Development Of Self-regulation Skills Research Articles

Психолого-педагогическая помощь детям, находящимся в условиях деструктивной социальной среды

The article examines the problems of a destructive social environment, which includes not only explicit forms of violence, but also more subtle ones, such as neglect. These are no less destructive factors: emotional alienation, information saturation with negative content, lack of stable teaching and educational models. In this context, the justification of the need to protect children from a psychological and pedagogical point of view becomes especially relevant. The main problem is to find effective methods and approaches to ensuring psychological and pedagogical protection of children in a destructive social environment. Key issues that need to be addressed within the framework of this problem: 1. Which theoretical models most adequately describe the mechanisms of the destructive environment's impact on the child's psyche? 2. What diagnostic tools can effectively identify children in need of psychological and pedagogical protection? 3. What forms of psychological and pedagogical assistance are most effective for different age groups and types of problems? 4. How to organize a system of training specialists capable of providing qualified assistance to children in a destructive environment? The results of the study allowed us to formulate conclusions. A destructive social environment should be considered as a multifactorial phenomenon, including not only social, but also psychological, economic and cultural factors. A literature review has shown that most approaches to helping children in a destructive social environment focus on creating a supportive and structured environment, as well as on developing self-regulation skills in children. Our results indicate that a successful intervention should include an integrated approach combining emotional support with cognitive development and social skills, including the implementation of programs aimed at developing emotional intelligence and social skills, and programs to improve children's adaptive abilities have proved effective. The results of the study indicate the need for individualization of approaches depending on the specifics of the problems faced by the child. The data confirm that children with different levels of social disadvantage require different types of support.

The role of family conflict and cohesion in adolescents' social responsibility: Emotion regulation ability as a mediator.

The social context is crucial for the adolescent development of self-regulatory skills and social responsibility. To understand the role of social context in adolescent development, the present study examined family predictors (i.e., family cohesion and conflict) of social responsibility, with emotion regulation ability as a mediating process. A total of 828 Chinese adolescents (35.6% female; mean age = 13.92 years, SD = 1.34) were recruited from major Chinese cities, including Hong Kong and Macau. Path analysis revealed that emotion regulation ability mediated the relation between family factors (i.e., family cohesion and family conflict) and social responsibility. That is, the ability to regulate emotions serves as a process between family factors and social responsibility. More specifically, family cohesion was positively associated with emotion regulation ability, whereas family conflict was negatively associated with emotion regulation ability. In turn, emotion regulation ability was positively associated with social responsibility. The results suggested that the family environment and adolescent's emotion regulation ability are important contextual and intrapersonal factors contributing to their development of social responsibility. As an implication, policymakers and practitioners might allocate resources to enrich positive family interactions and cultivate emotional competency to support adolescents' development of social responsibility.

Supporting Co-Regulation and Development of Self-Regulation Skills in Students With Intellectual Disabilities: A Scoping Review

Abstract Young people with intellectual disability (ID) frequently have challenges with self-regulation that impact their success and participation in daily life. As they often require additional support with self-regulation, it is important to consider regulatory function and skill development within the context of co-regulatory interactions with caregivers. This scoping review aimed to identify factors associated with improved self-regulation and co-regulation in young people with ID. The review was conducted using Arksey and O’Malley’s (2005) framework, with 142 full-text records reviewed and critically appraised. The diverse factors that affect regulatory function in young people with ID fit within the five categories identified in the model of factors contributing to self-regulation enactment — biology, skills, motivation, caregiver support, and environmental context — highlighting the relevance of this model to regulatory function for this population. This review’s findings allow this model to be refined further for young people with ID, identifying the unique factors contributing to self-regulation enactment for this population and intervention characteristics that may support regulatory function for these individuals.

Investigate How Self-Regulation Strategies can Enhance Student Autonomy, Motivation, and Long-Term Learning Outcomes

This study investigates the relationships between self-regulation strategies, student autonomy, motivation, and long-term learning outcomes among university students in Punjab. A quantitative research design was employed, utilizing a sample of 350 students from various top universities. The study hypothesized that self-regulation strategies are positively related to student autonomy (H1), significantly impact student motivation (H2), and positively influence long-term learning outcomes (H3). Data were collected through structured questionnaires measuring self-regulation, autonomy, motivation, and learning outcomes. Reliability analysis indicated strong internal consistency across scales, with Cronbach's alpha values ranging from 0.82 to 0.90. Correlation analysis revealed significant positive relationships among all constructs, with self-regulation strategies showing the highest correlation with student autonomy (r = 0.62). Multiple regression analysis confirmed the predictive power of self-regulation on student motivation (B = 0.45, p < .001). ANCOVA results demonstrated that self-regulation strategies significantly affect long-term learning outcomes (F(1, 346) = 17.65, p < .001), accounting for 30% of the variance. The findings underscore the critical role of self-regulation in enhancing student autonomy, motivation, and academic success, suggesting that educational interventions should focus on developing self-regulation skills.

Early-Childhood Tablet Use and Outbursts of Anger

Tablet use continues to increase in preschool-aged children. The use of mobile devices has been linked to child emotional dysregulation. However, few studies have been able to show a clear direction of association between child tablet use and the development of self-regulation skills. In addition, few studies have modeled within-person associations over time. To estimate how child tablet use contributes to expressions of anger and frustration across the ages of 3.5 to 5.5 years at the within-person level. The study team also examined the extent to which associations are bidirectional to clarify the direction of the correlations. This prospective, community-based convenience sample of 315 parents of preschool-aged children from Nova Scotia, Canada, was studied repeatedly at the ages of 3.5 (2020), 4.5 (2021), and 5.5 years (2022) during the COVID-19 pandemic. All analyses were conducted between October 5, 2023, and December 15, 2023. Parent-reported tablet use at the ages of 3.5, 4.5, and 5.5 years. Parents reported child expressions of anger/frustration at the ages of 3.5, 4.5, and 5.5 years using the Children's Behavior Questionnaire. The sample was equally distributed across child sex (171 were identified by parents as being born boys [54%] and 144 as girls [46%]). Most reported being Canadian (287 [91.0%]) and married (258 [82.0%]). A random-intercept cross-lagged panel model revealed that a 1-SD increase in tablet use at 3.5 years (corresponding to 1.22 hours per day) was associated with a 22% SD scale increase in anger/frustration at age 4.5 years (standardized coefficient = 0.22; 95% CI, 0.01-0.44). A 1 SD scale increase in anger and frustration at 4.5 years was associated with a 22% SD (corresponding to 0.28 hours per day) increase in tablet use at 5.5 years (standardized coefficient = 0.22; 95% CI, 0.01-0.43). In this study, child tablet use at age 3.5 years was associated with more expressions of anger and frustration by the age of 4.5 years. Child proneness to anger/frustration at age 4.5 years was then associated with more use of tablets by age 5.5 years. These results suggest that early-childhood tablet use may contribute to a cycle that is deleterious for emotional regulation.

Mindfulness-Based Education: Exploring Cultural and Age-Related Perspectives Through Course Design

This study delves into the complexities of designing and implementing mindfulness education tailored to children and adolescents. Using basic theories of cognitive development such as Piaget's stages and Vygotsky's socio-cultural theories, the mindfulness classroom was designed to accommodate age-specific cognitive abilities and resulted in a curriculum design model that can be flexibly utilized to develop self-regulation skills and relate to activities that are critical in childhood, with the theory of mindfulness, present-focused activities, meditation activities, and perceptual activities that can be utilized as habits in real life. Through a combination of theoretical present-focused activities, meditation-related activities, perception-related activities, and activities that can be utilized in real life as habits, students develop self-regulation skills that are consistent with the cognitive flexibility that is essential in development. Sensory-related activities reinforce the integration of mindfulness into daily life. Working together to ensure accessibility in low socioeconomic status environments promotes inclusivity classroom, the study took place in a collective Chinese culture, but consideration of individualistic culture is also essential, and curricula tailored to the socio-emotional challenges of different ages need to be continually refined. Future research should explore cultural adaptation and expand the diversity of participants for a more inclusive understanding. In conclusion, this study advocates for mindfulness curricula to be synchronized with cognitive development, emphasizing that curricula should be designed with age-appropriate content, meditative practices, and real-life connections and adapted to different cultural backgrounds, socioeconomic backgrounds, and student populations with special needs.

Cure for tantrums? Longitudinal associations between parental digital emotion regulation and children's self-regulatory skills

IntroductionParents often use digital devices to regulate their children's negative emotions, e.g., to stop tantrums. However, this could hinder child development of self-regulatory skills. The objective of the study was to observe bidirectional longitudinal associations between parents' reliance on digital devices to regulate their child's emotions and self-regulatory tendencies (anger/frustration management, effortful control, impulsivity).MethodsParents (N = 265) filled out the Child Behavior Questionnaire—Short Form and the Media Assessment Questionnaire twice: the initial assessment (T1) took place in 2020 (mean child age = 3.5 years old), and follow-up (T2) occurred a year later in 2021 (mean child age = 4.5 years old).ResultsHigher occurrence of parental digital emotion regulation (PDER) in T1 predicts higher anger and lower effortful control in T2, but not impulsivity. Higher anger in T1, but not impulsivity and effortful control, predicts higher PDER in T2.DiscussionOur results suggest that parents of children with greater temperament-based anger use digital devices to regulate the child's emotions (e.g., anger). However, this strategy hinders development of self-regulatory skills, leading to poorer effortful control and anger management in the child.

DEVELOPMENT OF SELF-REGULATION SKILLS IN PRIMARY SCHOOL STUDENTS

The article describes the results of an empirical study of the development of self-regulation skills in students in grades 1-4. It was found that younger schoolchildren highly appreciate their ability to self-regulate, which is not confirmed when solving problems in a modeling experiment. A statistically significant relationship was found between a class of younger students and their ability to self-regulate when solving problems of a modeling experiment. The results can be used in the educational process.

Examining Students’ Self-Regulation Skills, Confidence to Learn Online, and Perception of Satisfaction and Usefulness of Online Classes in Three Suggested Online Learning Environments that Integrates ChatGPT

This study aims to investigate students’ self-regulation skills, confidence to learn online, and perception of satisfaction and usefulness of online classes in three learning environments that integrates ChatGPT. In this study, a quasi-experiential design was used to compare three online learning environments that integrate ChatGPT (independent, peer, and group). A total of 100 undergraduate students were randomly assigned to these three groups. Three questionaries’ were used for data collection. The results showed that the self-regulation levels were high among the participants in these three online ChatGPT groups. However, learning in peer and group environments were more effective in developing self-regulation skills than learning independently. This research also found that the participants in the peer and group learning environments had high levels of confidence to learn online compared to the participants in the independent group. The results also showed that the participants in the peer learning group had the highest scores of perception of satisfaction and usefulness of online classes compared to the participants in the independent and group learning environments. The findings of this study support the notion that integrating ChatGPT within peer groups can enhance students' perception of satisfaction and usefulness of online classes. Educators should explore ways to leverage ChatGPT to facilitate meaningful interactions and collaboration among students, thereby increasing their satisfaction and engagement with online learning materials and activities.

Transactional Linkages Between Parenting Behaviors and Child Executive Functions and Self-Regulation from Early Childhood to Adolescence.

Research on the development of executive functions (EFs) and self-regulation (SR) has focused heavily on the early childhood years, when these abilities first emerge. Less is known in comparison about how these abilities develop through adolescence, and how contextual factors, such as parenting, influence their development in later years. Using longitudinal data from the Study of Early Child Care and Youth Development (SECCYD), we used random intercept cross-lagged panel modeling (RI-CLPM) to examine the bidirectional linkages between three parenting behaviors (i.e., autonomy support, supportive presence, hostility), child EFs (i.e., working memory, inhibitory control) and child SR outcomes, from early childhood to adolescence. Parenting in early childhood was significantly associated with change in child EFs from early to middle childhood, but not from middle childhood to adolescence. Specifically, greater autonomy support in early childhood was associated with stronger child working memory and inhibitory control in middle childhood; greater supportive presence in early childhood was associated with stronger child working memory in middle childhood; and higher rates of hostility in early childhood were associated with weaker child inhibitory skills in middle childhood. Reciprocal effects of child EF and SR on parenting were also observed. Specifically, stronger child inhibitory control in early childhood was associated with less hostility in middle childhood, and stronger child self-regulation in middle childhood was associated with greater supportive presence in adolescence. Accounting for lagged and stability effects, there was significant residual covariance between parenting behaviors and child SR in adolescence, suggesting that parenting continues to be associated with the development of SR skills through adolescence. Understanding reciprocal linkages between parenting and child EF/SR through adolescence is critical in developing targeted parenting interventions beyond early childhood to improve children's outcomes.

Temporal Aspects of Psychosocial Mediators of the Exercise-Weight Loss Maintenance Relationship Within Scalable Behavior-Change Treatments.

Limited knowledge of psychological correlates of weight loss is associated with continuing failures of behavioral obesity treatments beyond the short term. This study aimed to inform health professionals' obesity interventions via an increased knowledge of mediators of the exercise-weight loss maintenance relationship. Women participated in 6-month obesity treatments within community settings emphasizing moderate exercise and self-regulation skills development via primarily in-person (n = 54) or primarily written (n = 54) means. Changes in mood, self-regulating eating, and weight over 6, 12, and 24 months were assessed. A moderated mediation model was tested using the PROCESS macro instruction. Improvements in mood, self-regulating eating, and weight were significantly greater in the in-person group. The relationship between a dichotomous measure of completing at least 3 sessions of exercise per week (or not) and change in weight over 6 months was no longer significant when the mediators of changes in negative mood and self-regulation of eating were sequentially entered. Paths of exercise→negative mood reduction→eating self-regulation increase→weight loss over 6, 12 and 24 months were significant. Exercise self-regulation at Month 3 significantly moderated the mood change→eating self-regulation change relationship. Based on the identified paths, scalable obesity-treatment content and emphases were informed. This could help guide health professionals' actions concerning the management of obesity.

Measuring parents' regulatory media use for themselves and their children

IntroductionParents often use media to manage their own or their child's emotions and behaviors, which is called “regulatory media use.” While the use of media to alleviate negative emotions and behaviors may be helpful in the short-term, there may be negative consequences in the long-term (e.g., for children's development of self-regulatory skills). Research remains limited, often relying on a single, binary question asking whether a parent ever uses media to calm their child. To enable future research on the effects of regulatory media use, this paper described initial scale development efforts for measuring parents' regulatory media use for themselves (parent scale) and their children (child scale).MethodsThese scales were tested in an aggregate sample of parents with children 1–10 years old, and with each of three subsamples representing parents of children in infancy (15-25 months old), early childhood (2–5 years old), and middle childhood (5–10 years old).ResultsOverall, the results provide initial support for the scales as a reliable tool for measuring regulatory media use. Both scales for parents and children had a stable three-factor structure that held within each of the three subsamples. Further, both scales had predictive validity, each predicting parenting stress and child screen time.DiscussionBuilding upon earlier studies that often focused on single items to measure regulatory purposes, the initial scales appear to capture a multifaceted range of regulatory uses of media. The comprehensive measurement of regulatory media use enabled by these scales can inform more effective and tailored media guidelines and interventions, and the potential applications and implications for future research are discussed.

The Relationship Between High School Students' Perceptions of Role Modeling and Self-Regulation for Science

Role models are key to the development of self-regulation skills. The study aimed to develop a model that shows the relationship between high school students' role-modeling perceptions and self-regulation skills. In the study, the predictive correlation design of the quantitative research method was used. The sample of the study consisted of 362 high school students studying at a public high school and agreeing to participate in the research. The research data were collected with the "Perceived Role Models Scale" and the "Self-regulation Scale for Science". As a result, a model was developed showing that the reproduction, retention, and motivation dimensions of high school students' role modeling perceptions were statistically significant predictors of science self-regulation. This result proved that role models were important in developing high school students' self-regulation skills. Therefore, it could be argued that the development of self-regulation that begins at an early age is a lifelong process. The results of the study can be a reference point for research that will examine the relationship between the sub-dimensions of self-regulation and role modeling perception in depth.

APPLICATION OF WORKSHEETS WITH MULTI-LEVEL TASKS TO INCREASE THE LEVEL OF SELF-REGULATION AND THE QUALITY OF KNOWLEDGE IN CHEMISTRY

This article examines the effectiveness of using worksheets with multi-level tasks to increase the level of self-regulation and the quality of students' knowledge in chemistry, as well as provides examples from their work experience. The relevance of the study is due to the importance of developing self-regulation skills in the study of the subject in the context of the implementation of the updated content of education in the Republic of Kazakhstan. The article presents data on student academic performance, which were compared before and after the study in grades 7. The results of the study showed that the involvement of students in the learning process increased, and at the end of the study, students independently found new knowledge and completed tasks from the worksheet.

Mindfulness Practices to Improve Achievement

McClelland Wanless (2012) emphasize individuals' abilities to consciously regulate their thoughts, emotions, and behaviors, involving emotional and behavioral aspects. This research employs a literature study approach to delve into existing literature and summarize knowledge. A profound understanding of the interaction between procrastination, mindfulness, and self-regulation can provide a foundation for effective intervention strategies in higher education settings. The focus on developing self-regulation skills and enhancing mindfulness can be key steps in assisting students in overcoming procrastination and achieving optimal academic performance

Importance Of Practical Life Activity For The Development Of Self-Regulation Skills In Children Aged 4-5 Years

Importance Of Practical Life Activity For The Development Of Self-Regulation Skills In Children Aged 4-5 Years

Resilience: supporting children's self-regulation in infant and toddler classrooms.

Resilience is a process that develops as a complex transaction as children experience and shape their social-ecological contexts. The dynamic development of self-regulation is an aspect of resilience that has received increased attention as a key mechanism predicting a variety of important short- and long-term outcomes. The current study examined how the self-regulation skills of infants and toddlers in a classroom could potentially shape classroom interactions and quality which, in turn, could potentially shape the development of self-regulation skills of the individual infants and toddlers enrolled in the classroom across an early childhood program year. The unique contribution of this study is the focus on a critical component of resilience, self-regulation, in an understudied age group, infants and toddlers, in an important and understudied context, the infant-toddler early childhood classroom. Data are from a statewide evaluation of early childhood programs serving children birth to age 3 growing up in low-income contexts. Multi-level mediation models were employed to examine the mediation effect of classroom quality between classroom-level self-regulation and individual children's gain in self-regulation over a year. We found a significant indirect path. The results showed that classroom-level self-regulation skills demonstrated by infants and toddlers in the fall predicted higher levels of teachers' implementation of three important aspects of classroom quality - support for social-emotional, cognitive, and language development - in the winter. We also found that higher levels of teachers' support for social-emotional, cognitive, and language development associated with children's increased growth in self-regulation skills from fall to spring. The direct path from classroom-level self-regulation demonstrated in the fall to individual children's gain in self-regulation was not significant. These findings, unique due to the focus on infants and toddlers in a classroom context, are discussed within the larger body of existing self-regulation research conducted with older children and prevalent theories outlining developmental mechanisms. Implications for both infant-toddler classroom practices and future research are addressed. Relative to practice, our findings have implications for informing how the development of self-regulation, an important component of resilience, can be supported in the youngest children, infants and toddlers, specifically those enrolled in center-based classrooms serving young children growing up in families with low incomes. We focus on the need to improve the support and professional development of infant-toddler teachers which, in turn, can improve classroom quality and foster resilience in infants and toddlers. Relative to research, our use of a relatively new measure of infant-toddler classroom quality, the Quality of Care for Infants and Toddlers (QCIT), shows how this tool can expand infant-toddler research, a need in the current literature. Future research using different measures, designs, analytical strategies, and diverse samples and contexts is needed to further explain very young children's development of self-regulation, a critical component of resilience.

Development of self-regulation in youth through online and offline training

Relevance: Modern youth faces a multitude of complex challenges that are integral to their lives: academic and professional demands, personal growth challenges, achieving work-life balance, and separating from parental influence. In the face of constant time and resource constraints, maintaining high productivity across all life spheres while avoiding burnout becomes a critical task. Mastery of self-regulation skills can contribute to solving this problem by helping young men and women cope with stress, effectively manage time and resources, and achieve harmony across different aspects of their lives. Objective: This research is aimed at theoretically analyzing the issue of self-regulation, determining the effectiveness of its development among young men through psychological training in online and offline formats. Methods: To achieve the stated objective, a combination of methods was employed: theoretical methods including analysis, synthesis, and summary of psychological literature; empirical methods involving observation; psychodiagnostic methods utilizing V.I. Morosanova's "Behavioral Self-Regulation Style" questionnaire; and statistical methods including Fisher's angular transformation. The study involved 36 participants aged 18 to 25 years. Results: The results of the empirical study on the development of self-regulation in youth showed higher effectiveness in developing self-regulation skills among young men through offline training. Future prospects for further research include investigating components of self-regulation and studying volitional self-regulation.

Особливості практики фізкультурно-оздоровчих систем глибокого розслаблення

In the article proved that physical culture and health systems of deep relaxation have their own characteristics. The most important of them are: attention to breathing (emphasis is on breathing control, breathing is used to achieve deep relaxation and reduce stress levels); meditative aspect (the practice of deep relaxation is often combined with meditation techniques, which allows to reduce mental stress and increase the level of consciousness); conscious feeling of the body and attention to muscle relaxation (during practice, attention is paid to sensations in different parts of the body, one of the main aspects is muscle relaxation); focus on the energy system (some systems, such as yoga, affect the body's energy system), etc. The article provides that the inclusion of yoga in the school program can contribute to the creation of a more favorable environment for the learning and development of each child. The practice of yoga promotes the development of selfawareness and emotional intelligence. Students learn to respond more effectively to their own emotions and feel the connection between their body and mind. Incorporating yoga into the school curriculum can lead to improvements in the physical, mental and emotional health of students. Incorporating wellness practices and deep relaxation into the school curriculum can help students develop self-regulation skills, improve psychophysical health, and improve academic performance. These practices not only provide benefits for students' physical and emotional health, but also provide a foundation for a healthy lifestyle that they can continue after school.

Digitally Assisted Mindfulness in Training Self-Regulation Skills for Sustainable Mental Health: A Systematic Review.

The onset of the COVID-19 pandemic has led to an increased demand for mental health interventions, with a special focus on digitally assisted ones. Self-regulation describes a set of meta-skills that enable one to take control over his/her mental health and it is recognized as a vital indicator of well-being. Mindfulness training is a promising training strategy for promoting self-regulation, behavioral change, and mental well-being. A growing body of research outlines that smart technologies are ready to revolutionize the way mental health training programs take place. Artificial intelligence (AI); extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR); as well as the advancements in brain computer interfaces (BCIs) are ready to transform these mental health training programs. Mindfulness-based interventions assisted by smart technologies for mental, emotional, and behavioral regulation seem to be a crucial yet under-investigated issue. The current systematic review paper aims to explore whether and how smart technologies can assist mindfulness training for the development of self-regulation skills among people at risk of mental health issues as well as populations with various clinical characteristics. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions using a total of sixty-six experimental studies that met the inclusion criteria. The results showed that digitally assisted mindfulness interventions supported by smart technologies, including AI-based applications, chatbots, virtual coaches, immersive technologies, and brain-sensing headbands, can effectively assist trainees in developing a wide range of cognitive, emotional, and behavioral self-regulation skills, leading to a greater satisfaction of their psychological needs, and thus mental wellness. These results may provide positive feedback for developing smarter and more inclusive training environments, with a special focus on people with special training needs or disabilities.