Development Of Self-regulation Skills Research Articles

Evaluating the feasibility of a nurse-led self-management support intervention for kidney transplant recipients: a pilot study

BackgroundTo support effective self-management after kidney transplantation, a holistic nurse-led self-management support intervention was developed using the Intervention Mapping approach. The primary aim was to evaluate the feasibility, acceptability and fidelity of the intervention for kidney transplant recipients and professionals. The secondary aim was to explore preliminary effects on outcomes.MethodsA pilot study was conducted in 2015–2017 to evaluate the intervention. Nurse Practitioners (NP) guided recipients in assessing 14 life areas using the Self-Management Web. Participants were supported in developing self-regulation skills which can be applied to self-management of the illness. Strategies included goal setting, action planning, and promotion of motivation and self-efficacy. Adult recipients from an outpatient clinic of a Dutch University Hospital who underwent their transplant at least 1 month ago, were invited to participate. NPs, nephrologists and recipients were interviewed to assess feasibility, fidelity and implementation experience. Consultations were videoed and analysed to assess fidelity. To assess the preliminary effects, the intervention group completed baseline (T0) and follow-up (T1) questionnaires on self-management behavior, self-efficacy, quality of life and quality of care. A historical control group of kidney transplant recipients completed the same questionnaires at T1.ResultsTwenty-seven recipients agreed to participate in the intervention group, of which 24 completed the intervention and 16 completed baseline and follow-up surveys. The control group consisted of 33 recipients. Professionals and recipients appraised the open, holistic focus of the intervention as a welcome addition to standard care and felt that this helped to build a relationship of trust. Recipients also felt they became more competent in problem-solving skills. The within-group analysis showed no significant increase in patients’ self-management skills. The between-groups analysis showed significantly higher medication adherence among the intervention group (P = 0.03; G = 0.81). The within-groups analysis showed a significantly higher perceived quality of care (P = 0.02) in the intervention group.ConclusionThis holistic nurse-led self-management support intervention was found to be feasible and acceptable by professionals and recipients alike. This pilot had a small sample therefore further research is needed into the potential effects on self-management behavior and well-being of transplant recipients. ISRCTN Trial Registry: ISRCTN15057632 (registered retrospectively on 20-07-2018).

RELATIONSHIP BETWEEN LEARNING STRATEGIES AND STUDENT PERFORMANCE IN PHYSICS IN PUBLIC SECONDARY SCHOOLS IN NAKURU EAST SUB-COUNTY, KENYA

Education is a key pillar to the attainment of sustainable development goals (SDG’s) hence poor academic achievement by students across all levels of education is detrimental to the realization of these noble goals. This study aimed to establish the relationship between learning strategies and student performance in physics. The objective of the study was to establish the relationship between self-regulated strategies and student performance in physics in public secondary schools in Nakuru East Sub-County. The study was based on Structuralist Theory of Learning by Steffe and Gale (1995) and Social Cognitive Theory of Self-Regulation by Bandura (1986). The study adopted correlational design with mixed approaches where both qualitative and quantitative data were concurrently analyzed and triangulated. Target population comprised principals, physics teachers and physics students. Student sample was determined using Krejcie and Morgan (1990) at 95% confidence level and a sampling error of 5%. Purposive sampling was used for the principals and physics teachers. Research instruments comprised questionnaire, interview guide and document analysis guide in the form of performance proforma table. Piloting of instruments was done in 10% of the schools. Validity was assessed through expert judgment and from the results of the pilot study. Cronbach alpha reliability coefficient was computed to assess the internal consistency of the instruments. The test yielded an overall reliability coefficient, ɤ=0.85 based on standardized items. The results of the study were evaluated statistically and inferentially using Statistical Package for Social Sciences (SPSS). The study established positive correlations between self-regulated strategies and student performance in physics. The study also established statistically significant differences in the mean performance of learners using different self-regulated strategies. The study further established that the various self-regulated strategies jointly accounted for 77.6% of variance in student academic performance in physics (R 2 = 0. 776). The study recommended that students need to effectively apply self-regulated strategies in their learning so as to optimize their academic achievement. Teachers and schools administration should create learning environments that encourage the development of self-regulatory skills among learners . Article visualizations:

An experimental study of the effects of autonomy support on preschoolers' self-regulation

Parents are a primary influence on the development of self-regulation skills, which are crucial for successful child outcomes. This study was a short-term experimental investigation of parent autonomy support and its effect on 3-year-old children's self-regulation (N pairs = 128; 50% fathers). Parent and child behavior was measured at baseline. Then parents were randomly assigned to complete a challenging puzzle with their child in either a highly autonomy supportive or highly controlling manner. Child behavior was measured again at posttest. Results showed that parents were able to change their behavior according to the instructions given, with parents who were lower in autonomy support at baseline benefiting most from the autonomy support training. Changes in parenting affected child behavior during the dyadic puzzle. Mothers and fathers had similar parenting quality at baseline. These results indicate that parent autonomy support is a promising target for child self-regulation interventions.

East meets west: a mobile brain-computer system that helps children living in poverty learn to self-regulate

Children living in poverty often suffer multiple forms of trauma, which impedes their ability to effectively self-regulate negative emotions, such as anxiety, and to focus their attention. As a result, many of these children struggle at school. Our work explores the effectiveness of using a mindfulness-oriented, neurofeedback-based, brain-computer system to help teach children living in poverty to self-regulate anxiety and attention. Our system, called Mind-Full, was specifically designed for illiterate girls who attend an NGO-funded school in Pokhara, Nepal. In this paper, we present the results of a waitlist control field experiment with 21 girls who completed an intervention using the Mind-Full system. Our results indicated that a 6-week Mind-Full intervention was viable and that children were able to transfer self-regulation skills learned using our system into real-world settings and continue to self-regulate successfully after 2 months. We present our findings as a validation of the effectiveness of mobile neurofeedback-based interventions to help young children living in poverty develop self-regulation skills. We conclude with a discussion of the results, methodological challenges of working in the developing world, and advice for future investigations of the effectiveness of neurofeedback applications for children.

THE USE OF DIGITAL EDUCATIONAL NARRATIVES FOR THE FORMATION OF ADAPTIVE COMPETENCE OF STUDENTS – FUTURE ECONOMISTS

The article covers the materials of the thematic study of the possibilities of electronic services for the implementation of the narrative approach in the professional training of students - future economists, the formation of their adaptive competence, the development of self-regulation skills and self-management in the learning process. The possibilities of electronic services for the formation of adaptive competence of future specialists are shown. Different features of the educational narrative are described. There have been presented the examples of simulation of digital educational professional stories in comics which realize a combination of academic activity and creative activity of participants of the educational process for their professional development. The example of tasks for independent work of students on socio-economic disciplines demonstrated the use of the didactic method "History in Pictures" a generalization of self-examination of students on the results of their narrative training.

Behavior in CHARGE syndrome.

Unusual behavior is often associated with genetic syndromes, and may constitute a behavioral phenotype. In contrast to providing a psychiatric diagnosis, a behavioral phenotype describes what is unique to the behavior associated with different syndromes. While behaviors in CHARGE are as complex and variable as other aspects of the syndrome, there are some commonalities that raise the question of common sources for these behaviors. This article addresses how pain, sensory issues, and anxiety may impact the behavior of individuals with CHARGE syndrome, and how the development of self-regulation skills might help to mitigate some of the behaviors.

Motivation and Self-Regulated Learning: A Multivariate Multilevel Analysis

This study investigated the relationship between motivation and self-regulated learning (SRL) in a nationally representative sample of 5245, 15-year-old students in the USA. A multivariate multilevel analysis was conducted to examine the role of three motivational variables (self-efficacy, intrinsic value & instrumental value) in predicting three SRL strategies (memorization, elaboration & control). The results showed that compared to self-efficacy, intrinsic value and instrumental value of math were stronger predictors of memorization, elaboration and control strategies. None of the motivational variables had a stronger effect on one strategy than the other. The findings suggest that the development of self-regulatory skills in math can be greatly enhanced by helping students develop positive value of and realistic expectancy for success in math.

Vibroacoustic Therapy in the treatment of developmental trauma: Developing safety through vibrations

Developmental/attachment trauma strongly affects a child’s developing self-regulation skills, feelings of safety, and their abilities to use their social engagement system instead of defensive reactions like fight, flight, freeze, and total submission. Vibroacoustic therapy (VAT) uses pulsed, sinusoidal, low frequency sound on a specially designed mattress or chair. Based on clinical experience VAT seems to help regulate a traumatized child’s autonomic nervous system and gradually develop the bodily-related feeling of safety.

The Effect of the Metacognitive Support via Pedagogical Agent on Self-Regulation Skills

Flipped Classroom (FC) has become an increasingly popular model in many disciplines in today’s educational system. In order for the FC model to be effective, it is important for the student to have self-regulation skills. It is especially important that students have advanced self-regulatory skills so that the online learning process of the FC model can be successfully completed. It is believed that the metacognitive support (MS) provided by the pedagogical agent during the online process of the FC model will contribute to the development of self-regulation skills of the students. The purpose of this research is to examine the impact of MS via pedagogical agent in the FC model on students’ self-regulation skills.The research was carried out according to experimental design, and the participants of the research consist of 102 university students. The data of the study were collected using self-regulated learning scale. As a result of the research, it was seen that the students of the experimental group who were provided MS with the pedagogic agent were found to have a statistically significant higher level of self-regulation skills than the control group students who were not provided with MS. Several suggestions have been made for the use of pedagogical agent-assisted MS in the design of FC courses.

DLLs and the development of self-regulation in early childhood

Current literature and research demonstrates that learning multiple languages allows for young learners to develop higher levels of executive functioning skills. Research also suggests that Dual Language Learners (DLLs) can surpass monolinguals in these executive functioning skills. Yet, there is a dearth of literature that explicitly discusses DLLs in the early childhood setting and the development of self-regulatory skills. Self-regulation skills have been linked to better indicators of academic achievement than numeracy and literacy. This research describes the differences between DLLs’ behavioral and emotional regulation, which are categorized as impulse control and cognitive regulation. This analysis examines the development of cognitive regulation and impulse control in both DLLs and non-DLLs. Results from an ANOVA of a convenience sample of 63 participants, 32 DLL (English and Spanish) and 31 non-DLL (English) preschool students, were assessed using the Preschool Self-Regulation Assessment (PSRA) and several measures of oral language proficiency. Participants were drawn from a Head Start and Universal Pre-Kindergarten program located in a low SES and culturally diverse district. The result yielded a statistically significant effect, (F(1, 61) = 8.56, p = .005; partial Eta squared = .123) for non-DLLs. ANOVA results suggest differences in cognitive regulation between the two groups. Implications relating to self-regulation, DLLs, culture and classroom practice, as well as policy are further discussed.

The impact of formative assessment on self-regulating learning in university classrooms

This study describes the extent of which the use of quality formative assessment on lessons of a course involves the students as self-regulated learners. There is an increased interest among educational researchers to observe improvement of student self-regulation on learning. The predominant use of summative assessment remains a challenge to helping students develop self-regulation skills in learning and assessment. Quality formative assessment includes formative feedback, self-assessment and peer assessment. The study followed a partially mixed sequential research design and applied a quasi-experimental intervention that lasted for six weeks where six educators applied quality formative assessment on lessons of a general psychology course for intervention group students (N=191). The quantitative data were collected by self-regulated learning questionnaire before and after the use of quality formative assessment on lessons. The qualitative data were collected by focus group discussions with the students. The students’ perceptions on self-regulating learning were compared between the intervention (N=191) and the comparison (N=187) group of students. The quantitative analysis used t-test and biserial correlation and proved the presence of statistically significant difference between the two groups in perceiving the self-regulation of learning. Moreover, effect size estimate (Cohen’s d) was used to provide a strong validation on the variation between the two groups for the measure of self-regulating learning. Recommendations were made to promote the use of quality formative assessment aiming at the improvement of student self-regulation on learning and assessment in university classes.

Supporting And Developing Self-Regulatory Behaviours In Early Childhood In Young Children With High Levels Of Impulsive Behaviour

Deficits in self-regulatory skills underlie or contribute to a range of adverse developmental problems and disorders, including ADHD (Barkley, 1997), eating disorders (Attie & Brooks-Gunn, 1995) and risk-taking behaviour (Cantor & Sanderson 1998; Eisenberg et al., 2005). Self-regulation has been recognised as an important factor in aiding academic achievements of school-age children. There is less knowledge of the subject in early childhood, yet the development of self-regulatory has been described as an important milestone in early childhood development (Shonkoff & Phillips, 2000). This research describes the implementation of an intervention programme in kindergartens that aimed to help young children with highly impulsive behaviour, develop self-regulatory behaviors. The children were identified by the Achenbach Child behaviour check list (1.5-5) and by the kindergarten teachers. This Research was based on mixed methods. The quantitave data reveled a number of children with highly impulsive behaviour and difficulties in self-regulation. The qualitative data gave a deeper interpretation to these children’s behaviour and the difficulties involved. After the implementation of the program the kindergarten teachers reported on an increase in the children’s self–regulatory skills.By understanding and supporting the processes involved in the development of self-regulation skills, it might be possible for significant adults in young children's lives to have a substantial effect in aiding young children, who are highly impulsive. This was the rationale for the present research.

The Kindergarten Transition: Behavioral Trajectories in the First Formal Year of School

ABSTRACTDuring the first year of school, student success hinges on learning not only new academic skills, but also behavioral expectations and developing self-regulation skills in the classroom. The purpose of this study was to investigate development in behavioral regulation during the kindergarten year. The authors used multilevel models to explore the association between sex and risk status on academic engagement and disruptive behavior trajectories based on daily teacher-generated behavioral ratings obtained for 22 full-day kindergarten students (six at risk, 12 male) across 80 school days. Results indicated that, in general, behavior improved over time; academic engagement increased whereas disruptive behavior decreased. However, behavioral trajectories varied as a function of sex and risk status. Implications for practice and directions for future research are discussed.

In the Groove: An Evaluation to Explore a Joint Music Therapy and Occupational Therapy Intervention for Children with Acquired Brain Injury

An acquired brain injury in children disrupts brain development and neural pathways, which may have serious implications on occupational role performance. Assessment and management of children with neurological disorders is complex and treatment requires the engagement of a multidisciplinary team. Increasing evidence indicates that both occupational therapists and music therapists work effectively towards similar goals with children with acquired brain injury. This evaluation investigated the effectiveness of a joint music therapy and occupational therapy group in promoting the development of self-regulation skills in children with an acquired brain injury or neurological condition, as part of a pilot project at a regional paediatric hospital in Australia. Six participants, aged five and half to ten years, were recruited through the acquired brain injury and neurology outpatient service at a regional paediatric hospital. Children underwent occupational therapy assessment and were identified to have sensory processing difficulties that negatively impacted on the child’s occupational roles of "friend" and "student." The intervention group, In the Groove, received seven, weekly, one-hour sessions, held for one hour on a weekly basis. Each session involved a variety of joint music therapy and occupational therapy activities, specifically planned to achieve intervention goals. A range of standardised occupational therapy and music therapy outcome measures were used, as well as non-standardised measures. All children received positive outcomes following intervention for at least one outcome measure. The findings indicate that joint music therapy and occupational therapy intervention may provide children with acquired brain injury and neurological impairment opportunities to develop self-regulation skills.

Learning to Eat: Behavioral and Psychological Aspects.

Because infants are totally dependent upon parents (or other caregivers) for care and sustenance, parents' feeding practices are a key feature of the family environments in which infants and young children learn about food and eating. Feeding practices include not only what the child is fed, but also the how, when, why and how much of feeding. Extensive evidence indicates that parenting behavior influences a variety of child outcomes, including cognitive and socioemotional development, as well as the development of self-regulatory skills. The focus of this chapter is on what is known about how parenting, particularly feeding practices, influences the early development of several aspects of children's eating behavior, including the acquisition of food preferences, self-regulatory skills, children's reactivity to food cues, satiety responsiveness and 'picky eating'. It is argued that traditional feeding practices, which evolved to protect children from environmental threats and ensure adequate intake in the context of food scarcity, can be maladaptive in current environments. An evidence base is needed to inform public policy to reduce early obesity risk in current environments, where too much palatable food is a major threat to child health. Results of recent research provides evidence that promoting responsive feeding practices can alter the development of eating behavior, sleep patterns and early self-regulatory skills, as well as reduce early obesity risk.

Developing Self-regulation Skills Scale

Developing Self-regulation Skills Scale

L’erreur est humaine ? Intérêt des modèles chaotiques dans l’étude des troubles psychiatriques de l’adulte et du développement de l’enfant

Many clinical and biological parameters have nonlinear chaotic fluctuations. These variations result in unexpected pseudo-random transitions. In these models, few risk factors can lead to unexpected phenomena if oscillations and self-reinforcement patterns occur. Complex rhythms could ease the ability of a physiological system to adapt and react quickly to a constantly changing environment. It has been proposed that several psychiatric disorders and developmental disorders are characterized by a loss of complex rhythm in favor of a more organized pattern. We examine evidence to support these assumptions in literatures. We performed a literature review of the main computerized databases (Medline, PubMed) and manual searches of the literature concerning non dynamic rhythms in time series analysis, in adults with psychiatric disorder and children with developmental disorder. These results were interpreted through a developmental approach that highlights the role of the learning process in the emergence of abilities. Analysis of clinical scores and electroencephalographic data have found that subjects with bipolar disorder or schizophrenia, tested over a time series, have lower chaotic rhythms compared with healthy subjects. Growing children share several properties of a complex system: the interdependence of developmental axes (motor, emotional, language, social skills), multiple hierarchical levels (i.e. genetic, biological, environmental, and cultural), the two-way transactions between the child and his environment, and the sensitivity to initial conditions. This could explain the difficulty to predict the emergence of abilities or the long-term prognosis of impairment in children. This limitation is not only due to errors in the explanatory model or the lack of explanatory variable. It is also caused by instability, which is a core characteristic of a chaotic system. The study of chaotic rhythms in time-series clinical and nonclinical data (e.g. EEG, functional neuroimaging) could improve the prediction of an acute event, such as relapse of mood disorder. Moreover, the complex rhythms in children may play a major part in synchronicity during interactions with a caregiver, held as essential for later development of self-regulation skills, such as emotional stability.

Interventions for postnatal depression assessing the mother-infant relationship and child developmental outcomes: a systematic review.

Postnatal depression (PND) has negative effects on maternal well-being as well as implications for the mother–infant relationship, subsequent infant development, and family functioning. There is growing evidence demonstrating that PND impacts on a mother’s ability to interact with sensitivity and responsiveness as a caregiver, which may have implications for the infant’s development of self-regulatory skills, making the infant more vulnerable to later psychopathology. Given the possible intergenerational transmission of risk to the infant, the mother–infant relationship is a focus for treatment and research. However, few studies have assessed the effect of treatment on the mother–infant relationship and child developmental outcomes. The main aim of this paper was to conduct a systematic review and investigate effect sizes of interventions for PND, which assess the quality of the mother–infant dyad relationship and/or child outcomes in addition to maternal mood. Nineteen studies were selected for review, and their methodological quality was evaluated, where possible, effect sizes across maternal mood, quality of dyadic relationship, and child developmental outcomes were calculated. Finally, clinical implications in the treatment of PND are highlighted and recommendations made for further research.

PROMOÇÃO DA AUTORREGULAÇÃO DA APRENDIZAGEM DAS CRIANÇAS: PROPOSTA DE INSTRUMENTO DE APOIO À PRÁTICA PEDAGÓGICA

Após estudo prévio em que se analisaram as perspetivas de investigadores, educadores de infância e professores do 1º ciclo do ensino básico com o objetivo de estudar estratégias de suporte que proporcionem oportunidades efetivas e essenciais ao desenvolvimento de competências de autorregulação nas crianças dos 5 aos 7 anos, apresenta-se um desenho de uma investigação em que se procura fundamentar a necessidade de promover a reflexão sobre a prática pedagógica, assegurando a continuidade educativa, com vista à promoção precoce de competências de autorregulação da aprendizagem. Propõe-se a docentes e alunos-estagiários que utilizem a Checklist of Independent Learning Development (CHILD) e, através da análise das suas narrativas, pretendemos apurar as potencialidades desse instrumento na reflexão, identificação e avaliação das abordagens educativas dos participantes a fim de as ajustarem às necessidades das crianças em transição escolar e ao desenvolvimento de processos autorregulatórios.http://dx.doi.org/10.14572/nuances.v25i3.3163

Collaborative online professional development for teachers in higher education

Enhancing teaching quality has become a priority for many universities. The need for high-quality professional development for university teachers is therefore crucial. Earlier research has indicated that isolated workshops often fail to result in significant changes in teaching practice. It has been suggested that the desired transformation requires changes in perceptions of educators, not merely learning new techniques. Reflective, collaborative long-term professional development that is integrated in the everyday activities of the educators has proven to be a promising approach; however, research that addresses how this can be implemented in online learning is scarce. This study investigates the learning experiences of seven educators who participated in a collaborative, authentic e-learning-based online professional development programme. Narrative analysis is used for examining the experience of the participants during the programme and the perceived impact on their professional growth. The results suggest that while collaborative online professional development can be challenging due to the different learning needs, expectations and preferences of the participants, it can potentially lead to significant professional growth. Instead of accommodating different learning preferences, emphasis should be given to supporting the development of self-regulation skills and strengthening the facilitation of collaborative learning.