Aspects Of Self-regulation Research Articles

Self-Regulated Learning of Nursing Students: A Cross-Sectional Study

The nursing degree programme requires the students to be resilient due to the high learning burden of theoretical courses and clinical attachment requirements. The ability of the students to self-regulate their learning has been postulated for success. In this study, we aim to investigate the self-regulated learning level of nursing students at one public institution and identify the self-regulation aspects that warrant a remediation plan to be developed. A cross-sectional survey was conducted online. Active status students in one public institution’s Bachelor of Nursing programme were invited to participate in this study. The invitation was distributed online via social media and email, where they are required to self-administer the Motivated Strategies for Learning Questionnaire (MSLQ) through Google Forms. Thereafter, responses from 63 students with a response rate of 64.3% were received. Most respondents are female (76.2%), Malay (74.6%), in year 4 of their bachelor’s study (33.3%), and in the lower household income category (69.8%). Most self-regulation aspects of the students have been found to be at a satisfactory level except for specific learning strategies. Participants’ characteristics such as gender, ethnicity, study cohort, and academic achievement were determined to have a significant association with a small aspect of self-regulation. Interestingly, household income is the primary factor significantly associated with almost all self-regulation aspects. Being in the lower-income category was predominantly associated with higher motivation domains. In contrast, being in the middle-income category was predominantly associated with better learning strategies and resources. Comparatively, this study indicates that nursing students achieved the highest level in 8 of 15 self-regulation aspects than other learner populations in Malaysia. Learning strategies which exercise higher autonomy and resource management are warranted. This recommended various approaches which foster active and collaborative learning to be implemented for the students to improve their self-regulation skills. Students, especially from the highest income bracket, are the most critical and thus require attention from educators.

The Attitude of Russian University Teachers Towards the Digital Educational Environment

The attitude of teachers towards the digital educational environment (DEE) and the use of information technologies in teaching largely determines the attitude of students towards the educational process, the effectiveness of learning and emotional involvement in learning. Therefore, the purpose of this work was to analyze the attitude of university teachers towards the DEE and distance learning opportunities, as well as to determine the psychological components of the acceptance of new information technologies. The survey involved 308 teachers (females - 71%) aged 23 to 77 (average age = 46 ± 11 years) from various universities of the Russian Federation. In addition to measuring the attitudes towards learning in the DEE (AUDEE Scale Questionnaire), the authors analyzed the personality traits (Big Five Inventory - 2), self-regulation resources and activity-related experiences in teaching (AREA). The results showed that the majority of the respondents were familiar with and use various elements of the DEE; 81% expressed a desire to move to blended learning as a combination of DEE resources and face-to-face classes. The main psychological prerequisites for the acceptance of the DEE are experiences in professional activity: the stronger the experience of meaning and the weaker the experiences of effort and void, the more positive attitude towards work in the digital environment a teacher has. Other key elements are various aspects of self-regulation (goal planning and independence) and personality traits such as openness to experience and agreeableness.

Self-Regulation of Creativity: Toward Measuring Strategies of Creative Action

ABSTRACT How are creative ideas transformed into creative behavior, products, and achievements? We posit that this transformation is facilitated by self-regulation of creativity. The present study develops a self-report scale and provides initial evidence of validity in assessing two major aspects of self-regulation of creativity: expectations about the creative process before the task and strategies of regulation during the creative task. Cross-validated factor analyses identified three dimensions of expectations: expecting a nonlinear process, importance of task completion, and expecting criticism, and four dimensions of regulation strategies during the creative process: adjusting approach, planning, fragile regulation, and embracing risk. Convergent and discriminant validity was supported in relation to measures of general self-regulation, personality, well-being, and motivation. Finally, we provide support for the predictive validity of self-regulation of creativity scales for creative achievement beyond openness to experience. We discuss the need for research on the nature of the process of transforming and realizing creative ideas.

SELF-REGULATION IN THREE TYPES OF ONLINE INTERACTION: A STUDY AT A TEACHER PREPARATION PROGRAM AMIDST COVID-19 PANDEMIC

Having done the online learning mode for the conduct of teaching and learning activities for more than a year as the impact of covid-19 pandemic, this article presents a report on how the students have managed their learning. Specifically, this present study was aimed to describe the three aspects of self-regulation in three types of online interaction: students’ self-regulation in interaction between them and content; students’ self-regulation in interaction between them and their teacher; and students’ self-regulation in interaction between them and their peers. In addition, this present study also looked at the correlation between self-regulation and the students’ academic performance and find out which aspect was significantly correlated with the academic performance. Involving 205 students of a teacher preparation program as the participants and used the Online Self-Regulated Questionnaire (OSRQ) to collect the data, it was found that the average mean score for the online interaction was above 5, suggesting that the students tended to agree with the statements in the three types of online interaction. The finding also revealed that a weak and positive, but not significant correlation existed between the students’ self-regulation of online interaction and their academic achievement.

A school-wide digital programme has context specific impacts on self-regulation but not social skills

It is assumed that digital tools with ubiquitous classroom use have affordances for student agency and a range of social skills. However, few studies have explored the generalised impact of everyday digital classrooms on self-regulation and empathy, perspective taking and prosocial skills. Ten and 11 year old students’ ( n = 115) ratings of self-regulation, social skills and personality were examined in relationship to school-wide practices and instructional foci in two groups of schools ( n = 9) involved in a digital innovation serving low-SES culturally diverse communities. In an early adopting group, students had received a high dosage of three or 4 years of 1:1 digital pedagogy, and in a later adopting group of schools, students had received a low dosage of only 6 months . This natural experiment revealed a context specific effect where high dosage students rated their regulation in digital contexts higher, but not in more general non-digital contexts. However, personality scores particularly those related to self-regulation, were higher for the high dosage students. There were no differences in social skills. The differences were related to the strong focus in the digital innovation on aspects of self-regulation. There was less focus on social skills in the digital innovation. More deliberate teacher augmentation and instructional designs for social skills may be required to capitalise on the affordances of digital tools. School-wide practices, while necessary may not be sufficient to enable the generalisation of skills without this deliberate teacher focus.

Self-regulation and academic achievement among Singaporean young children: A cross-cultural comparison in a multicultural Asian society

Cultural contexts influence the development of self-regulation. However, cross-cultural variations and consistencies in different aspects of self-regulation and their academic outcomes within the Asian context are less clear. This study investigated (1) the extent to which the development of hot and cool Executive Function (EF) might differ among children from different cultural backgrounds in a multicultural Asian society, and (2) whether and how the predictive power of hot and cool EF on academic skills might vary across subcultures within the nation. Longitudinal data were collected over two waves from a national probability sample of 2,527 young children in Singapore, consisting of ethnic Chinese, Malays, and Indians. Working memory (WM), Delay of Gratification (DoG), and parent-reported self-control were measured during their preschool years (3–6 years of age) in Wave 1. Reading and mathematical skills were assessed approximately 2 years later in Wave 2. Results demonstrated that ethnic Chinese children typically delayed gratification at age 4, whereas Malay and Indian children only started to delay gratification at age 6. Chinese children also outperformed their Malay and Indian counterparts in WM tasks and standardized achievement tests in reading and mathematics. Parent-reported child self-control did not differ by ethnicity. Across subcultures in Singapore, WM was a robust predictor of reading and mathematical skills and explained the longitudinal relations of DoG to academic skills. Our findings suggest that the developmental gaps in EF during early childhood can contribute to later gaps in academic achievement among ethnic groups. Nurturing self-regulation during the preschool years is essential for promoting children’s school readiness.

Motivation in self-directed use of technology for English learning among high, average, and low achievers

Adopting a multi-theoretical perspective, this study examined how various motivational factors from three dominant motivational theories of volitional behaviors related to undergraduates' self-directed technology use for English learning, and how the relationships varied among high, average, and low achievers. Confirmatory factor analysis results supported a holistic model of nine motivational factors that drive these learners' self-directed technology use for English learning. The study found that motivational factors from different motivational perspectives drove different aspects of self-regulation with technology. Specifically, constructs from the theory of planned behaviors were essential to drive resource and metacognitive management; goal orientation constructs were the salient motivators of learners' use of technology for emotion management to maintain vigor for learning; and constructs from all three theoretical perspectives were critical to drive learners’ use of technology for goal setting and social regulation. Moreover, the motivational drive for self-directed technology use for English learning varied for learners of different proficiency levels. The findings suggest different motivational factors need to be attended to when encouraging and supporting the use of technology for the regulation of different aspects of English learning and among learners of different language proficiencies.

The mediating role of self-regulation on the link between child maltreatment and later substance use among Latinx youth

BackgroundChildren who experience maltreatment are at heightened risk for substance use initiation and mental health disorders later in life. Few studies have assessed the relationship between child maltreatment and substance use among Latinx youth. ObjectiveThe current study assessed the potential mediating effect of three aspects of self-regulation (emotional, behavioral, and cognitive) on the association between child maltreatment and substance use and examined whether effects varied depending on maltreatment type and severity. Participants and settingThis study involved a random sample of 504 Latinx youth (52 % girls, 48 % boys) between the ages of 10–12 at the start of the study. MethodsStudy hypotheses were tested through structural equation modeling and bootstrapped random errors using the R programming language. ResultsOur results indicated that higher levels of child maltreatment predicted higher levels of later substance use, as mediated by emotional and behavioral dysregulation (β = 0.09, p < 0.01), but not cognitive regulation. When separating maltreatment by subtype, we found the mediating effect was present for abuse (β = 0.09, p < 0.01), but not neglect. ConclusionsFindings contribute to our understanding of potential causal mechanisms for the association between child maltreatment and substance use for Latinx youth.

Hubristic Motivation as a Self-Regulation Factor in Primary School in the Context of Neuropsychological Research

The article highlights the conceptual aspects of personality motivation as an important phenomenon of human well-being achievement. During the analysis of theoretical approaches to the definition of hubristic motivation highlighted the psychological phenomenon of personality self-regulation as a manifestation of neurophysiological processes. The article presents the findings of scientists regarding motivation factors, in particular, the principle of self-regulation formation in the context of pedagogy and neuropsychology. The components of the psychological aspect of self-regulation in the context of self-awareness and determination of personality behavior, which contributes to self-realization and socialization are analyzed. In order to determine the most effective factors of personal motivation for self-development, the neurophysiological characteristics of the individual were determined. The article is based on the results of an experimental study, namely, determining the indicators of motivation to learn among primary school students as a manifestation of self-regulation in achieving success in a particular case. The study of motivation was carried out according to the Milman method. The indicators of the study became the basis for determining the effectiveness of hubristic motivation as a neurophysiological manifestation of personality. The study was conducted on the basis of the integrative method of synthesis and analysis, based on the results of the research, descriptive and scientific method of studying the basics of neuropsychology and neuropedagogy. The method of questioning was used during the research on the method of determining personality motivation. The results of the study became the basis for conclusions about the factors of self-regulation of personality in elementary school as a manifestation of hubristic motivation.

How to Improve Self-regulation among Preschoolers

In this paper, a thorough review is provided of how different aspects of self-regulation are affecting a child's development and the manner in which they are influenced by various components of self-regulation in the process of development. The ability to self-regulation has been recognized to be one of the most essential components in the development of cognitive, behavioral, and academic abilities. It is noteworthy that there have been only a few studies that have specifically focused on preschoolers, who are proved to be at the perfect age to learn self-regulation. Therefore, the aim of this paper is to critically comment a number of recent studies on how to improve self-regulated skills in preschool children following a systematic review of recent research and gives some constructive opinions. It presents an analysis of three different types of interventions: physical activities, mindfulness practices, and game-based interventions. In spite of the strengths and weaknesses of each form of self-regulation learning, the paper concludes that both physical and game-based activities are more practical and acceptable to preschoolers, while mindfulness is suggested to apply among special groups. Additionally, at the end of the paper, two common disabilities which suffer from hard-wired deficiencies in the ability to self-regulate their development are also mentioned and discussed in order to encourage future research on these special groups. This paper provides some reference for follow-up research.

Digital Tools to Support Self-Regulation in the Writing Process for Exceptional Learners

High levels of self-regulation and attentional management are essential to skilled writing. Many students with disabilities struggle with the demands of expressing their ideas through writing. The act of high-quality composition requires close attention and management of the entire writing process: planning, composing, and revising. Many students with disabilities struggle to employ the needed self-regulation strategies that are required throughout the writing process. As a result, they generally possess poorer self-regulated writing strategies compared to skilled writers. This article will describe how digital tools can support various aspects of self-regulation within the writing process. When paired with explicit instruction, teachers can use the digital tools provided in this article to deliver effective, self-regulated writing instruction.

Executive Function snd Self-Regulation of Children in Conflict with The Law

This study aims to obtain an overview of the executive function and self-regulation of children in conflict with the law (ABH), namely children dealing with the law who have the status of perpetrators of crimes or criminal acts. This research is a quantitative research with a descriptive research design. The sample in this study were 120 children in conflict with the law (ABH) who were undergoing coaching at the Lembaga Pembinaan Khusus Anak (LPKA) Class 1 Tangerang, Banten and the Lembaga Pembinaan Khusus Anak (LPKA) Class 2 in Bandung, West Java. The instrument used in this research is an executive function questionnaire adapted from the Executive Skill Questionnaire and a self-regulation questionnaire adapted from the Short Self-Regulation Questionnaire (SSRQ). The results of this study indicate that as many as 4.2% ABH have very low executive function, 4.2% ABH have low executive function, 25% ABH have high executive function, and 66.7% ABH have very high executive function. Meanwhile, in the aspect of self-regulation, the results of this study indicate that 0.8% of ABH have very low self-regulation, 5% of ABH have low self-regulation, 44.2% of ABH have high self-regulation, and 50% of ABHs have very high self-regulation.

Accountant Ethics: The Role of Islamic Work Ethic as a Solution

Purpose: The fraud problem has occurred for a long time, followed by accounting scandals including Enron, Worldcom, Satyam, and Global Crossing. This problem is observed from the problems in accounting ethics. This study reviews the literature on ethical self-regulation in accounting from 1980-2020. The articles referred to are those published in Scopus indexed journals. Various solutions were presented from various articles such as improving regulations and professional ethics, free choice of standards used in accounting methods, perceptions of accountants to ethics education in accountants. All of these suggestions have advantages and disadvantages. This paper offers an Islamic work ethic as a solution to the ethical self-regulation of accountants that has a strong dimension with a backing on the divine aspect. This paper offers an Islamic work ethic as a solution to the ethical self-regulation of accountants that has a strong dimension with a backing on the divine aspect. Method: This paper uses harzing software to compile articles on ethical regulation in accountants from the 1980s to 2020. The articles referred to are those published in Scopus indexed journals. The results of tracing articles found very little data discussing regulations on accounting ethics. After the screening process, only six articles were found to be relevant (Table 1). Table 2 shows that most of the articles are conceptual papers. The rest use survey, qualitative and archival methods. Result: So with various improvement efforts in these various fields, this paper suggests an Islamic work ethic as a solution to the problem of accountant ethics. This ethic can be universally applicable because it involves the individual's relationship with his God. All actions return to intentions that focus on the process, not only on the results. Limitation: The limitation of this article is that it only discusses the aspect of self-regulation. Studies from different aspects will add to the contribution of ethical studies in accounting.

Роль контроля поведения в успеваемости и социальной компетентности младших школьников

Background. Self-regulation ability plays an important role in the school success of children — their academic performance and social competence. However, little is known about the specific aspects of self-regulation contributing to this or that competence. Purpose. The study had its purpose to reveal the contribution of behavior control as a subjective regulatory function to the progress of younger schoolchildren and their social competence. Methods: BRIEF questionnaire to assess behavior control, sociometry to assess social competence, additionally — a questionnaire for teachers to reveal the teacher's attitude towards the child as a factor that can also influence the variables under study. Sample. 75 children 9–10 years old, 34 are girls, students of grades 3–4. Results. Regression analysis showed that behavior control contributes to academic performance (R2 = 0.341, p = 0.022 for the Russian language; R2 = 0.425, p = 0.006 for mathematics). The teacher’s assessment of the child’s popularity also predicts academic performance (β = 0.588 for the Russian language and β = 0.623 for mathematics). Apart from that, behavior control predicts the likelihood of a child being accepted by peers (R2 = 0.260, p = 0.028). And, additionally, schoolchildren's acceptance is predicted by their academic performance. Conclusions. The study revealed significant contribution of behavior control to the academic success and social competence of the younger schoolchildren. Further work will be focused on clarifying the role of emotional control and initiative of a child in the academic performance and social competence of the primary school students.

The idea of self-regulation in Russian psychology

The research is devoted to the issue of ideas about self-regulation in Russian psychological science. The purpose of the study is to consider the concept of self–regulation and the current state of the topic of selfregulation in Russian science, also from the point of view of including a spiritual and moral component in its structure. A person is put in conditions where it is necessary to make an informed choice every day, so the skill of self-regulation is becoming more and more relevant in terms of survival in the circumstances of the world around them. From the perspective of the relevance of considering the topic of selfregulation, the importance of studying it in connection with the spiritual and moral qualities of the individual is emphasized. The concepts of selfregulation, definitions of self-regulation, terms, self-regulating capacities, psychophysiological and psychological concepts of self-regulation, levels of self-regulation, effects of self-regulation, spiritual aspects of selfregulation are considered. Thanks to the achievements of domestic researchers in the topic of self-regulation, the elaboration of certain aspects of the topic of self-regulation, the promotion of self-regulation concepts, their systematization of different approaches and paradigms, it was possible to see the place and role of the spiritual aspect of selfregulation in the overall process of self-regulation, continuing and sharing the idea stated by G.V. Ozhiganova.

Determinant Factors of Sports Achievement of State Senior High School Students Special for Sports Gifted South Sulawesi

Education is important in global life because it determines the quality of human resources. Education in Indonesia has begun to focus on providing educational services for children with above average intelligence through the Special Talent Education (PBI) program, which will contribute to the honor and reputation of the Indonesian nation among other nations in the world. This study intends to determine the effect of achievement motivation, self-efficacy, self-regulation, school environment, and social support on sports achievement of South Sulawesi State High School Special Gifted Students. The research method is quantitative with this type of correlational research and ex-post facto design. Data collection techniques were carried out by documenting primary sports achievement data and giving questionnaires to students. Descriptive data analysis, multiple linear regression requirements test, and hypothesis testing are the data analysis techniques used. This study found a significant influence between achievement motivation, self-efficacy, self-regulation, school environment, and social support, both partially and simultaneously, on the sports achievement of South Sulawesi State High School Specialized Sports Talent students. Finally, this study provides input for the future to continue sports achievement research which has aspects of self-regulation and the school environment as well as social support without excluding other variables that can affect the increase in sports achievement and student academic achievement

ВЗАИМОСВЯЗЬ ПОКАЗАТЕЛЕЙ САМОРЕГУЛЯЦИИ И ДУХОВНО-НРАВСТВЕННЫХ КАЧЕСТВ ЛИЧНОСТИ

The empirical study data of the relationship between self-regulation and personal spiritual and moral qualities in the adult sample are presented. The study emphasizes the importance of studying personal spiritual and moral qualities in the process of self-regulation. The purpose is to analyze the relationship between spiritual and moral qualities of a person and different aspects of self-regulation: cognitive, affective, behavioral. Based on the data of the correlation analysis, significant connections of indicators are identified. The real capabilities of a person to initiate consciously and manage voluntary activity are associated with the indicator of spiritual personality, which confirms the hypothesis of the study regarding the cognitive aspect of self-regulation. The study reflects that most indicators of the cognitive aspect of self-regulation correlate with indicators of spiritual and moral qualities of a person positively. There is also a connection with the affective aspect of self-regulation: the repression of external emotions is inversely correlated to the ability for fantasizing and taking care for other people. The ability to withstand is inversely correlated to the feeling of one's own discomfort during interpersonal interaction. A change in attitude to the situation is associated with the rejection of an egoistic position. The repression of the external manifestations of the emotions is inversely correlated to the spirituality of the personality and its individual qualities. The study shows that the spiritual and moral personality manifests itself as capable of self-control; connections are established with the behavioral aspect of self-regulation. The results of the study indicate the association between self-regulatory abilities and spiritual and moral qualities of a person and encourage further research focused on the consideration of spiritual aspects of self-regulation in more numerous and homogeneous by gender samples, differing in occupation, age, etc.

Associations between observed and reported infant negative affectivity, fear and self-regulation, and early communicative development-Evidence from the FinnBrain Birth Cohort Study.

Self-regulation and language are intertwined abilities, but the nature of their relations in early childhood when both skills are still emerging is insufficiently understood. Our knowledge of the relations between early negative affectivity and preverbal and verbal communicative development is still limited. Further, observed and reported temperament capture how aspects of temperament operate in different settings but are rarely used in parallel in studies examining early language. During the period of rapid development, longitudinal studies are needed to identify early risk factors for delayed communicative development. We studied relations between aspects of emerging self-regulation and negative affectivity using both observations at 8months and mother-reports at 6 and 12months, and communicative development measured by gesturing and vocabulary at 14 and vocabulary at 30months in 183 children. Mother-reported self-regulation was related to a higher use of communicative gestures and observed self-regulation by gaze aversion to poorer receptive and expressive vocabulary at 14months, but neither was significantly associated with vocabulary at 30months. We found little evidence for associations between negative affectivity and fear in infancy and communicative development. Our findings highlight different aspects of self-regulation as both potential risk and protective factors for communicative development. Mixed results indicate a need for a more detailed examination of different strategies of self-regulation in different conditions and developmental stages to yield a deeper understanding of the relations between self-regulation in infancy and communicative development.

Students' self-regulation conditions in traffic

Today traffic accidents that happen in domination by high school students, shows that traffic violations need important handling to be overcome. this research objects to analyze students' regulation conditions in traffic violations. This type of research is a descriptive study with a quantitative approach, using a data collection tool in the form of a self-regulation questionnaire in traffic. The subjects of this study were vocational high school students. The sample in this study was 65 vocational high school students. Subjects were taken by simple random sampling technique. This study uses data analysis techniques with descriptive analysis. The results of this study indicate that self-regulation consists of various aspects. Each aspect has a different percentage. The aspect of metacognition ability has a moderate percentage of 60.0%, the motivational aspect of self-regulation has the lowest percentage with 55.4%, while the behavioral aspect has a percentage of 66.2% in the medium category. The results of this study can be used as information for counseling teachers or counselors as a basis in efforts to provide assistance to students to improve adolescent self-regulation in traffic in order to prevent negative behavior, one of which is traffic violations that often occur in adolescents.

Self-Regulation and Academic Achievement from Early to Middle Childhood Among Children in Low-Income Neighborhoods

ABSTRACT Research Findings: Greater self-regulation has been identified as a protective factor for low-income children’s academic achievement. However, we know less about the long-term protective nature of specific aspects of self-regulation. Data were drawn from predominantly African American and Latino children in low-income communities in Boston, Chicago, and San Antonio during early childhood (mean age = 4.84 years) and middle childhood (mean age = 9.30 years; n = 348). The current investigation found that preschoolers’ overall self-regulation predicted their academic skills in middle childhood, net of child and family characteristics as well as academic competence during preschool. Furthermore, when executive function (EF) and effortful control (EC) in early childhood were examined as simultaneous predictors of quantitative and literacy scores during middle childhood, there were moderate linkages from EF to both academic domains. Practice or Policy: Our findings suggest that the long-term gains of interventions that focus on fostering globalself-regulation in preschool may yield more benefits for math than for reading, especially if such programs target young children’s executive function in particular.