Self-regulatory Capacity Research Articles

Arousal coherence, uncertainty, and well-being: an active inference account.

Here we build on recent findings which show that greater alignment between our subjective experiences (how we feel) and physiological states (measurable changes in our body) plays a pivotal role in the overall psychological well-being. Specifically, we propose that the alignment or 'coherence' between affective arousal (e.g. how excited we 'feel') and autonomic arousal (e.g. heart rate or pupil dilation) may be key for maintaining up-to-date uncertainty representations in dynamic environments. Drawing on recent advances in interoceptive and affective inference, we also propose that arousal coherence reflects interoceptive integration, facilitates adaptive belief updating, and impacts our capacity to adapt to changes in uncertainty, with downstream consequences to well-being. We also highlight the role of meta-awareness of arousal, a third level of inference, which may permit conscious awareness, learning about, and intentional regulation of lower-order sources of arousal. Practices emphasizing meta-awareness of arousal (like meditation) may therefore elicit some of their known benefits via improved arousal coherence. We suggest that arousal coherence is also likely to be associated with markers of adaptive functioning (like emotional awareness and self-regulatory capacities) and discuss mind-body practices that may increase coherence.

The dimensionality of L2 teacher self-regulation strategies and its interactions with teacher self-efficacy: Exploratory structural equation modeling

Teacher self-regulation plays a critical role in effective teaching and professional success. It is not only deemed to be a path to professional development but also a prerequisite to cultivating students' self-regulatory capacity. However, our understanding of in-service second/foreign language (L2) teachers' self-regulation strategies is insufficient. This study aimed to address gaps in the literature by exploring the factorial structure of self-regulation strategies for teaching among L2 teachers in China. Grounded in sociocognitive theory, we proposed a multidimensional structure of self-regulation strategies for teaching and made methodological innovations by using rigorous statistical methods including exploratory structural equation modeling (ESEM) and bifactor ESEM to measure the construct-relevant multidimensionality of teacher self-regulation strategies. The study collected data from a sample of 242 in-service L2 teachers across 18 universities in various regions of China. Model comparisons confirmed the ESEM model with the best fit, accounting for 12 specific teaching strategies (i.e., organization, elaboration, critical thinking, goal setting, self-evaluation, self-monitoring, motivational self-talk, emotional regulation, interest enhancement, collective teacher commitment, seeking help and resources, and time and environment management). These specific teaching strategies with moderate correlations confirmed the multidimensional structure of teacher self-regulation entailing cognition, metacognition, motivation, and social behavior. In addition, L2 teachers’ self-regulation strategies were closely connected to their sense of efficacy in classroom management, student engagement, and instructional strategies, supporting the criterion validity.

High Heart Rate Variability Buffers the Effect of Attachment Insecurity on Sleep Quality.

Sleep quality is an important health-protective factor. Psychosocial factors, including attachment orientation, may be valuable for understanding who is at risk of poor sleep quality and associated adverse health outcomes. High attachment anxiety is reliably associated with adverse health outcomes, whereas high attachment avoidance is associated with adverse health outcomes when co-occurring with poor self-regulatory capacity, indexed by heart rate variability (HRV). We examined the associations between attachment anxiety, attachment avoidance, HRV, and sleep quality. Using longitudinal data from a sample of 171 older adults measured four times over 1 year ( M = 66.18 years old; 67.83% women), we separated the between-person variance (which we call "trait") and within-person variance (which we call "state") for attachment anxiety, attachment avoidance, and HRV (via the root mean square of successive differences). Sleep quality was measured with the Pittsburgh Sleep Quality Index. Higher trait attachment anxiety was associated with poorer global sleep quality ( B = 0.22, p = .005). Higher state attachment avoidance was associated with poorer sleep quality ( B = -0.13, p = .01), except for those with higher trait HRV. Higher state attachment anxiety was associated with poorer sleep quality ( B = -0.15, p = .002), except for those with higher or mean trait HRV. Higher trait attachment anxiety was associated with poorer sleep quality ( B = -0.31, p = .02), except for those with higher trait HRV. High trait HRV mitigated the adverse effects of attachment insecurity on sleep quality. Our results suggest that people with high trait HRV had greater self-regulation capacity, which may enable them to enact emotion regulation strategies effectively.

A Review on the Impact of Subjective Social Status and Socioeconomic Status on People

In today's society, the gap between the richer and the poorer social class is becoming more problematic: increase in advantage that wealthier people inherit outclasses endeavors of people from lower classes. Discriminations and prejudice towards people with a relatively poor family background also perpetuate. Therefore, the author believes that socioeconomic status would be a practical, functional topic of investigation. The topic of this paper is the impact of social economic status. The paper will cover several experiments: Impact of subjective social status (SSS) and Socioeconomic Status (SES) on student’s academic performance, impact of SES on children's self-perceptions Self-esteem, self-efficacy, self-regulatory capacity, and the impact of SES on one’s personality. The results of this study contribute to a further knowledge of the effects involving social economic status and to the development of different educational strategies for different families.

How Stress, Trauma, and Emotion May Shape Post-Conflict Environments – with Implications for International Peacekeeping

ABSTRACT Recent research on post-conflict environments prioritizes more creative understandings of peace operations, leading researchers to dig deeper into the micro-foundations of peacebuilding and peacekeeping. Though some of this research highlights the role of emotions, there are several complexifying factors that interact with emotion – including chronic stress arousal, trauma, increased stress loads, stress and emotion contagion, and decreased self-regulatory capacity – that remain dramatically undertheorized in this new wave of research. Given that peacekeeping operations are an environment in which these factors are likely to be at their most salient, it is essential that we understand where and how they interact with those operations. This article seeks to address this oversight. It begins by integrating recent psychological and neuroscientific arguments about individuals’ neurobiological windows of tolerance, exploring how the conflict cycle can lead to post-conflict effects on individuals’ thoughts, emotions, decision-making, and behaviour. It then explores the implications of those lessons for two dimensions of peacekeeping environments, offering insight into peacekeepers’ dysregulation as well as structurally and socially embedded dysregulation within the host population. Most importantly, it offers recommendations for how to resolve the effects of stress and trauma in peacekeeping environments, and thus provide the healing needed for effective peacekeeping.

Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students’ self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

Brain-IT: Targeting the brain using information technology for secondary prevention of mild neurocognitive disorder

Brain-IT: Targeting the brain using information technology for secondary prevention of mild neurocognitive disorder

Analisis Faktor-Faktor Yang Mempengaruhi Fungsi Di Tempat Kerja Pada Perawat

Background: The workplace function of nurses is an important thing that must be paid attention to by hospitals. Nurses certainly have an important function in their work in terms of health services. Employees should be able to adapt and be respected in their work environment. However, some people experience problems adapting to their work environment, resulting in low performance. Nurses' decreased function at work due to high workloads makes it difficult to control one's own behavior. This results in the implementation of the work not being optimal.Objective: This study was conducted to examine the factors that influence workplace function in nurses Method: This research is a quantitative research with a survey design. Research data was collected using a questionnaire from respondents who work as nurses in hospitals. The sampling technique used purpose sampling technique and the sample size was 200 nurses. This research uses SEM (Structural Equation Modeling) analysis using AMOS and regression analysis using SPSS. Results: Based on the results of the analysis that has been carried out, the research results show: self-regulation capacity has a significant effect on functioning at work, self-regulation capacity has a significant effect on self-destruction, self-regulation capacity has a significant effect on job craftsmanship, self-destruction has a significant effect on functioning at work. workplace, work craft has a significant influence on function in the workplace. Burnout does not moderate the relationship between self-regulatory capacity and functioning at work so it does not have a significant influence. Conclusion: Increased functioning in the workplace for nurses is influenced by optimal self regulation capacity in nurses, self-destruction which can be increasingly minimized, work craftsmanship which increases in nurses.

Day-to-day variability of stress biomarkers during a music intervention in people living with dementia and their family caregivers.

Examination of the variability of stress biomarkers among people living with dementia and their family caregivers can provide evidence of stress reactions and corresponding self-regulation capacities, but no such research has been conducted to date. The aim of this study was to examine day-to-day variability patterns of salivary biomarkers in dyads of people living with dementia and their family caregivers and to investigate differences in variability patterns between music intervention and control groups. This study involved secondary analysis of data collected during a two-group, non-randomized open trial examining the effects of an 8-week music intervention on physiological stress markers. A total of 5791 salivary samples from 34 dyads were used to analyze the variability of morning and evening cortisol and of morning dehydroepiandrosterone sulfate (DHEA-S). The variability indices employed were the intra- and inter-individual standard deviation, coefficient of variation, and intra-class correlation coefficient. We found that family caregivers in the music intervention group had significantly greater coefficients of variation for all three biomarker endpoints than those in the control group. Our findings provide evidence that stress biomarkers in family caregivers with functional self-regulation capacities may be more likely to respond to music intervention. However, stress biomarkers in people living with dementia may not be responsive to music intervention, possibly due to their dysfunctional self-regulation capacities. Future stress biomarker studies involving dyads of people living with dementia and family caregivers should consider biomarker variability patterns in determining the effectiveness of behavioral interventions.

Exploring fear from a psychodramatic perspective

The article presents an attempt to describe the phenomenon of fear from a psychodramatic perspective. The perception of fear as an innate component of the psyche and as a phenomenon shaped by learning, experience and its cognitive processing is deciphered, very briefly outlining the criteria for classifying fear. Factors that provoke fear are elucidated, namely congenital triggers, social internalization of sources of danger and personal experience, as well as fear avoidance reactions, in particular avoidance of the experience of shame. The adaptive function of fear and that of understanding the self and one`s own picture of the world are specified. Fears based on a realistic assessment of situations and imaginary ones are delimited; the difficulties in identifying the causes of illusory fears and the ways of working with this kind of fears. The need for psychotherapeutic interventions in managing this emotion and freeing oneself from its consequences is highlighted, giving a concrete example of how psychodrama explores, through roleplaying, the individual`s relationship with his/her own fear and awareness of the causes of its occurrence. All this emphasizes the need to develop internal resources, creativity and spontaneity, the ability to communicate and build relationships, the capacity for operational self-regulation, which make it possible to generate solutions in unusual and extreme situations, in order to face challenges and avoid psychological trauma caused by various fears.

UNLEASHING HIDDEN POTENTIALS: THE EFFECT OF SELF-RECORDING IN LANGUAGE ASSESSMENT

The purpose of this study was to know the effects of using self-recording in peer and self-assessment in language learning. This mixed-method research design with post-test control groups utilized speaking tests, rubrics, self-assessment checklists, interview guides, and teaching scenarios to collect data. Instrument preparation, validation, and reliability tests were all part of rigorous data-gathering procedures. Using stratified random sampling, participants were divided into control and experimental groups. Each group received different treatment, using self-recording for peer and self-assessment in the experimental group and traditional oral presentations in the control group. Speaking performances by students were recorded for self-and peer assessment, whereas the control group was assessed using a teacher's criteria. The results of the posttest showed that the experimental group fared much better than the control group, demonstrating the superior effectiveness of self-recording in enhancing speaking skill. In addition, the results of the interview confirmed that self-recording is meaningful for self-control, feedback, time-shifted assessment, equity, and fairness. More importantly, the transformative power of self-recording in assessments highlights the critical function of self-recording in strengthening self-regulation abilities. Thus, in educational and assessment contexts, this technique has the potential to unleash hidden self-regulation capacities, resulting in deep personal development and positive transformations.

Self-regulated Learning Skills in Instrument Education: A Qualitative Study

The purpose of this study is to uncover and comprehend the current state of pre-service music teachers’ use of self-regulated learning skills in instrument education, as well as the obstacles they face and the techniques they use to develop these skills throughout their instrument education. The data were obtained from participants’ experiences and opinions and may be used to develop a conceptual framework concerning self-regulated learning skills and how these skills can be applied in teaching. This study reveals the importance of autonomy and co-regulation in the learning process, with a focus on teachers’ roles in fostering student autonomy and giving support. Previous research has shown that self-regulation tactics can be incorporated in education to improve learners’ self-regulation capacities. This study suggests that the “Individualized and Co-regulated Teaching Model in Instrument Education,” a student-centered method that stresses dialogue-oriented learning, teacher-student interaction, and tailored learning needs may be appropriate for many learners. Teachers are encouraged to adopt individualized teaching orientations, allowing students to set their own learning goals and monitor their progress, as guided by this model. Furthermore, efficient communication and co-regulation between teachers and students promote self-regulation and musical development. Given the growing importance of self-regulated learning skills in the distance learning era, educational programs should focus their development and empower learners to become independent, and lifelong learners through collaborative knowledge production. The findings of this study imply that more research on the application of self-regulation skills in instrument acquisition among lower-achieving or less-experienced students is needed. Overall, this study highlights the importance of self-regulated learning skills in instrument teaching and advocates its incorporation into instructional procedures.

Positive emotions, self-regulatory capacity, and EFL performance in the Chinese senior high school context

Previous research on English as a foreign language (EFL) learning has predominantly focused on negative emotions such as anxiety and boredom, neglecting positive emotions. Self-regulation, a cognitive factor, has emerged as a key construct of positive psychology in recent years. However, few studies have examined the mechanisms by which positive emotions influence EFL performance, especially through cognitive factors. Given the high-stakes nature of Chinese college entrance examination and Chinese culture's value on effort, Chinese senior high school students may experience distinct EFL emotions. Therefore, this study, based on the control-value theory (CVT), explored the potential mediating role of self-regulatory capacity (boredom, awareness, goal, and emotion controls) in the relationship between the three focal positive emotions (enjoyment, hope, and pride) and EFL performance among Chinese senior high school students. A paper-and-pencil questionnaire survey was administered to 330 Chinese third-year senior high school students (male: n = 159; female: n = 171). The data were analyzed using descriptive statistics, correlation analysis, and mediation analysis with SPSS 26 and PROCESS V3.3. The results indicated that the students reported low levels of enjoyment and pride, moderate levels of hope, low levels of awareness, goal, and emotion controls, and moderate levels of boredom control. The results also revealed significant and large associations among the three positive emotions, the four components of self-regulatory capacity, and EFL performance. Furthermore, the results suggested that self-regulatory capacity partially mediated the effect of positive emotions on EFL performance, supporting the CVT framework. The study concluded with implications for educators and suggestions for future research.

Evidencias de los efectos parasimpáticos y simpáticos de la acupuntura mediante la variabilidad de la frecuencia cardíaca: implicaciones multisistémicas

Heart rate variability (HRV) indirectly reflects the activity of the autonomic nervous system (ANS) on cardiac function, which is modified by both internal and external stimuli, reflecting the body's self-regulatory capacity. In this article we describe some general aspects of HRV and its implications for health and disease. Likewise, we show experimental evidence emphasizing that acupuncture under certain conditions increases vagal tone, to cope with the wear and tear generated by stressors, and in other conditions activates the sympathetic response to mobilize resources. We expose HRV as a tool to evaluate the effects of acupuncture on the sympathetic and parasympathetic nervous system, and its implications in other body systems. We propose that a mechanism of action of acupuncture to modulate the digestive, immune, cardiovascular, respiratory, and gynecological systems, including conditions such as stress, fibromyalgia, chronic fatigue, and metabolism, corresponds to the activity it exerts on the sympathetic branch and parasympathetic of the ANS, which can be evidenced by HRV.

Disinhibited or Disconnected? Dietary Restraint Attenuates the Relationship Between Heart Rate Variability and Stress-Induced Suppression of Food Intake

Abstract: Literature on restrained eaters posits that the capacity to successfully diet is cognitively demanding, requiring exertion of cognitive control over one’s eating behaviour. Demands that deplete this limited inner resource can thus lead restrained eaters to become disinhibited and consume large amounts of food. Although self-regulation is inferred to play a role, it has not yet been studied in combination with its physiological correlates. As low heart rate variability (HRV) is associated with lower self-regulatory capacity, and acute mental stressors decrease HRV, it was hypothesized that reduced HRV during stress may mediate the relationship between stress and food intake, and that the mediation may be moderated by dietary restraint. Specifically, the moderation hypothesis predicted more restrained eaters would exhibit a stronger relationship between low HRV and intake. Female undergraduates ( n = 92) were randomized to a stress or control condition while HRV was recorded. Participants subsequently engaged in a bogus taste test to quantify post-stress consumption. Restraint was conceptualized using Hagan and colleagues’ (2017) latent restraint factors. A significant moderated mediation emerged for Weight-Focused Restraint, ab3 = .196, SE = .077, 95% CI [.060, .361] and Calorie Counting, ab3 = .062, SE = .023, 95% CI [.024, .115]. However, contrary to expectation, stress-induced HRV reduction was associated with decreased intake for those low in restraint, whereas intake was unrelated to HRV for individuals with higher dietary restraint. Further, there was no evidence of traditionally-defined disinhibition in more restrained eaters. Results suggest those with higher restraint show a relative disconnection from internal physiological cues shown to affect intake under stress in less restrained individuals.

Психологічна компетентність у подоланні внутрішнього конфлікту педагогів у межах середовищного підходу

The article reveals the concept of ‘Psychological competence of teachers within the framework of the ecological approach’ and ‘Ecological approach in overcoming the internal conflict of teachers’. The purpose of the article is to justify the psychological competence in overcoming the internal conflict of teachers within the framework of the ecological approach. A model of psychocorrection of VC in the situation of psychosomatic disorders and a lecture course ‘Correction-relaxation training Recovery of resistance to conflict personality’ have been developed regarding the prevention of internal imbalance of teachers in the conditions of the eco-environment of higher educational institutions. Psychological support of teachers in the conditions of higher education is offered, which is a complex of psychologically determined measures that ensure the improvement of the effectiveness of pedagogical activities and the qualification of a person. At the motivational and value stage of the proposed model, professional motives (stable orientation of interests and needs) were determined, which are expressed in awareness of the social significance of one's activity and understanding of professional values aimed at self-realization in the process of activity. The criterion for the formation of the cognitive stage is the presence of scientific and theoretical (general cultural training), operational knowledge and abilities to organize professional activities. The reflexive-regulatory stage is characterized by the existing capacity for self-regulation and reflection.Solving the problems of the internal conflict of the individual within the framework of the ecological approach can be seen in the formation of a constructive model of behavior, the resolution of conflict situations positively in the conditions of an educational institution with the improvement of psychological influence and the humanization of the system of the educational process. This approach can contribute to the improvement of interpersonal relations, the establishment of emotional contacts with one's environment, the improvement of professional development and the restoration of conflict resistance of teachers.

The dynamic behaviour of ORC-based power units fed by exhaust gases of internal combustion engines in mobile applications

Exhaust gases Waste Heat Recovery (WHR) in Internal Combustion Engines (ICEs) performed through ORC-based Power Units (ORC-bPU) ensures a reduction of fuel consumption and consequently CO2 emissions. Nevertheless, high fluctuations of hot source push the ORC-bPU to work frequently in severe off-design conditions. Hence, a deep knowledge of the unit dynamic behaviour is fundamental to develop control and operating strategies allowing to achieve a successful recovery. Dynamic response assessment of ORC-bPUs has been treated in literature but making mainly reference to theoretical approaches or to variations of input variables without considering the matching to the engine and the necessary constraints which are present in a real mobile application. Moreover, Moving Boundary (MB) models are generally used as theoretical tools to support the dynamic analysis focusing the attention on Heat Recovery Vapor Generator (HRVG) which rules the plant dynamic response. In MB models, boundary conditions at the HRVG exit are mainly fixed by the expander and by the remaining circuit. To date, the attention was focused on the presence as expander of dynamic machines (turbine), deserving an evident lower attention to volumetric expanders nonetheless their higher suitability for low-medium scale ORC applications (few kWs). To fill these knowledge gaps, a novel approach is pursued in the present paper. The dynamic response of an ORC-bPU was experimentally observed for a step change of torque and revolution speed of an ICE directly connected to the recovery unit. The variation of engine operating conditions produced an unsteady variation of the temperature and flow rate of the exhaust gas feeding the unit. The dynamics of the engine and the connecting pipes is considered as well as all the typical constraints of a real situation. Results show HRVG and exhaust pipe ruling the dynamic behaviour of the unit, leading to long time constant and raising time of gas temperature of 150 s and 300 s respectively. These results show that the unit almost always works in transient conditions being engine torque and speed variations very fast. Nevertheless, thanks to the self-regulation capacity and the robustness of the scroll expander, the unit reacts in a satisfactory way. A further novelty of the present study concerns the integration of the widely used Moving Boundary (MB) approach with Permeability theory which considers the presence of a volumetric expander and all the ither downstream components, finding a match not available in literature between the HRVG and a volumetric expander and pump. The results of the new Permeability-Moving Boundary model (P-MB) was compared with those of a more comprehensive mathematical model. The comparisons show a comparable accuracy and a significantly lower computational time achieved with P-MB. Hence, P-MB could be implemented on board to set up control strategies enhancing the recovery tuned by a model-based approach.

混合式教学环境下大学生自我调节能力的培养

This research, on the basis of Winne and Hadwin’s 4-phase model of self-regulated learning, intends to explore whether learners can promote their self-regulating capacity under the teacher’s guidance on metacognitive monitoring. Structured self-report is adopted as an intervention method to guide learners to implement pre-learning task analysis and goal setting as well as post-learning self-monitoring and retrospection. It has been discovered that this method may promote learners’ self-regulating capacity, but the stability of the effects calls for further validation through longer-term experiments. And strategy training is also suggested for the steady promotion of learners’ self-regulating capacity in a long run.

Exploring self-regulated vocabulary learning strategies, proficiency, working memory and vocabulary learning through word-focused exercises

ABSTRACT This study first validates a survey on self-regulated vocabulary learning strategies. It then examines the effects on the acquisition of new second language (L2) words from a reading text of three word-focused exercise conditions: reading + marginal glosses, reading + gap-fill and reading + sentence writing. It also evaluates the extent to which any effects can be predicted by three learner variables: self-regulated capacity in vocabulary learning, L2 English proficiency level, and working memory. Data were collected from 270 Chinese EFL students. Results confirmed the validity of the survey on self-regulated vocabulary learning strategies. Learners performed the best at learning new words on the immediate post-test for the condition of reading + sentence writing, followed by reading + gap-fill and reading + marginal glosses conditions. The three learner variables predicted the effectiveness of these three conditions for vocabulary learning. Our research thus confirms the benefits of word-focused exercises, particularly sentence writing with target words, for enhancing vocabulary learning, but also highlights that learner-related variables (self-regulated capacity, L2 proficiency, and working memory) need to be considered in order to maximise the effectiveness of word-focused exercises.

Individual variations in sources of self-regulatory efficacy among elementary school pupils

Self-regulatory efficacy (SRE) among elementary school children is of interest because pupils’ self-regulation capacities and SRE influence in managing learning situations. This study investigated variations in the four sources of SRE and how these variations were related to SRE, reading skills and arithmetic skills. The participants were 1284 pupils in Grades 2 to 5. SRE and the sources of SRE were explored via questionnaires completed by the pupils. Latent profile analysis was used to search for subgroups with similar combinations of sources. Five distinguishable and informative profile groups emerged with differences in SRE levels and basic academic skills. The greatest variations were in mastery experiences and emotional states, which were the most sensitive sources for detecting interindividual differences in the domain of self-regulation. Multiple positive sources contributed to higher SRE, while low exposure to sources was related to both lower SRE and low basic academic skills.