Definition Of Self-regulation Research Articles

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.

Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings

Research has consistently demonstrated that self-regulation is essential for the development and preservation of health and well-being in the early years and across the lifespan. Based on the emerging literature on the important role of self-regulation in promoting healthy child development, policymakers have made efforts to include self-regulation skills in practice and policy documents worldwide. Despite efforts to include self-regulation skills in early years curriculum documents, there is limited understanding by teachers, scholars, and policymakers of what self-regulation is and how best to support it in the day-to-day classroom. This limited understanding is perpetuated by a lack of a unified definition of self-regulation. Thus, it becomes important to examine these efforts in a critical way. In Ontario, where the research was completed, a revised play-based full-day kindergarten program was introduced in 2016. In this research we use a qualitative document analysis approach to compare the conceptualization of self-regulation in Ontario’s revised play-based kindergarten program with theory-driven models of self-regulation from empirical research. Analysis was iterative, and themes emerged based upon a coding scheme developed by the research team. Results suggest that co-regulation has a powerful influence on student learning. In addition, the policy document de-emphasizes behavioral regulation and expands cognitive regulation to include more than inhibitory control. Lastly, the kindergarten program discusses metacognition in relation to the use of language to articulate one’s thinking with little attention to goal-directed behaviors. In this paper, explicit recommendations for policymakers and practitioners are provided to ensure that emerging conceptualizations of self-regulation are promoted in early years curricula. Further, empirical evidence is needed to support why it is necessary to understand emerging conceptualizations of self-regulation and outline implications for current early years curricula.

Hvað er sjálfstjórnun og hvaða þýðingu hefur hún fyrir þroska barna og ungmenna?

Gríðarleg fjölgun hefur orðið á rannsóknum á sjálfstjórnun (e. self-regulation) á síðustu áratugum. Rannsóknir sem sprottnar eru úr margvíslegum fræðilegum grunni hafa sýnt að geta barna, ungmenna og fullorðinna til að stýra eigin hugsun, hegðun og tilfinningum stuðlar að heilbrigðum þroska á fjölmörgum sviðum lífsins, allt frá samskiptum til námsgengis og heilsufars. Því liggur fyrir mikil þekking um þetta hugtak en í ljósi þess að skilgreiningar eru mismunandi er sú þekking brotakennd og erfitt að gefa einfalda, skýra mynd af stöðu hennar. Markmið greinarinnar er að gefa mynd af því hvað felst í hugtakinu sjálfstjórnun og rekja stuttlega hvernig það tengist þroska barna og ungmenna. Hugtakið sjálfstjórnun verður skilgreint, því lýst hvernig það skarast við ýmis tengd hugtök, og greinist frá þeim, svo sem sjálfsaga og ADHD, muninum á sjálfstjórnun barna og ungmenna verður lýst og greint frá rannsóknum sem skýra hvaða tengsl sjálfstjórnun hefur við farsælan þroska barna og ungmenna.

SELF-REGULATION AND SELF-REGULATORY CAPACITIES: COMPONENTS, LEVELS, MODELS

In the article various definitions of self-regulation are considered. The task is to examine the notion of self-regulation and its perceptions in the Western and Russian psychology; the notion of self-regulatory capacities; the components, levels and models of self-regulation. A review of the representation of self-regulation in the Western and Russian psychology reveals that self-regulation is studied in relation to different facets of life: self-regulated learning, professional activity, health management, well-being, etc. Self-regulation is generally defined through the term “capacity” or “ability”. It makes researchers comprehend the concept of self-regulatory capacities itself more deeply. The theoretical analysis of the components, levels and models of self-regulation allows us to speak about their variety, but there are the components which are general and crucial: motivation, standards (including values, morality), goal-setting, planning, ability for monitoring and self-control, capacity to evaluate and correct the results, to persist in goal attainment. It is revealed that a very important component of self-regulation - spiritual - is missing in the reviewed models, and the author proposes the two models of self-regulation where the spiritual level is included: 1) a four-level model of selfregulation; 2) a four-level model of self-regulation and self-regulatory capacities. Both models imply a higher spiritual level of self-regulation which is related to higher moral principles and based on the highest values and meanings of being. The higher self-regulatory capacities help to liberate the potential of energy for disinterested selfless service to the society. The higher self-regulatory capacities allow individuals to increase the energy resource for self-regulation and contribute to the productivity and quality of life.

Self-regulation as a type of managerial activity.

УДК 342.9 The subject. In the context of the ongoing administrative reform in the Russian Federation the issue of is becoming increasingly important. Introduction of Institute of is intended to reduce the degree of state intervention in private spheres of professional activity, to eliminate excessive administrative barriers, reduce government expenditures on and control in their respective areas of operation, which is especially important in the current economic conditions. However, in Russian legal science is no recognized definition of but a unity of views on the question of the relationship between and state of business relations. In this regard, the author attempts to examine the concept of self-regulation through the prism of knowledge about public administration. The purpose of the article is to identify the essential features and to articulate the concept of by comparing it with other varieties of regulation. Methodology. The methodological basis for the study: general scientific methods (analysis, synthesis, comparison, description); private and academic (interpretation, formal-legal). Results, scope. Based on the analysis allocated in the science of administrative law approaches to the system of public administration justifies the conclusion that the notion regulation is specific in relation to the generic concept of and is a kind of management, consisting in the drafting of rules of conduct and sanctions for non-compliance or inadequate performance. In addition, the article highlights the problem of the genesis of self-regulation, building a system of principles of self-regulation, comparison of varieties of self-regulatory organizations among themselves. Conclusions. The comparison of other types of (such as state and co-regulation) highlighted the essential features of this phenomenon and the place of self in the system of public administration. Based on the above characteristics formulated the author's definition of self-regulation. Self-regulation is proposed to understand the management activities carried out by self-regulatory organizations, and consisting in the development and establishment of standards and rules of professional activity, as well as sanctions for non-compliance or inadequate performance.

Using Self-Regulated Strategy Development (SRSD) to Develop EFL Reading and Writing Skills

The present paper aims at shedding light onselfregulation and selfregulated strategy development as an instructional approach designed to enhanceFL learners' strategic behavior, knowledge, and motivation, which in turn may affect their EFL writing skills. Different studies conducted in the field of EFL inside and outside Saudi Arabia to develop writing skills are surveyed. The paper depends on the descriptive method that covers the theoretical background of using the SRSD in developing EFL writing skills. Furthermore, the researcher depended on her experience in teaching reading and writing to Saudi college students and the results of their achievementtests. The papertried to investigate different definitions of self regulation and metacognition as its main aspect , beside different self-regulated strategies. The paper also discusseda cyclical model of self regulation from social-cognitive theory and research. Harris and Graham’s SRSD model is coveredalso. This is followed by an analysis of teacher's role in using this approach.Conclusions are based on the conclusions obtained from review of literature and previous studies. These conclusionsmay be useful to be applied in the Saudi context generally and in Majmaah University specifically as they part of the EFL context.

The use of reflection in medical education: Guide supplement 44.1—Viewpoint

During the past few decades, self-reflection has been a topic of widespread interest among researchers and practitioners across diverse domains such as education, psychology, and sports sciences. In general, it is a multi-dimensional process that is referenced in most accounts of self-directed or selfregulated learning (SRL). In my opinion, Sandars (2009) presents a timely and relevant Guide for medical educators because it not only integrates multiple lines of research into a single volume but also addresses some key researchto-practice issues that educators should consider when working with medical students, particularly those who struggle. Furthermore, given that this well-written Guide provides a reader with a broad lens from which to understand the nature of self-reflection, it might have wide appeal across different fields within the medical community. Given the importance of this topic, I would like to make a couple of constructive comments and then expand on a few important concepts that were briefly presented in the Guide. More specifically, I would like to provide feedback regarding self-reflection as a theoretical construct and discuss the importance and relevance of considering contextual factors in the evaluation of students’ self-regulatory processes, along with the emergent techniques to reliably assess such processes. In most accounts, self-regulation is typically conceptualized to be a cyclical, multi-dimensional process involving a few general phases or sub-processes, such as forethought, volition or self-control, self-observation, and self-reflection (Zimmerman 2000; Puustinen & Pulkkinen 2001). From such a framework, forethought (e.g., goal-setting) precedes action, volition and self-observation typically occurs during learning or performance, and self-reflection (e.g., self-evaluation) follows performance. Within each of these general regulatory categories is a set of more narrowly defined and specific psychological constructs. For example, the general category of self-reflection is not a single process or activity, but rather a host of cognitive reactions and self-judgments following performance. These sub-processes often include an individual’s evaluations of performance (self-evaluation), perceptions of the causes of these outcomes (attributions), and his or her affective (anxiety, satisfaction), and behavioral reactions to this performance (modifying strategy use). Interestingly, the Guide defines self-reflection in very broad terms as a metacognitive process occurring before, during, and after situations. In many respects, this conceptualization is comparable to definitions of self-regulation put forth by many educational psychology researchers. Sandars (2009) suggested that delineating self-reflection in this manner was intentionally done in order to increase its potential application to readers across a diverse array of situations and contexts. Although this is a very reasonable objective, I do not believe that the term self-reflection adequately encompasses all forms of metacognition that typically operate across each of the three cyclical phases. Of particular concern is that in describing selfreflection as a before, during, and after phenomenon, one runs the risk of distorting or diluting its precise meaning and or masking its conceptual distinctiveness relative to other wellestablished forethought and performance phase regulatory sub-processes, such as task analysis, planning, and selfmonitoring. In short, self-reflection is ultimately one component of a broader self-regulatory framework. Thus, medical

Zelfregulatieprocessen in de gezondheidspsychologie

Self-regulation processes in health psychology Why do people stick to their unhealthy habits? And why is relapse common for those who at first seemed able to adopt new ones? These and similar questions have everything to do with self-regulation, the process of goal setting and monitoring progress toward goal achievement. Overall definitions of self-regulation tend to embody the basic ingredients of goal setting, steering process and strategies, feedback and self-evaluation. This paper reviews contemporary literature on goal setting, goal pursuit and goal conflict. Facilitating and complicating factors for goal striving are discussed. Next, attention is paid to the importance of willpower in behavior change and self-regulation. Results from recent psychological experiments on self-regulation are summarized, and related to findings from longitudinal research. Finally, effective clinical applications of self-regulation theories are discussed. Theories on self-regulation have the potential to improve contemporary health interventions in the future. To this end, more theory-derived insights should be implemented in health promotion programs.