Aspects Of Self-regulation Research Articles

Enhancing Critical Thinking in Middle School Students: Comparing Problem-Based Learning and Search, Solve, Create, and Share Models

Critical thinking skills (CTS) can be enhanced through instructional models. The chosen model should be problem-based and student-centered. The problem based learning (PBL) and search, solve, create, and share (SSCS) models meet these criteria. This study aims to compare the potential of the PBL and SSCS models to enhance students' CTS on the topics of soil and life sustainability. Data collection techniques included interviews, questionnaires, observations, and tests. Data analysis techniques involved descriptive quantitative techniques, percentage analysis, validity and reliability tests, normality tests, homogeneity tests, Wilcoxon tests, and N-gain tests. The validation of the devices received very valid criteria. The N-gain test in the PBL class received moderate criteria, and the SSCS class received high criteria. The results showed that both models could improve students' CTS, but the two classes had different levels of CTS improvement. The treatment using the SSCS model resulted in higher CTS compared to the treatment using the PBL model. The PBL model can enhance higher CTS in the inference aspect, while the SSCS model can enhance higher CTS in the interpretation, explanation, and self-regulation aspects

Perbedaan Regulasi Diri Penyintas PSK Ditinjau dari Lamanya Masa Rehabilitasi di PSKW Andam Dewi, Solok

This study aims to see the differences in the level of self-regulation possessed by survivors of Commercial Sex Workers undergoing rehabilitation based on the length of rehabilitation period at the Andam Dewi Women's Social Work Center (PSKW), Solok. The methodology of this study is based on a quantitative approach. This study employed total sampling as its sampling technique. In this study, the sample consisted of 40 people, including 15 prostitute survivors who had recently undergone rehabilitation and 25 prostitute survivors who had undergone rehabilitation for a prolonged period. Omrod (2012) is used to compile aspects of self-regulation for this study, which include setting standards and goals, self-observation, self-evaluation, self-reaction, and self-reflection. The results of the analysis using Independent Sample T. The results of the analysis show that there are differences in the level of self-regulation possessed by survivors of prostitutes who had undergone rehabilitation for a prolonged period at PSKW Andam Dewi with survivors of prostitutes who had recently undergone rehabilitation at PSKW Andam Dewi.

The Effect of Self-Regulation on Academic Stress Among Tahfidz Students at MA Ulumul Qur'an Pagar Air

Self-regulation is an individual's ability to manage thoughts, feelings, emotions, and behaviors to meet the standards and goals they aim for as evidence of self-improvement. This ability is particularly essential for Qur'an memorization students (santri tahfidz), who not only study general subjects but also have to memorize the Qur'an. The objective of this study is to examine the influence of self-regulation on academic stress among Qur'an memorization students at Madrasah Aliyah Ulumul Qur’an Pagar Air. The research method used is quantitative. The subjects in this study consist of 146 students from Madrasah Aliyah Ulumul Qur’an Pagar Air, with the sample selected using a probability sampling technique, specifically simple random sampling. Data collection was conducted using the Likert scale method by distributing questionnaires to the research subjects. Data analysis was carried out using a simple linear regression test. The results showed that there is an influence of self-regulation on academic stress among Qur'an memorization students at Madrasah Aliyah Ulumul Qur’an Pagar Air, with an R Square value of 0.276, an F value of 55.028, and a significance value of 0.000. The influence of self-regulation on academic stress among these students is 27.6%. The aspect of self-regulation that has the highest impact on academic stress in this study is self-reflection.

Social Media Addiction and Its Consequences Among Youth: A Developing Country Perspective

This study investigates how loneliness and self-regulation affect social media addiction in young people in developing nations, as well as how this addiction impacts their personal family life and jobs. Purposive and snowball sampling methods were used to gather data from 514 respondents using a structured questionnaire. Structural equation modelling was used to analyze the theories of addiction. The multivariate statistical analysis indicates that social media addiction is positively influenced by loneliness and self-regulation. Moreover, loneliness is a contributing factor to the development of social media addiction, while self-regulation affects personal and family conflicts, as well as academic or professional performance. Additionally, the personal and family conflicts that arise from social media addiction have a significant impact on academic or professional performance. The study has twofold implications. It expands addiction theories by integrating aspects of self-regulation and loneliness, thereby contributing to its theoretical implications. Essentially, the results assist policymakers in formulating plans to reduce social media addiction and harness the potential of young people for the progress of the nation.

Collective and Individual Self-Regulation Processes During a Project-Based Learning Process

In higher education, students are faced with group tasks, such as project-based learning. However, research on self-regulated learning has paid little attention to the details of collective self-regulation. In this framework, the objective of this research was to determine the impact of the feeling of collective efficacy on the performance of groups of students involved in self-regulation processes in project-based learning. The quantitative approach was adopted. The type of descriptive research and field design. The 45 volunteer participants of an education program at the National University of the Altiplano completed a questionnaire that explored different aspects of self-regulation: Use of human resources, setting objectives, collective efficacy, expression of disagreements, and quality of interactions. The questionnaire comprised 20 items rated on a Likert-type scale, ranging from 1 (strongly disagree) to 6 (strongly agree), and included two open-ended questions aimed at understanding strategies for managing doubts and maintaining interest int the project. The results show that the feeling of collective efficiency is a significant predictor of the final grade in the project and that the group’s ability to define the objectives precisely and prioritize them contributes significantly to the development of the feeling of collective efficacy. The conclusion exposes the pedagogical implications of these results, emphasizing the essential role of tutors in fostering an environment conducive to collective efficacy by guiding students in defining, prioritizing objectives, and managing doubts effectively. This guidance is crucial, especially in the early phases of project implementation, to establish a dynamic of collective efficacy and develop individual interest in the project.

INSIGHT responsive parenting intervention effects on child self-regulation at ages 3 and 6 years.

Self-regulation encompasses the ability to modulate behavior, cognition, and emotions. Parents can promote child self-regulation with responsive parenting (RP). RP shapes various components of self-regulation and is associated with numerous developmental outcomes. Here, we examine long-term effects of an early-life RP intervention designed for obesity prevention on later child self-regulation and temperament. Participants were from a randomized clinical trial comparing the RP intervention against a safety control (n = 279). RP intervention content in the domains of feeding, sleep, emotion regulation, and interactive play was delivered to primiparous mothers and infants at four home visits during the first year after birth, followed by clinical research center visits at ages 1 and 2 years and phone calls at 1.5 and 2.5 years. Child self-regulation and temperament were assessed with behavioral tasks and the Children's Behavior Questionnaire at child ages 3 and 6 years. A path model tested whether the RP intervention affected child self-regulation in comparison to the control group. At 6 years, children in the RP group had lower parent-reported negative affect (b = -0.34, SE = 0.15, p = .023) and better observed emotion regulation (b = 0.45, SE = 0.16, p = .007). Findings indicate that an RP intervention designed for early obesity prevention promoted emotional aspects of self-regulation in middle childhood, highlighting RP as a strategy for promoting healthy behavior across multiple domains. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Self-regulation in the media sector: legal aspects

The article is dedicated to exploring the legal aspects of self-regulation in the media sphere in Ukraine and its correlation with the legal aspects of regulation and co-regulation. The focus is on the role of self-regulation in ensuring the activities of media entities, illustrating the difference between self-regulation in the media sphere and self-regulation in journalism. The examines various aspects of self-regulation in the media sphere in Ukraine, including internal control mechanisms, the role of media entities, and interaction with government authorities. In particular, it investigates the impact of national legislation on the formation and development of self-regulation in the media sphere in Ukraine. Practical challenges and possible ways to improve self-regulation mechanisms in the media segment are highlighted.

Goal change and goal achievement for emerging adults across the pilot FAMS-T1D intervention for type 1 diabetes.

Interventions for emerging adults (EAs) with type 1 diabetes (T1D) focus on goal setting, but little is known about how goal achievement relates to intervention outcomes. We examined how goals change, how goal achievement relates to diabetes outcomes, and identified barriers and facilitators to goal achievement. EAs with T1D (N=29, M age=21.6 years, 57% female) were coached monthly to set a behavioral goal across a 3-month feasibility trial. Coaching notes were qualitatively coded regarding type, complexity, and changes in goals. Goal achievement was measured via daily responses to texts. HbA1c, self-efficacy, diabetes distress, and self-care were assessed pre- and post-intervention. EAs frequently set food goals (79%) in combination with other goals. EAs overwhelmingly changed their goals (90%), with most increasing goal complexity. Goal achievement was high (79% of days) and not affected by goal change or goal complexity. Goal achievement was associated with increases in self-efficacy and self-care across time. Qualitative themes revealed that aspects of self-regulation and social-regulation were important for goal achievement. Meeting daily diabetes goals may enhance self-efficacy and self-care for diabetes. Assisting EAs to reduce self-regulation challenges and enhance social support for goals may lead to better diabetes outcomes.

The role of perceived social support in mitigating the impact of parenting stress on children’s effortful control

Effortful control, the ability to suppress a dominant response over a subdominant one, is a fundamental aspect of self-regulation. It has been observed that higher levels of parenting stress are associated with lower levels of effortful control in children. Perceived social support, an important factor in reducing parenting stress, may act as a buffer against the negative effects of parenting stress on children’s effortful control skills. To investigate this assumption, we collected data from 199 mothers in Türkiye, who had children between the ages of 3 and 6 years. Mothers reported on their parenting stress levels, perceived social support, and their children’s effortful control. Our results revealed that perceived social support moderated the relationship between parenting stress and children’s effortful control after controlling for socioeconomic status. Moreover, the buffering effect of perceived social support became stronger as the level of social support increased, subsequently weakening the relationship between parenting stress and children’s effortful control. These findings suggest that parental perceived social support plays a pivotal role in mitigating the adverse effects of parenting stress on healthy child development. These cross-sectional findings warrant a longitudinal investigation into the interrelations among parenting stress, perceived social support, and children’s effortful control.

Effects of a homework implementation method (MITCA) on self-regulation of learning

The MITCA method (Homework Implementation Method) was developed with the purpose of turning homework into an educational resource capable of improving students' self-regulated learning and school engagement. In this paper, following current theoretical frameworks, we evaluate the effect of the MITCA method on students' self-regulated learning. In general, MITCA includes the assignment of diverse, concrete and valued by the students tasks which are completed on a weekly basis. We analyze the differences in self-regulation strategies in a sample of 533 fifth (n = 270) and sixth graders (n = 262) with an age range of 10–12 years old (47.5% boys and 52.5% girls), who were about equally distributed to an experimental and a control group. Trained teachers used MITCA to prescribe homework in the experimental group for twelve weeks. The students of the experimental group reported significantly higher time management and environmental management. However, there were no significant differences observed in other aspects of self-regulation, and the experimental group did not perceive a deficit in these areas. Our results indicate the effectiveness of MITCA on students’ self-regulation of learning and discussed in light of current theories and evidence in the field.

КОПІНГ-СТРАТЕГІЇ ЯК КОМПОНЕНТ САМОРЕГУЛЯЦІЇ НАВЧАЛЬНОЇ ДІЯЛЬНОСТІ СТУДЕНТІВ

The article is devoted to the study of self-regulation of students' educational activities using two key methods – "Academic self-regulation" by R. Ryan and "Coping strategies" by R. Lazarus. The authors systematically consider various aspects of mental self-regulation and its influence on stress-coping strategies. In the article, the authors present the results of the analysis of the nature of the relationship between coping strategies and features of academic self-regulation in the context of higher education. It was found that most of the studied students demonstrate average levels of self-regulation according to the following scales: external regulation, introjective regulation, identified regulation, and self-motivation. It has been established that the variety of identified coping strategies indicates an individualized approach to overcoming stress in the conditions of higher education, however, the predominant orientation is towards solving problems. The results of a correlation analysis are presented, which allows us to determine the presence and nature of connections between specific types of self-regulation and selected strategies for overcoming stress. Direct and inverse correlations were established, which confirms the relationship between various aspects of self-regulation and the effectiveness of stress-coping strategies. It was concluded that the obtained results will contribute to a deeper understanding of the psychological mechanisms of self-regulation in the academic environment and the further development of pedagogical and psychological practice in the system of higher education.

Psychological Self-Regulation and Its Importance for the Intrinsic Motivation, Psychological Well-Being and Performance in Sport

Self-regulation is one of the main resources contributing to the productive realization of activity and getting satisfaction from life. The aim of the study was to investigate the role of different aspects of self-regulation in the development of intrinsic motivation to practice sports and the level of life satisfaction in athletes. To study different aspects of self-regulation, the «Self-Government Test» of J. Kuhl and A. Fuhrman was used. To study the level of intrinsic motivation «The Sport Motivation Scale» was used. The «Life Satisfaction Scale» and «The Negative and Positive Emotion Scale» by E. Diener were used to test the degree of life satisfaction. The research involved 178 athletes aged from 17 to 33 years (M = 19,38; SD = 1,88), having titles from junior to Master of Sports International Class. Regression analysis showed that aspects of self-regulation such as planning, sensitivity to own values and emotional regulation in athletes contribute to a higher level of life satisfaction. A comparison of groups with different levels of self-regulation showed that athletes with higher levels of self-regulation skill are characterized by a more stable internal motivation to do sports and less expression of negative experiences; they experience positive emotions more often. In addition, it has been demonstrated that the most developed indicators of volitional regulation are characteristic of athletes at the initial and professional level of skill, as compared to those who are at the intermediate stage. Thus, self-regulation is one of the most important resources of athletes, important not only for their professional performance, but for a sense of well-being and life satisfaction.

Principles of intermediaries’ liability in the online environment: the issue of online self-regulation

This article examines Internet self-regulation as an adjunct to network regulation. The paper analysed the elements of an integrated approach to be undertaken to enhance regulatory effectiveness. The paper analyses and investigates the aspect of self-regulation as a way to strengthen legal relations in the network, considering the preservation of the balance of interests of the individual, society and the state. The “Manila Principles for Intermediaries”, which is one of the multi-stakeholder approaches to strengthen self-regulatory practices, were analysed in detail. The principles reviewed highlighted a number of advantages that are contained in the current legislation in promoting self-regulation. The results of the analysis highlighted some critical success factors in Internet regulatory issues that are essential for further official recognition.

Adverse Childhood Experiences and Academic Procrastination in Emerging Adult Students: The Mediating Effect of Self-Regulation

Academic procrastination has been investigated for its relationship with low self-regulation, which is most likely influenced by adverse childhood experiences (ACEs). This quantitative study utilizes a survey and cross-sectional approach to explore the role of self-regulation in mediating the connection between ACEs and academic procrastination in emerging adult students. A convenience sample of 253 Indonesian students (Mage=20.40; SDage=1.518; Nfemale=97.1%) was obtained. The measurements included the Indonesian version of the Adverse Childhood Experiences Questionnaire (ACE-Q), the short version of the Self-Regulation Questionnaire (SSRQ), and the Academic Procrastination Scale. Statistical analysis was conducted using SPSS version 26. Out of all the participants, 74.3% reported experiencing at least one ACE. Although bivariate correlation analysis revealed a relationship between the variables, hypothesis testing through path analysis indicated that ACE did not have a direct effect on academic procrastination (B=0.871, SE=0.576, β=0.080; p 0.05), except when mediated by self-regulation (Sobel Statistic Test results: Z=4.51; p 0.001). This study highlights the importance of understanding the severity of ACEs in addressing poor self-regulation and mitigating academic procrastination among emerging adult students. Future studies may consider examining different types of ACEs, various aspects of self-regulation, and the role of sex.

Tobacco smoking related to childhood trauma mediated by cognitive control and impulsiveness in severe mental disorders.

People with severe mental disorders (SMDs) show an increased prevalence of tobacco smoking compared to the general population. Tobacco smoking and other adult adverse health behaviors have been associated with traumatic experiences in childhood. In the present study we investigated the relationship between childhood trauma and tobacco smoking in people with SMDs, including the possible mediating role of cognitive- and personality characteristics, i.e. cognitive control, impulsiveness, affective lability and self-esteem. Enrolled in the study were 871 participants with schizophrenia (SCZ, N=484) and bipolar (BD, N=387) spectrum disorders. We assessed tobacco smoking behavior (yes/no and amount), and history of childhood trauma with the Childhood Trauma Questionnaire. Data on cognitive control, impulsiveness, affective lability, and self-esteem were available in subsamples. We performed linear and logistic regressions, and conducted mediation analyses in PROCESS. All analyses were as standard adjusted for age, sex, and diagnostic group. Experience of one or more subtypes of childhood trauma was significantly associated with smoking tobacco in SMDs (p=0.002). There were no significant associations between childhood trauma and amount of tobacco smoking. Cognitive control and impulsiveness were significant mediators between childhood trauma and tobacco smoking. These findings indicate the experience of childhood trauma as a predisposing factor for tobacco smoking in SMDs. Cognitive control and impulsiveness were suggested as mediating mechanisms, indicating the importance of considering inhibition related self-regulatory aspects in efforts to improve health behavior in individuals with SMDs and childhood trauma.

Self-regulation in elementary school: Do teacher-reported effortful control and directly assessed executive function codevelop?

Self-regulation (SR) is a central developmental task of early childhood and is considered essential for children's success during elementary school. It has typically been conceptualized as effortful control (EC) or executive function (EF), drawing respectively on research traditions in temperament and cognitive development. These aspects of SR are theorized to emerge from an intertwined developmental process, but the nature of their relation throughout elementary school has not been established. In particular, it is not known whether ratings given by teachers based on behavioral observations align with those directly assessed via novel performance tasks. This article addresses this gap in the knowledge by examining the codevelopment of EC and EF with regard to intraindividual trajectories of change. Drawing on a national sample (N = 8,742) from the Early Childhood Longitudinal Study-Kindergarten Cohort of 2010-2011, two longitudinal modeling approaches (parallel-process latent growth curves with structured residuals, Curran et al., 2014; multidimensional growth mixture models, Wickrama et al., 2021) were applied to examine children's SR between second and fifth grade. Overall, results do not reveal a systematic codevelopmental relation between EC and EF when accounting for intraindividual processes. Findings are discussed with regard to developmental theory and application. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Critical Thinking of Students with High and Low Mathematics Efficacy PISA Problem: A Case of Algebraic Task

This study aims to describe students' critical thinking on PISA problems on algebra content in terms of high and low mathematics efficacy. This descriptive qualitative research involves two junior high school students with high and low mathematics efficacy in one of the junior high schools in Jombang Regency. Data collection techniques were carried out by administering a mathematics efficacy questionnaire, Algebraic Content PISA Problems (ACPP), and interview guidelines. Data analysis was based on indicators of critical thinking ability (interpretation, analysis, evaluation, inference, explanation, and self-regulation). From the results of data analysis, critical thinking in the interpretation aspect shows that only students with high mathematics efficacy can write what is known and asked. Likewise, in the analysis aspect, it shows that only students with high mathematics efficacy can create a mathematical model of the given problem. In the evaluation aspect, students with high and low mathematical efficacy can write complete problem-solving. Likewise, in the inference aspect, students with high and low mathematics efficacy were able to draw conclusions logically. Likewise, in the explanation aspect, students with high and low mathematical efficacy can write down the final results and provide reasons for the conclusions drawn. Meanwhile, in the aspect of self-regulation, students with high and low mathematics efficacy have conducted a review. Therefore, understanding students' critical thinking is very important for students and teachers to improve students' ability to solve PISA problems.

MOTIVATIONAL LANDMARKS OF ADOLESCENTS IN THE CONTEXT OF LIFESTYLE AND SOCIAL REALITY - THEORIES, MODELS, VALUES, AND PRACTICES

Students are motivated by the desire to satisfy their personal needs to achieve certain individual goals and aspirations. Motivation can vary according to interactions between internal factors (such as individual needs, interests, and values) and external factors. The most difficult practical problem is to understand the nature and quality of motivation in the classroom. Metaphors can help students understand and integrate information in an easier and more meaningful way. A substantial part of Social Psychology stems from the belief that social behaviors are based on people's perception of reality. Learning styles derive from four bipolar dimensions' (David, 2015, p. 204): extravert-introvert, which refers to the capacity to assimilate and analyze information through social interaction. Adolescence is marked by fluctuating levels of self-esteem and the adoption of different attitudes and styles until it stabilizes in youth and adulthood. Willpower comes into play at this stage, representing the subjective and most crucial aspect of self-regulation. Procrastination is often used as a way to cope with anxiety arising from initiating or completing tasks. The origins of the term can be traced back to the Latin word 'pregetare,' meaning to delay, hesitate, or postpone.

Reducing alexithymia and increasing interoceptive awareness: A randomized controlled trial comparing mindfulness with dyadic socio-emotional app-based practice

BackgroundEmotion processing deficits of alexithymia are a transdiagnostic risk factor. While such deficits are malleable, the differential efficacy of brief scalable digital mental trainings remains understudied. MethodsThis randomized controlled trial probed the efficacy of mindfulness-based (MB) and partner-based socio-emotional Affect Dyad (SE) practice, both supported by weekly coaching sessions, in reducing alexithymia in 285 adult participants. We investigated the predictive role of interoceptive awareness assessed a) before and after daily practice, b) in ecological momentary assessment (EMA) before and after the intervention, and c) weekly during the 10-week intervention. ResultsBoth interventions reduced emotion processing difficulties on the Toronto Alexithymia Scale (TAS-20). Similarly, both interventions improved interoceptive awareness immediately after daily practice and after the intervention period, yet SE outperformed MB training in EMA assessments. Further, only Dyad practice led to increases in body listening and self-regulatory aspects of the Multidimensional Assessment of Interoceptive Awareness (MAIA) over time, with the latter explaining a decrease in alexithymia. LimitationsGiven the subclinical study sample, findings are limited in their generalizability to clinical samples. ConclusionsFindings suggest that app-based socio-emotional and mindfulness-based practices, supported by online coaching sessions, are effective in reducing emotion processing deficits. Dyad training showed advantages on some measures of body awareness, which predicted observed changes in alexithymia. This highlights the potential of using app-based dyadic approaches in the development of emotion awareness and regulation.

SOME ASPECTS OF SELF-REGULATION IN THE PROCESS OF FORMING THE RESEARCH COMPETENCE OF FUTURE DOCTORS

Theoretical - system-functional analysis, synthesis, comparison, generalization; empirical - psychological and pedagogical diagnostic methods. Statistical - quantitative and qualitative analysis of data using methods of mathematical statistics (with the application of Pearson's hypothesis-criterion) followed by their qualitative interpretation and substantive generalization.
 As the study showed, the contingent of medical higher education institutions is mostly extroverted, while natural sciences, by their nature, contribute more to the development of abilities inherent in introverts. This requires a review of the process of training future doctors in natural sciences. The study showed the connection of certain aspects of self-regulation in the process of activity with introversion and extroversion, which should also be taken into account when organizing work in science classes. In particular, this is necessary when establishing communication. Extroverts learn the material better when organizing group work, where they can show their communication skills.
 In any activity, both one and the other type of personality work. Each of them has its own advantages and disadvantages. The advantages of each type must be used 100%, and the disadvantages of these two approaches must also be turned into advantages.
 The disciplines of the natural and scientific cycle, by their nature, contribute more to the development of abilities inherent in introverts. Solving problems and performing laboratory experiments requires concentration and perseverance, the ability to encode and recode information, detailed analysis, which is characteristic of introverts. Extroverts are more inclined to work in a team and are less inclined to follow rules that contribute to the accuracy of measurements and calculations, focusing not on the measurement process itself, but on obtaining a quick result.