Components Of Self-regulation Research Articles

Психосемантические маркеры дефицитарности компонентов саморегуляции в ситуациях нарастающей неопределенности

The aim of the study is to develop and test an express diagnostic method for determining psychosemantic markers of self-regulation components deficiency in clients during an online counseling situation. The article describes the specifics of the population's appeals to psychological services from universities for psychological help since the beginning of the COVID-19 pandemic. It shows that people's requests have a different focus: problems with behavior, problems with cognitive functions, problems with emotions, will, motivation, etc. However, a common component in all requests is a pronounced lack of self-regulatory resources in solving problems that arise in situations of increasing uncertainty. The study results of psychosemantic markers of components deficiency in human selfregulation during situations of increasing uncertainty are presented. The relevance of the results of the components deficiency in human self-regulation is determined by the fact that self-regulation is an important resource of an individual, which contributes to successful adaptation to various life difficulties and situations, including situations of forced increasing uncertainty such as the COVID-19 pandemic. Using the analysis of various theoretical works and empirical studies, 4 main groups of deficits (deficiencies) of self-regulation, characteristic of people in a situation of increasing uncertainty, were identified: deficiency of the operational component of self-regulation, deficiency of the emotional-volitional component of selfregulation, deficiency of the motivational component of self-regulation and deficiency in the individual-personal component of self-regulation. This empirical study of psychosemantic markers of deficiency in self-regulation components was carried out using the method of content analysis of requests from people who applied for help to the TSU psychological service during the COVID-19 pandemic. It was noted that the number of deficiencies in different people are both minimal (only 1 type of deficiency occurs) and maximum (all 4 identified types of deficiency occur). Thus, the predominant type of deficiency among people who applied for help to the psychological service of TSU was the deficit of the emotional-volitional component of self-regulation, namely, problems with the regulation of fear, anxiety and aggression. This fact indicates that the situation of uncertainty to a greater extent affected the emotional component of the psyche. In addition, it is the selfregulation of emotions that is one of the most complex types of self-regulation, and this is probably why there are more related requests to it. The deficit of the operational component of self-regulation was the least common. The novelty of the study is the indications psycho-semantic tools, which allows collecting diagnostic information in the course of working with a client on an online consultative platform.

Психологічні особливості підготовки студента-піаніста до публічного виступу

The purpose of the work is to generalize the personal experience of psychological preparation of students to perform musical works on stage and tune in to the performance. The research methodology consists of the systemstructural method and the method of pedagogical observation. Scientific novelty consists in the generalized and allocated methodical instructions of conscious preparation of the student-pianist for public performance. Conclusions. The introduction of conscious performance training practices will help student pianists to tune in to perform, master stage excitement and demonstrate the best results. At the same time, a certain stage and sequence of work with a student pianist is important: analysis of psychological stressors of a concert performance, comparison with previous performances, highlighting the features of psychological behavior at the piano, student recommendations for future performance. It was found that the manifestations of emotional tension that arise in the process of concert activities are anxiety, fear, anxiety, self-doubt. It is shown that working with stage excitement is the basis of the emotional culture of a musician-performer. It is established that an important criterion of a student’s readiness to perform is the emotional and logical freedom of the game, which consists in embracing the holistic image of the work, i.e., the ability to keep the end of the work. Effective components of emotional self-regulation are immersion in the image of the concert program, trying on a “mask of confidence”, creating a picture of success, achieving the inner level of co-author of a musical work. At the same time it is necessary to consider individual receptions of psychological adjustment to performance. The practices of conscious preparation of a student pianist for a stage performance are highlighted. It is emphasized that each preparatory stage for the stage performance has certain features, taking into account which ensures a successful public presentation of the work. 

Investigating psychological characteristics of self-regulation in schoolchildren with cognitive disorders

Introduction. The authors investigate psychological characteristics of self-regulation in primary schoolchildren with cognitive impairments. The purpose of the article is to identify key determinants of the manifestation of self-regulation as the leading mechanism of adaptation. The results obtained can contribute to developing psychological support programs within school conditions and facilitate adaptive strategies of behavior and components of self-regulation. Materials and Methods. The methodological foundations of the research included leading positions of psychology about the formation of the behavior of children with cognitive disabilities. The research was carried out in the logic of the ascertaining psychological and educational experiment; the material obtained from the collection of empirical data was analyzed and generalized. The sample consisted of 456 schoolchildren aged between 8 and 11 years, who were divided into three groups: NID (normal intellectual development), MR (mental retardation) and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, and the method of correlation pleiades. Results. The research findings include identifying the main psychological characteristics of self-regulation in primary schoolchildren with cognitive impairment. The research data enabled to develop self-regulation skills in schoolchildren with cognitive impairment. The results obtained are considered as a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The study concludes that after identifying the psychological characteristics of self-regulation in primary schoolchildren with impaired cognitive health, it is possible to develop programs of psychological assistance for educational settings. The research data can be used within educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

Who accepts nudges? nudge acceptability from a self-regulation perspective

Public acceptability of nudging is receiving increasingly more attention, but studies remain limited to evaluations of aspects of the nudge itself or (inferred intentions) of the nudger. Yet, it is important to investigate which individuals are likely to accept nudges, as those who are supposed to benefit from the implementation should not oppose it. The main objective of this study was to integrate research on self-regulation and nudging, and to examine acceptability of nudges as a function of self-regulation capacity and motivation. Participants (N = 301) filled in questionnaires about several components of self-regulation capacity (self-control, proactive coping competence, self-efficacy, perceived control and perceived difficulty) and motivation (autonomous motivation and controlled motivation). To evaluate nudge acceptability, we used three vignettes describing three types of nudges (default, portion size, and rearrangement) that stimulated either a pro-self behavior (healthy eating) or pro-social behavior (sustainable eating) and asked participants to rate the nudges on (aspects of) acceptability. Results revealed that there were substantial differences in acceptability between the three types of nudges, such that the default nudge was seen as less acceptable and the rearrangement nudge as most acceptable. The behavior that was stimulated did not affect acceptability, even though the nudges that targeted healthy eating were seen as more pro-self than the nudges targeting sustainable eating. From all self-regulation components, autonomous motivation was the only measure that was consistently associated with nudge acceptability across the three nudges. For self-regulatory capacity, only some elements were occasionally related to acceptability for some nudges. The current study thus shows that people are more inclined to accept nudges that target behaviors that they are autonomously motivated for, while people do not meaningfully base their judgments of acceptability on self-regulatory capacity.

Characteristics of the self-regulation of middle school students in Russia during the period of distance learning

Distance learning can be considered as “self-regulated learning” as it involves students managing their own time, planning their own activities, and taking an active part in interactive communication with classmates and the teacher. The purpose of the study is to identify problems in middle school students’ self-regulation of learning activities during the period of distance learning. Based on a comparative analysis of international research, the study identifies the structural components of self-regulation in distance learning including self-organization, goal setting, planning, prediction, self-control, self-assessment, and reflection. The most significant structural component is students’ self-organization, which implies making a daily schedule, recording the tasks performed, controlling one’s actions in accordance with the daily schedule, as well as independently allocating time for homework. The study is based on a survey of 196 middle school students in the Republic of Komi, Russia. The results of the survey allow identifying the most vulnerable areas of students’ self-regulatory activity in the process of planning, organizing, and controlling their time and individual learning activities in a distance learning environment. The practical significance of the study lies in the possibility of using the data obtained to improve the process of distance learning. The materials of the study may be of use to managers, methodologists, and teachers in secondary education in developing methodological recommendations for students regarding the development of self-regulatory skills of middle school students.

A Mediating Model of Emotional Balance and Procrastination on Academic Performance.

Deficit in the management of time continues to be an important difficulty students are faced with. The present work aimed to test the hypothesis that self-regulation is the major predictor of academic performance and that this effect can be mediated both by the student’s emotional regulation and his propensity for procrastination. Participants were 450 university students who were administered MPP and AIP. The procedures involved the administration of instruments and the collection of average exam grades as a measure of academic performance. The effect of a specific component of self-regulation on academic performance, namely action orientation, was significant, while procrastination showed a limiting effect on the performative quality of the student. The model confirmed the mediation role of emotional balance on the effect that action orientation exerts on procrastination, and the mediation of procrastination in the relationship between action orientation and Academic Performance. Results of the study suggest focusing on student support and on prevention of procrastinating behavior through programs that enhance first of all student’s proactive attitude, planning skills, self-monitoring and effective/efficient time management, and secondly, emotional awareness and regulation of emotional response in situations of stress and performance anxiety.

Accounting for the SES-Math Achievement Gap at School Entry: Unique Mediation Paths via Executive Functioning and Behavioral Self-Regulation

Childhood socioeconomic status (SES) is strongly predictive of math achievement in early childhood and beyond. In this study, we aimed to further our understanding of the mechanisms underpinning the SES-achievement gap by examining whether two aspects of self-regulation—executive functions (EF) and behavioral self-regulation (BSR)—mediate between SES and math achievement. Using data from a longitudinal study in Singapore (n = 1,257, 49% males), we examined the predictive link from SES to math achievement at entry to formal education (age 7), and the role of EF (child-assessed) and BSR (child-assessed and teacher-rated) as mediators of the SES-math achievement relationship. After accounting for children’s non-verbal reasoning and prior math achievement, EF and BSR (both child-assessed) emerged as significant partial mediators between SES and math. A key contribution of our study is in demonstrating that both components of self-regulation play a small role in explaining SES disparities in math achievement. Our findings further suggest that a balanced focus on enhancing EF and BSR skills of children from low-SES families may help to attenuate the SES-math achievement gap. More generally, our research contributes new insights to the ongoing debate about the theoretical distinctions between EF and BSR.

Evaluating the effectiveness of psychological assistance to primary schoolchildren with cognitive health disorders aimed at developing their self-regulation skills

Introduction. The authors investigate the problem of developing self-regulation skills in primary schoolchildren with cognitive impairments within the education system. The purpose of the article is to evaluate the effectiveness of implementing the program of psychological support aimed at developing self-regulation as a way of enhancing adaptive strategies of behavior and components of self-regulation. Materials and Methods. The study employs a formative psychological and educational experiment (the action research). The collected empirical data were analyzed and summarized. The sample consisted of 456 students, aged between 8 to 11 years, who were divided into three groups: NID (normal intellectual development), ID (intellectual disability), and MID (mild intellectual disability). The data obtained were interpreted and subjected to statistical analysis using various methods of mathematical and statistical processing: the reliability of differences according to statistical criteria, the F * angular transformation, the criterion for comparing the distribution of Pearson χ2 levels, correlation analysis, the method of correlation pleiades. Results. The research findings have shown that program of psychological support aimed at formation of self-regulation developed and implemented by the authors has proven to be effective. It contributes to successful formation of self-regulation in children with cognitive impairment. The program is a socio-psychological resource for improving cognitive health in primary schoolchildren. Conclusions. The article concludes that the implementation of the program of psychological support has led to a significant increase in the indicators of self-regulation components in the subjects. The obtained data can be used by educational settings teaching children with cognitive disabilities to increase the effectiveness of classroom and extracurricular activities and their successful integration into society.

Neural signature of affective but not cognitive self-regulation predicts cortisol response to psychosocial stress

Self-regulation is theoretically closely related to coping with stressful events, yet whether self-regulation capacities can predict individual stress responses is largely unknown. Cognitive control and emotion regulation are two major aspects involved in self-regulation, both of which are mechanisms to support goal-directed behaviors. Here, we aimed to elucidate whether the neural processes involved in emotion regulation and cognitive control could predict the cortisol response to stress. Therefore, we recorded first electroencephalography (EEG) during a cognitive conflict task (Simon task) and an emotion regulation task (cognitive reappraisal and expressive suppression) before healthy participants (n = 72) underwent a psychosocial stressor. Our results showed that late positive potentials (LPPs) during the emotion regulation task predicted both cortisol reactivity to and recovery from stress. Cognitive control and its neural underpinning, however, did not predict the individual stress response. These findings indicate that neural emotion regulation processes can predict HPA axis response to stress, and suggest a differential involvement of cognitive and affective components of self-regulation in the adaptation to stressful events.

Beyond difficulties in self-regulation: the role of identity integration and personality functioning in young\xa0women with disordered eating behaviours

BackgroundPast research has established individual relationships between disordered eating behaviours (DEB) and both self-regulation difficulties and identity disturbance. However, no research has looked at the shared influence of these constructs on DEB nor at personality functioning in individuals with DEB.MethodsIn the present study, self-regulation was explored in terms of effortful control, impulsivity and emotion regulation while identity integration was measured in terms of impairments in self-functioning using a sample of 247 undergraduate students.ResultsSignificant associations were found between all components of self-regulation and DEB, with the exception of impulsivity. Identity instability was also associated with self-regulation difficulties and DEB. Structural Equation Modelling analyses indicated that identity instability partially mediated the relationship between self-regulation and DEB. Lastly, disordered eating was associated with difficulties in personality functioning, with young women presenting with DEB reporting significantly greater difficulties in both self and interpersonal personality functioning.ConclusionBehavioural eating anomalies should be considered as epiphenomena secondary to a possible deeper issue that reflects difficulties related to identity integration and potential personality functioning. The clinical implications of these findings are discussed.

A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class

This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining information regarding students' awareness of their metacognitive skills and self-regulation habits. The participants were students from a pre-determined private university in Yogyakarta, where the reading classes are known to be student-centered. The results showed that while the students could create strategies and reflect upon said strategies, they still lacked a critical component of self-regulation, namely the preparation phase. This discovery means that the students need to be aware of the importance of preparing to meet specific goals and self-motivation.

Persistence and Disengagement in Personal Goal Pursuit

Persistence in and timely disengagement from personal goals are core components of successful self-regulation and therefore relevant to well-being and performance. In the history of motivation psychology, there has been a clear emphasis on persistence. Only recently have researchers become interested in goal disengagement, as mirrored by the amount of pertinent research. In this review, we present an overview of the most influential motivational theories on persistence and disengagement that address situational and personal determinants, cognitive and affective mechanisms, and consequences for well-being, health, and performance. Some of these theories use a general approach, whereas others focus on individual differences. The theories presented incorporate classical expectancy-value constructs as well as contemporary volitional concepts of self-regulation. Many of the theoretical approaches have spread to applied fields (e.g., education, work, health). Despite numerous important insights into persistence and disengagement, we also identify several unresolved research questions.

Analisis Kemampuan Self Regulation Siswa pada Pembelajaran Sains saat PJJ Online di Era Pandemi Covid-19

This study aims to determine students' self regulation during the Covid-19 pandemic at islamic senior high school in Kabupaten Karawang, West Java. The research method used descriptive method and data collection techniques using a survey through Google Form. The research subjects were Grade X,XI,XII . The results showed that the skill of students’ self regulation was in the high category with presentage of 17%, medium category 69% and high catogory 14%. Based on three components of self-regulation, majority of students were in medium category (cognitive 66%, behavior 62% dan motivation 50%). Analysis also have done to measure the skill of students’ self regulation before and after online learning. Majority of the students were ini medium category (preparation 76%, implementation 53%, reflection 64%). The result of the reasearch show that the students need more effort to enhance the skill of self regulation, to be success in online learning.

Саморегуляція як основа успішного професійного становлення студентів закладів вищої освіти

The article deals with the essence of self-regulation development as the basis of successful professional development of higher educational establishment students. It also analyzes the functions and components of self-regulation. An attempt to clarify the nature of self-regulation of professional development made it possible to establish the reason for the functioning of the structural elements of self-regulation development during educational activities. One of the tasks of modern education is to meet the social requirements for preparing young people for a successful life in modern society. In connection with the restructuring of the world system in Ukraine, increasing the level of psychological and pedagogical support for professional training, the relevance of the study of the self-regulation of future professionals is growing significantly. Therefore, for specialists dealing with learning problems, pedagogical research devoted to the problems of self-regulation is becoming increasingly important. Researchers’ approaches towards self-regulation on physiological levels as well as in the field of education were analyzed. On the theoretical grounds of the self-regulation problem, self-regulation was regarded as a complicated mechanism, which provides planning and realizing a person's actions following the aim determined. The professional development of future professionals should be aimed not only at mastering modern knowledge of general and professional disciplines, education of highly educated, cultural, harmoniously developed personality but also to promote the ideas of health and lifelong learning, education for sustainable development, competence approach, democracy, creation of a single zone of European education and tolerance.

Саморегуляція як основа успішного професійного становлення студентів закладів вищої освіти

The article deals with the essence of self-regulation development as the basis of successful professional development of higher educational establishment students. It also analyzes the functions and components of self-regulation. An attempt to clarify the nature of self-regulation of professional development made it possible to establish the reason for the functioning of the structural elements of self-regulation development during educational activities.One of the tasks of modern education is to meet the social requirements for preparing young people for a successful life in modern society. In connection with the restructuring of the world system in Ukraine, increasing the level of psychological and pedagogical support for professional training, the relevance of the study of the self-regulation of future professionals is growing significantly. Therefore, for specialists dealing with learning problems, pedagogical research devoted to the problems of self-regulation is becoming increasingly important.Researchers’ approaches towards self-regulation on physiological levels as well as in the field of education were analyzed.On the theoretical grounds of the self-regulation problem, self-regulation was regarded as a complicated mechanism, which provides planning and realizing a person's actions following the aim determined.The professional development of future professionals should be aimed not only at mastering modern knowledge of general and professional disciplines, education of highly educated, cultural, harmoniously developed personality but also to promote the ideas of health and lifelong learning, education for sustainable development, competence approach, democracy, creation of a single zone of European education and tolerance.

Students Self-Regulation: An Analysis of Exploratory Factors of Self-Regulation Scale

Today academic achievement has become a benchmark of the success of students. Students self-regulation can be measured through self-regulatory instruments that the author has tested in SPSS by looking at the rotation and spread of its components. Self-regulation is important in achieving student’s achievement in study. There are external and internal factors influences the process of students self-regulatory. The aim this study was to created the self-regulatory instruments for students. The reliability value produced by this instrument is quite high which is 0.860. The results of the exploratory analysis produced four constituent components of self-regulation composed in 31 items of scale.

ИССЛЕДОВАНИЕ САМООЦЕНКИ, ЖИЗНЕСТОЙКОСТИ И УДОВЛЕТВОРЕННОСТИ ЖИЗНЬЮ ПОЖИЛЫХ ЛЮДЕЙ

The aim of the research was to study self-esteem as a component of self-regulation, determine the factors affecting the vitality and life satisfaction of elderly people. The study involved 80 respondents aged 60 to 89 years, a 3-day training was held in the center of social services. The influence of life position on self-esteem, vitality and life satisfaction has been proven. The level of vitality affects self-esteem and life satisfaction. Vitality and satisfaction with life are influenced by touchiness, sociability and how much a person understands his feelings. Life satisfaction among elderly people depends on how they express their emotions, beliefs, gender (male> female), age (60<75), income, and work status.

The mediating role of attention control in the link between multitasking with social media and academic performances among adolescents.

Prevalence of using social media services while learning, studying and doing homework is increasing rapidly among adolescents in the digital age. Although there is evidence for negative consequences of multitasking with social media, little is known about impact of social media multitasking from perspective attention control of self-regulation. This study examined the mediating role of attention control as a component of self-regulation in the link between social media multitasking and academic performances in a sample of adolescents who were recruited from high school students (N=637). A correlational research design was used in the study. To examine study hypothesis, a mediation model was tested using simple mediation analysis in macro PROCESS (model 4). Results have revealed that attention control of self-regulation mediated the negative relationship between multitasking with social media and academic performances of the students. Multitasking with social media was a negatively significant predictor of academic performance, whereas attention control positively predicted academic performance. It implies that more frequent multitasking behavior with social media had lower attention control and poorer academic performances. The conclusions of the study suggest a critical role for attention control in decreasing negative effect of multitasking with social media on academic performances of adolescents in high school setting. Implications and suggestions for future studies are proposed.

Анализ взаимосвязи уровня саморегуляции поведения и способности к преодолению психологических барьеров у студентов

The purpose of the article was a theoretical analysis and experimental research of the problem of the relationship between the level of behavioural self-regulation and the ability to overcome psychological barriers among students. In the theoretical part of study was considered works such scientists as V. Morosanova, N. Podymov, R. Shakurov et al. Authors concluded previous studies have indicated influence of the level of self-regulation on an ability to overcome psychological barriers. The study involved 75 people and was carried out in two stages. The experimental research allows authors to make a conclusion about the influence of the level of behavioural self-regulation and its components, on the ability of students to overcome psychological barriers. This influence consists in the fact that low level of self-regulation of students' behavior and its components inhibits overcoming of psychological barriers among students. The analysis of correlations between the availability of psychological barriers and the features of self-regulation was carried out by means of Spearman's rank correlation coefficient. Statistical analysis showed significant correlations between some components of self-regulation as planning, modeling, programming, appraisal of results, the general level of self-regulation and the ability to overcome psychological barriers among students. The results can be applied when developing the system of psychological assistance to students in the formation of the ability to overcome psychological barriers by increasing the skills of behavioural self-regulation. The research data can be introduced into the work of a practical psychologist in education, for drafting of psychocorrection programs aimed at developing students' ability to overcome psychological barriers.

Development of competence “forecasting” as conditions of readiness for professional self-determination

The article presents the results of the study of the conditionality of the components of forecasting the regulatory-will qualities of the personality among men who are ready and not ready for professional self-determination. In the article, the author reveals the specifics of the competence of forecasting in higher education. In the article, the author identifies two areas in the framework of which the competence of forecasting is considered – as a personal quality and as a "through" skill required in any professional activity. As a result of empirical research, differences were revealed in the conditionality of readiness for professional self-determination, depending on the development of forecasting components. Thus, for students unready for professional self-determination, such components of self-regulation as "planning", "programming", "evaluating results", "flexibility", "independence", are caused by changes in mood, well-being, activity. For students ready for professional self-determination, these same components of self-regulation are determined by the strength of the intentions of young men, the development of volitional qualities, the ability of individual regulation of activity and all regulatory links. Making a conclusion, the author focuses on the role of a teacher at a higher educational organisation in the development of forecasting competence.