Different Aspects Of Self-regulation Research Articles

Self-regulation and academic achievement among Singaporean young children: A cross-cultural comparison in a multicultural Asian society

Cultural contexts influence the development of self-regulation. However, cross-cultural variations and consistencies in different aspects of self-regulation and their academic outcomes within the Asian context are less clear. This study investigated (1) the extent to which the development of hot and cool Executive Function (EF) might differ among children from different cultural backgrounds in a multicultural Asian society, and (2) whether and how the predictive power of hot and cool EF on academic skills might vary across subcultures within the nation. Longitudinal data were collected over two waves from a national probability sample of 2,527 young children in Singapore, consisting of ethnic Chinese, Malays, and Indians. Working memory (WM), Delay of Gratification (DoG), and parent-reported self-control were measured during their preschool years (3–6 years of age) in Wave 1. Reading and mathematical skills were assessed approximately 2 years later in Wave 2. Results demonstrated that ethnic Chinese children typically delayed gratification at age 4, whereas Malay and Indian children only started to delay gratification at age 6. Chinese children also outperformed their Malay and Indian counterparts in WM tasks and standardized achievement tests in reading and mathematics. Parent-reported child self-control did not differ by ethnicity. Across subcultures in Singapore, WM was a robust predictor of reading and mathematical skills and explained the longitudinal relations of DoG to academic skills. Our findings suggest that the developmental gaps in EF during early childhood can contribute to later gaps in academic achievement among ethnic groups. Nurturing self-regulation during the preschool years is essential for promoting children’s school readiness.

Motivation in self-directed use of technology for English learning among high, average, and low achievers

Adopting a multi-theoretical perspective, this study examined how various motivational factors from three dominant motivational theories of volitional behaviors related to undergraduates' self-directed technology use for English learning, and how the relationships varied among high, average, and low achievers. Confirmatory factor analysis results supported a holistic model of nine motivational factors that drive these learners' self-directed technology use for English learning. The study found that motivational factors from different motivational perspectives drove different aspects of self-regulation with technology. Specifically, constructs from the theory of planned behaviors were essential to drive resource and metacognitive management; goal orientation constructs were the salient motivators of learners' use of technology for emotion management to maintain vigor for learning; and constructs from all three theoretical perspectives were critical to drive learners’ use of technology for goal setting and social regulation. Moreover, the motivational drive for self-directed technology use for English learning varied for learners of different proficiency levels. The findings suggest different motivational factors need to be attended to when encouraging and supporting the use of technology for the regulation of different aspects of English learning and among learners of different language proficiencies.

How to Improve Self-regulation among Preschoolers

In this paper, a thorough review is provided of how different aspects of self-regulation are affecting a child's development and the manner in which they are influenced by various components of self-regulation in the process of development. The ability to self-regulation has been recognized to be one of the most essential components in the development of cognitive, behavioral, and academic abilities. It is noteworthy that there have been only a few studies that have specifically focused on preschoolers, who are proved to be at the perfect age to learn self-regulation. Therefore, the aim of this paper is to critically comment a number of recent studies on how to improve self-regulated skills in preschool children following a systematic review of recent research and gives some constructive opinions. It presents an analysis of three different types of interventions: physical activities, mindfulness practices, and game-based interventions. In spite of the strengths and weaknesses of each form of self-regulation learning, the paper concludes that both physical and game-based activities are more practical and acceptable to preschoolers, while mindfulness is suggested to apply among special groups. Additionally, at the end of the paper, two common disabilities which suffer from hard-wired deficiencies in the ability to self-regulate their development are also mentioned and discussed in order to encourage future research on these special groups. This paper provides some reference for follow-up research.

ВЗАИМОСВЯЗЬ ПОКАЗАТЕЛЕЙ САМОРЕГУЛЯЦИИ И ДУХОВНО-НРАВСТВЕННЫХ КАЧЕСТВ ЛИЧНОСТИ

The empirical study data of the relationship between self-regulation and personal spiritual and moral qualities in the adult sample are presented. The study emphasizes the importance of studying personal spiritual and moral qualities in the process of self-regulation. The purpose is to analyze the relationship between spiritual and moral qualities of a person and different aspects of self-regulation: cognitive, affective, behavioral. Based on the data of the correlation analysis, significant connections of indicators are identified. The real capabilities of a person to initiate consciously and manage voluntary activity are associated with the indicator of spiritual personality, which confirms the hypothesis of the study regarding the cognitive aspect of self-regulation. The study reflects that most indicators of the cognitive aspect of self-regulation correlate with indicators of spiritual and moral qualities of a person positively. There is also a connection with the affective aspect of self-regulation: the repression of external emotions is inversely correlated to the ability for fantasizing and taking care for other people. The ability to withstand is inversely correlated to the feeling of one's own discomfort during interpersonal interaction. A change in attitude to the situation is associated with the rejection of an egoistic position. The repression of the external manifestations of the emotions is inversely correlated to the spirituality of the personality and its individual qualities. The study shows that the spiritual and moral personality manifests itself as capable of self-control; connections are established with the behavioral aspect of self-regulation. The results of the study indicate the association between self-regulatory abilities and spiritual and moral qualities of a person and encourage further research focused on the consideration of spiritual aspects of self-regulation in more numerous and homogeneous by gender samples, differing in occupation, age, etc.

Associations between observed and reported infant negative affectivity, fear and self-regulation, and early communicative development-Evidence from the FinnBrain Birth Cohort Study.

Self-regulation and language are intertwined abilities, but the nature of their relations in early childhood when both skills are still emerging is insufficiently understood. Our knowledge of the relations between early negative affectivity and preverbal and verbal communicative development is still limited. Further, observed and reported temperament capture how aspects of temperament operate in different settings but are rarely used in parallel in studies examining early language. During the period of rapid development, longitudinal studies are needed to identify early risk factors for delayed communicative development. We studied relations between aspects of emerging self-regulation and negative affectivity using both observations at 8months and mother-reports at 6 and 12months, and communicative development measured by gesturing and vocabulary at 14 and vocabulary at 30months in 183 children. Mother-reported self-regulation was related to a higher use of communicative gestures and observed self-regulation by gaze aversion to poorer receptive and expressive vocabulary at 14months, but neither was significantly associated with vocabulary at 30months. We found little evidence for associations between negative affectivity and fear in infancy and communicative development. Our findings highlight different aspects of self-regulation as both potential risk and protective factors for communicative development. Mixed results indicate a need for a more detailed examination of different strategies of self-regulation in different conditions and developmental stages to yield a deeper understanding of the relations between self-regulation in infancy and communicative development.

Longitudinal evidence that Event Related Potential measures of self-regulation do not predict everyday goal pursuit

Self-regulation has been studied across levels of analysis; however, little attention has been paid to the extent to which self-report, neural, and behavioral indices predict goal pursuit in real-life. We use a mixed-method approach (N = 201) to triangulate evidence among established measures of different aspects of self-regulation to predict both the process of goal pursuit using experience sampling, as well as longer-term goal progress at 1, 3, and 6-month follow-ups. While self-reported trait self-control predicts goal attainment months later, we observe a null relationship between longitudinal goal attainment and ERPs associated with performance-monitoring and reactivity to positive/rewarding stimuli. Despite evidence that these ERPs are reliable and trait-like, and despite theorizing that suggests otherwise, our findings suggest that these ERPs are not meaningfully associated with everyday goal attainment. These findings challenge the ecological validity of brain measures thought to assess aspects of self-regulation.

Age-differences in network models of self-regulation and executive control functions.

Self-regulation (SR) and executive control functions (EF) are broad theoretical concepts that subsume various cognitive abilities supporting the regulation of behavior, thoughts, and emotions. However, many of these concepts stem from different psychological disciplines relying on distinct methodologies, such as self-reports (common in SR research) and performance-based tasks (common in EF research). Despite the striking overlap between SR and EF on the theoretical level, recent evidence suggests that correlations between self-report measures and behavioral tasks can be difficult to observe. In our study, participants from a life-span sample (14-82 years) completed self-report measures and behavioral tasks, which were selected to include a variety of different facets of SR (e.g., sensation seeking, mindfulness, grit, or eating behavior) and EF (working memory, inhibition, shifting). Using this broad approach, we systematically investigated connections and overlap of different aspects of SR and EF to improve their conceptual understanding. By comparing network models of a youth, middle-aged, and older-aged group, we identified key variables that are well connected in the SR and EF construct space. In general, we found connections to be stronger within the clusters of SR and EF than between them. However, older adults demonstrated more connections between SR and EF than younger individuals, likely because of declining cognitive resources.

Self-regulation as promotive for academic achievement in young children across risk contexts

The link between self-regulation and academic achievement in young children is well-documented. However, few studies have examined the extent to which different aspects of self-regulation are more important for early numeracy and literacy for those in contexts of high cumulative risk, such as children experiencing homelessness. In the current study, 116 children ages 4;0–7;1 years (58 residing in an emergency homeless shelter and 58 from a community participant pool) completed assessments of math and reading, as well as multiple measures of self-regulation: executive function (EF), emotion regulation (ER), and respiratory sinus arrhythmia (RSA). Parents completed a questionnaire about their children’s behavioral regulation. We examined whether sample (i.e., shelter or community) moderated the association between each aspect of self-regulation and academic outcomes. Results showed a main effect of EF skills on early numeracy, and this relation did not differ across samples. Intervention efforts to promote academic competencies might specifically target EF in those who struggle with early EF skills regardless of risk context.

Integrating Models of Self-Regulation.

Self-regulation is a core aspect of human functioning that helps facilitate the successful pursuit of personal goals. There has been a proliferation of theories and models describing different aspects of self-regulation both within and outside of psychology. All of these models provide insights about self-regulation, but sometimes they talk past each other, make only shallow contributions, or make contributions that are underappreciated by scholars working in adjacent areas. The purpose of this article is to integrate across the many different models in order to refine the vast literature on self-regulation. To achieve this objective, we first review some of the more prominent models of self-regulation coming from social psychology, personality psychology, and cognitive neuroscience. We then integrate across these models based on four key elements-level of analysis, conflict, emotion, and cognitive functioning-specifically identifying points of convergence but also points of insufficient emphasis. We close with prescriptions for future research.

Does child verbal ability mediate the relationship between maternal sensitivity and later self-regulation? A longitudinal study from infancy to4years.

There is a need to further examine the mechanisms by which maternal sensitivity influences the development of child self-regulation. This study investigated the role of maternal sensitivity when infants were 10months old and child verbal ability at 18months, in relation to various aspects of self-regulation at 48months, in a sample of 95 typically developing children (46.3% girls). In particular, the study examined, from a Vygotskian perspective, whether child verbal ability, as measured by receptive and expressive language, mediated the relationship between maternal sensitivity and hot and cool aspects of self-regulation in the child. As hypothesized, maternal sensitivity predicted child verbal ability, as well as working memory, set shifting, and delay of gratification. Child receptive language predicted set shifting, inhibition, and delay of gratification. In addition, receptive language mediated the relationship between maternal sensitivity and inhibition only. Additive effects of maternal sensitivity and child receptive language in relation to set shifting were found, and a main effect of maternal sensitivity on child delay of gratification. The results add to the body of research suggesting that responsive parenting and child verbal ability are important for the development of self-regulation, and suggest that different mechanisms may be at work for different aspects of self-regulation.

개정된 의사윤리지침과 의학전문직업성에 기반한 자율규제

In 2017, the Korean Medical Association (KMA) revised its Code of Ethics at the request of the Korean Society for Medical Education. Through this revised Code, which incorporates the concept of medical professionalism, the KMA hopes to strengthen and improve its self-regulatory powers. This article examines different aspects of self-regulation and explores the connection between self-regulation and medical professionalism. Using the examples of maintenance of competency and the management of conflict of interests, it is argued that medical professionalism is the goal of self-regulation. Additionally, since medical professionalism cannot be implemented through the efforts of individual doctors or even medical institutions without broader social support, it is suggested that society as a whole should be fully informed of the importance of self-regulation and medical professionalism.

Executive functions and approaches to learning in predicting school readiness

• Associations between different aspects of self-regulation, and how they relate to learning, are unclear.

Do Individual Differences in Early Affective and Cognitive Self-Regulation Predict Developmental Change in ADHD Symptoms From Preschool to Adolescence?

Objective: The role of heterogeneous self-regulation deficits in ADHD has long been emphasized. Yet, longitudinal studies examining distinct self-regulation processes as prospective predictors of developmental change in ADHD symptoms spanning wide developmental periods are scarce. The aim of the current study was to examine affective and cognitive self-regulation as predictors of developmental change in ADHD symptoms from preschool to adolescence in a sample with one third of the children being at risk for developing an ADHD and/or ODD diagnosis. Method: At 5 years laboratory measures for hot and cool executive function (EF) and parental and teacher ratings were used for regulation of positive and negative emotionality. Symptoms of ADHD and ODD were measured at 5 and 13 years using parental and teacher ratings based on the Diagnostic and Statistical Manual of Mental Disorders (4th ed.; DSM-IV). Results: Converging developmental paths in hyperactivity/impulsivity across time were found for those high versus low in early cognitive self-regulation, whereas the development of inattention symptoms diverged across time for those high versus low in early affective self-regulation. Conclusion: These results support the idea that different aspects of self-regulation are important for developmental change in the two separate ADHD symptom domains from preschool to adolescence.

Gender differences in school achievement: The role of self-regulation

This study examined whether different aspects of self-regulation (i.e., emotion and behavior regulation) account for gender differences in German and mathematics achievement. Specifically, we investigated whether higher school achievement by girls in comparison to boys can be explained by self-regulation. German and mathematics achievement were assessed in a sample of 53 German fifth graders (19 boys, 34 girls) using formal academic performance tests (i.e., reading, writing, mathematics) and teachers' ratings (i.e., grades in German and mathematics). Moreover, teachers rated children's behavior regulation using the Self-Control Scale (SCS-K-D). Children's self-reported strategies of emotion regulation were assessed with the Questionnaire for the Measurement of Stress and Coping in Children and Adolescents (SSKJ 3-8). Age and intelligence (CFT 20-R) were included as control variables. Analyses of mean differences showed that girls outperformed boys in German achievement and behavior regulation. Regression analyses, using a bootstrapping method, revealed that relations between gender and German achievement were mediated by behavior regulation. Furthermore, we found a suppression effect of behavior regulation on the relation between gender and mathematics achievement: boys' mathematics achievement was underestimated when the analyses did not control for behavior regulation. We discuss these results from a developmental perspective and within the theoretical framework of self-regulation and achievement.

How do different aspects of self-regulation predict successful adaptation to school?

Self-regulation plays an important role in successful adaptation to preschool and school contexts as well as in later academic achievement. The current study relates different aspects of self-regulation such as temperamental effortful control and executive functions (updating, inhibition, and shifting) to different aspects of adaptation to school such as learning-related behavior, school grades, and performance in standardized achievement tests. The relationship between executive functions/effortful control and academic achievement has been established in previous studies; however, little is known about their unique contributions to different aspects of adaptation to school and the interplay of these factors in young school children. Results of a 1-year longitudinal study (N=459) revealed that unique contributions of effortful control (parental report) to school grades were fully mediated by children’s learning-related behavior. On the other hand, the unique contributions of executive functions (performance on tasks) to school grades were only partially mediated by children’s learning-related behavior. Moreover, executive functions predicted performance in standardized achievement tests exclusively, with comparable predictive power for mathematical and reading/writing skills. Controlling for fluid intelligence did not change the pattern of prediction substantially, and fluid intelligence did not explain any variance above that of the two included aspects of self-regulation. Although effortful control and executive functions were not significantly related to each other, both aspects of self-regulation were shown to be important for fostering early learning and good classroom adjustment in children around transition to school.

Emotion Knowledge and Self-Regulation as Predictors of Preschoolers’ Cognitive Ability, Classroom Behavior, and Social Competence

The development of children’s cognitive and social skills is a topic of considerable importance and interest in education and educational psychology. The current study examines whether emotion knowledge and self-regulation predict cognitive competence, social competence, and classroom behavior problems among a sample of 74 preschoolers (40 boys). A hierarchical regression was used to control for age, child gender, and family income level before predicting cognitive competence, social competence, and classroom behavior problems from emotion knowledge and self-regulation. Emotion knowledge incrementally predicted both cognitive competence (Δ R2 = .06) and social competence (Δ R2 = .08) but not classroom behavior problems. Conversely, self-regulation predicted classroom behavior problems (Δ R2 = .07) but not cognitive or social competence. In addition, results demonstrated that the situation knowledge (not the expression knowledge) component of emotion knowledge was the active ingredient for both cognitive and social competence. However, different aspects of self-regulation were relevant for different outcomes: The attentional control element was important for cognitive competence, whereas the positive emotionality element was important for social competence and behavior problems. The study demonstrates that emotion-related competencies are important prerequisites for valued educational and social outcomes in preschoolers.

Relations between distinct aspects of self-regulation to symptoms of impulsivity and compulsivity

Little attention has been paid to different aspects of self-regulation in relation to symptoms of psychopathology, specifically to disorders characterized by impulsive and compulsive features. By dividing self-regulation into assessment (i.e., the tendency to judge the quality of something by considering both its merits and demerits in comparison with an alternative) and locomotion (i.e., the tendency to move from state to state, with committing the psychological resources to pursue goals), this study compared these different aspects of self-regulation with symptoms of impulsivity, anxiety, and obsessive–compulsive disorder (OCD) in a non-clinical sample of 330 participants. Results indicate a positive relationship between assessment scores and impulsivity and a negative association between locomotion and impulsivity. Results also indicate that assessment is positively associated with anxiety and obsessive–compulsive symptoms. Collectively, these results suggest that poor self-regulation in the form of high assessment scores may play a role in a range of impulsive and compulsive related disorders.