; 240 [50.8%] female) were enrolled and randomized to SAAF (252 participants) or a no treatment control (220 participants). Exposure to racial discrimination at age 13 years was associated with increased depressive symptoms at age 14 years (β = 0.23; 95% CI, 0.13 to 0.34; P < .001). Interaction analyses indicated that the experimental condition significantly moderated the association of racial discrimination with depressive symptoms: (β = -0.27; 95% CI, -0.47 to -0.08; P = .005). Probing the interaction with simple slopes at ±SD revealed that for the control group, racial discrimination was significantly associated with depressive symptoms (β = 0.39; 95% CI, 0.23 to 0.54; P < .001), while for the SAAF group, there was no association between racial discrimination and depressive symptoms (β = 0.12; P = .09). This randomized clinical trial found that the SAAF intervention reduced the incidence of racism-associated mental health symptoms among Black adolescents. SAAF is recommended for dissemination to health care practitioners working with rural Black adolescents. ClinicalTrials.gov Identifier: NCT03590132.

Intimate Partner Violence Exposure and Self-Regulation in Children and Adolescents: A Systematic Review

Intimate Partner Violence Exposure and Self-Regulation in Children and Adolescents: A Systematic Review

Роль родительских стилей воспитания в поддержании и снижении уровня саморегуляции у подростков

&lt;p style="text-align: justify;"&gt;The article presents the analysis of national and foreign studies of the role of parental behavior in the development of self-regulation in adolescents. The role of fathers and mothers in the development of self-regulation in adolescents, the interdependence of the behavior of children and parents are the main points of interest. In the article, the characteristics of the types of parental control and data on the reduction of problem behavior in adolescents in case of awareness and involvement on the part of parents are introduced. We also consider the consequences of negative parental practices for the formation of self-regulation and self-control in adolescents. The articles discusses the role of parenting styles in the development of self-regulation in children with the focus on the heterogeneity of data and the ambiguity of the negative impact of authoritarian upbringing It also emphasizes the relevance of the issue of the possibilities of supporting self-regulation of adolescents by parents, which was confirmed during the pandemic and thus encourages further research for reasons of current conditions of high social uncertainty.&lt;/p&gt;

Neurofeedback as neuroempowerment technique for affective regulation and interoceptive awareness in adolescence: preliminary considerations applied to a psychogenic pseudosyncope case.

Revisions of classical models of acute stress response spectrum and defence cascade process might represent a valuable background for the interpretation of the link between affective reactions, traumatic experiences, and Psychogenic pseudosyncope (PPS) events in childhood and across the lifespan. Indeed, associations between subjective emotional life, early exposure to distressing and/or traumatic events, and PPS have fuelled a debate on potential causes of occurrence and recurrence of such a peculiar clinical manifestation. At the same time, such background suggests that empowering stress management and affective regulation skills could be the target for neurorehabilitation interventions aiming at reducing the severity of symptomatology and/or improving awareness and management of pseudosyncopal spells. Specifically, neuro/biofeedback-based empowerment of self-regulation skills, associated to an increased interoceptive increased awareness, could be a promising complement to classical psychological therapies. Starting from the presentation of a paediatric PPS clinical case, the present work discusses the relevance of assessing affective appraisal and autonomic reactivity in individuals suffering from PPS episodes and introduces a novel potential neuroempowerment protocol aimed at improving self-regulation and stress management skills in adolescence based on a combined neurofeedback and embodied-awareness intervention. By capitalizing available evidence of the effects of neuromodulation and embodied practices on self-awareness/regulation across the life-span, the proposed protocol is based on neurofeedback-supported affective management training, as well as both contemplative and informal awareness exercises devised to be appealing and challenging even for younger patients.

Self-Regulation and Cognitive Emotion Regulation among Adolescents

The present correlational study aimed to examine the relationship between self-regulation and cognitive emotion regulation strategies in adolescents. A sample of 718 adolescents, comprising both boys and girls, from public and private educational institutes in Faisalabad, was conveniently selected for analysis. The participants completed the Adolescents Self-Regulation Inventory (ASRI) and Cognitive Emotion Regulation Questionnaire (CERQ). A significant but negative relationship with one maladaptive cognitive emotion regulation strategy was identified. Additionally, it was found that long-term self-regulation exhibited a significant relationship with several adaptive cognitive emotion regulation strategies, including refocus on planning, positive refocusing, positive reappraisal, and putting into perspective. The Multiple Regression Analysis further revealed that only long-term self-regulation emerged as a significant predictor of other blame (a maladaptive cognitive emotion regulation strategy) and the aforementioned adaptive cognitive emotion regulation techniques. Notably, short-term self-regulation was identified as a significant negative predictor of positive reappraisal. Gender differences in self-regulation and cognitive emotion regulation strategies were observed through independent sample t-tests. This study contributes valuable insights to the existing literature and holds relevance for school psychologists. Importantly, the findings suggest that mindfulness-based interventions have the potential to enhance cognitive emotion regulation and self-regulation in adolescents, offering a promising avenue for helping them develop essential skills to regulate their emotions and behaviors.

The Factorial Structure of Self-Regulation from Late Childhood to Adolescence: A Gender Perspective

The present study aimed to examine the factorial structure of self-regulation across three different groups (i.e. late childhood, early adolescence, and middle, adolescence) within male and female samples. Two theoretical models were tested. The first is the unidimensional model which assumes that self-regulation is a domain-general ability without clear differentiation between its components (cognitive, emotional, and behavioral). The second model implies that self-regulation is conceptualized as a multidimensional construct that’s composed of cognitive emotional, and behavioral components. Objective: The current study examined the validity of the unidimensional model and the multidimensional model of self-regulation across the 3 age groups separated by gender. In addition, the study sought to identify gender differences in the factorial structure of self-regulation in children and adolescents. Materials and methods: The participants comprised 584 participants aged 8 to 19 years. They were enrolled in Elementary, middle and high schools in Egypt. The participants completed a self-regulation scale consisting of three subscales designed to evaluate emotional, cognitive, and behavioral self-regulation. Results: The results favored the multidimensional model across all different age groups. The difference between the two models was statistically significant favoring the multidimensional model over the one-factor solution. The results also revealed within genders t differences in the developmental course of self-regulation.

The inferior frontal gyrus spontaneous activity mediates the association of early life adversity with self-control ability in late adolescents.

Self-control, the ability to regulate prepotent desires or impulses in order to realize one's valued goal, has been found to be associated with early life adversity. However, the neural correlates underlying this relationship remain poorly understood. The present study employed resting-state functional magnetic resonance imaging (fMRI) to investigate this issue among late adolescents (N=538). Results showed that family unpredictability rather than family harshness of early life adversity was negatively correlated with self-control ability. The whole brain analysis showed that self-control was associated with enhanced ALFF in the right middle and inferior frontal gyrus, the left anterior insula, and with decreased ALFF in the left precuneus. Moreover, the mediating analysis showed that ALFF in the inferior frontal gyrus could partially mediated the association of family unpredictability with self-control ability. These findings suggested that the brain regions implicating in executive control might be the neural correlates underlying the relationship between early life adversity and self-control ability, which advances the mechanistic understanding of how early family environment relates to the development of self-regulation in late adolescence.

Development, acceptability, and perceived effectiveness of a trauma-informed adolescent self-regulation intervention

Youth who have experienced trauma often face challenges with self-regulation and can have diminished health outcomes, including those related to sexual and reproductive health. We developed a 12-session blended e-learning intervention for youth involved in juvenile justice systems to encourage healthy sexual decision-making by improving self-regulation skills. This paper describes the development of the program, e-Practice Self-Regulation, as well as an assessment of program acceptability and perceived effectiveness among youth participants. Data were collected using a feedback survey from youth who both completed (n = 95) and did not complete (n = 80) the intervention. Program acceptability was high among all participants, and over 70 % of both completers and non-completers would recommend e-Practice Self-Regulation to peers. Youth reported positive interactions with facilitators and described sessions as helpful, interesting, and educational. The most common criticism was online session length. A majority in both groups reported perceived effectiveness related to sexual health and self-regulation, which increased with more sessions completed. Results suggest e-Practice Self-Regulation is acceptable to youth participants, who reported learning skills necessary for self-regulation and sexual health and intended to use these skills to avoid unplanned pregnancy.

Developing a model about Academic Performance, based on Screen time, metacognition and Mindfulness: The Mediating Role of Self-esteem, Self-regulation in high school

Background and Aim: Academic performance is considered one of the important variables in achieving job success and social acceptance in any society, so that sometimes academic performance is considered equivalent to academic success. The aim of the current research was to determine the formulation of the academic performance model based on the duration of using screens, metacognition and the conscious mind with the mediation of self-esteem and self-regulation in adolescents. Methods: The current research was of correlation and structural equations type. The statistical population of the research included second grade high school students in Tehran in the academic year 2020-2021, 517 of whom were selected by multi-stage cluster sampling. In order to collect the data required for this research, the Freiburg Mindfulness Questionnaire (2001), the Dortaj Academic Performance Questionnaire (2005), the Cooper Smith Self-Respect Questionnaire (2017), the Wells Metacognition Questionnaire (2004), and the questionnaire for the duration of using Tirgar screens (2018) and the self-regulation questionnaire of Miller and Brown (1992) was used. Data were analyzed using Pearson correlation test and path analysis. Results: The results showed that the direct paths of metacognition, mindfulness and the duration of using screens are significant with academic performance (P&lt;0.01) and the indirect effect of metacognition, the duration of using screens and mindfulness with The mediation of self-respect is significant (P=0.20) and it showed its mediating role well, while although self-regulation has a direct effect on academic performance, it cannot indirectly affect academic performance as a mediating variable. Academic performance has an effect. Conclusion: It can be said that the duration of using screens and metacognition and mindfulness, along with other factors such as self-esteem and self-regulation, play a key role in academic performance, and it seems that the role of self-esteem is more important. Therefore, in order to increase academic performance, it is necessary to pay attention to these factors in improving the academic performance of students.

Волевая саморегуляция и ее развитие у школьников с повышенным уровнем тревожности в ситуации профессионального выбора

The research goal is to study the development of volitional self-regulation among schoolchildren with an increased level of anxiety at the stage of career choice. In research, we use Questionnaire for collecting and summarizing information about students' professional choice, Phillips’ School Anxiety Scale, V.I. Morosanova's self-regulation behavior style questionnaire, Methodology for diagnosing the type of school motivation in high school students. The purpose of the research is to study school anxiety in modern adolescents at the stage of professional self-determination, features of volitional self-regulation and its development as a result of a cycle of classes with schoolchildren of 9th and 11th grades. The object of the research is the personality characteristics of adolescents, namely general anxiety, motivation, volitional self-regulation. The subject of the research is anxiety, motivation and volitional self-regulation of adolescents at the stage of professional choice before and after the Program for the development of volitional self-regulation and the basics of professional self-determination. The Program allowed to reduce the indicators of general anxiety among senior students and to increase the indicators of the general level of self-regulation to a high level in most senior students, as well as to reduce the number of senior students who have not decided on a career choice. In the future, it is planned to finalize and test the Program in the student environment, as the issue of career choice remains relevant among students.

Is online self-regulatory training effective in weight control? A pilot experiment on adolescence obesity during coronavirus-19 lockdown.

Studies have shown that obesity is associated with decreased executive function. Impaired executive functions lead to poor self-regulation, which in turn may result in persistence of unhealthy behaviors, including eating behaviors, throughout life. Increasing self-regulation in childhood and adolescence has positive effects on creating healthy behaviors such as reducing unnecessary eating and changing unhealthy eating habits. The main purpose of this study is to evaluate an intervention package based on cognitive self-regulation training in changing eating behaviors and reducing obesity in children and adolescents. Fifty-six students with obesity aged 12-16 years participated in the study in three groups (cognitive self-regulation training [CSRT], diet, and control). The CSRT group received twenty 30-min online training sessions with a diet over 10 weeks. The diet group received only a diet with no other intervention, and the control group did not receive any intervention. The results of our 2 × 3 repeated-measures ANOVA showed that the CSRT group had a mean BMI decrease of 2.21 (kg/m2 ) after ten weeks, and 3.24 (kg/m2 ) at the follow-up time. The diet group had a BMI decrease of 0.49 (kg/m2 ) at the ten weeks. In addition, the results showed that the CSRT had a significant reduction in eating behaviors such as external eating and emotional eating. However, the other two groups showed no changes in eating behaviors. Our results show that online cognitive self-regulation training has been effective in weight loss and eating behaviors. This study shows promising evidence for the efficacy of the online CSRT-training as a weight stabilization intervention in children with obesity.

The Demographic Analysis on Self-Regulation among Malaysian University Students during the Covid-19 Pandemic

The Covid-19 pandemic has had a major impact on the lives of the entire population of the world. The effect is also experienced by university students who must be independent in learning. Therefore, self-regulation is needed in the management of their life at the university. The concept of self-regulation is an individual's belief about his ability to plan and control behavior. Students at university need these factors to ensure that the patterns of thinking and feeling produced are in line with their actions of completing tasks and at the same time control their behavior from harmful social and environmental effects. Demographic factors such as gender, ethnicity, place of residence of students, field of study and duration of study are focused as variables that are assumed to influence differences in student self-regulation. This study was conducted using a quantitative method involving 590 students of Universiti Malaysia Sabah who were selected through random sampling. The Adolescent Self-Regulation Inventory instrument was used to obtain feedback from the sample. Data were analyzed using IBM SPSS 26.0 software. The results of the study found that self-regulation does not differ significantly based on gender, ethnicity, student's place of residence, field and period of study. This study contributes to the addition of psychological knowledge related to student self-regulation during the Covid-19 pandemic.

BIMBINGAN DAN KONSELING UNTUK PENGEMBANGAN REGULASI DIRI PADA REMAJA MELALUI MEDIA DAILY PLAN [GUIDANCE DAN COUNSELING FOR THE DEVELOPMENT OF SELF-REGULATION IN ADOLESCENTS THROUGH THE MEDIA DAILY PLAN

This study aims to explore the guidance and counseling services of ALA clients who have problems in self-regulation by applying the daily plan method. The research method used is descriptive qualitative. The findings of this study are that by using the daily plan, ALA clients are able to develop self-regulation and do not remember past traumas they have experienced and can even accept and make peace with their past. In addition, this study also shows that the daily plan is one of the media that can develop adolescent self-regulation.