Dimensions Of Self-regulation Research Articles

Multidimensional Self-Regulation Battery for Reading Comprehension: Preliminary Evidence for Criterion Validity

The purpose of this study was to investigate the validity based on relationships with other variables of the Self-Regulation for Reading Comprehension Multidimensional Battery (BAMA-RC). This study was developed quantitatively, with a cross-sectional and correlational design. Participants were 182 middle school students from Brazil. Nine BAMA-RC scales and a Cloze test were used to assess reading comprehension. The data were analyzed using statistics that evaluate relationships between variables (correlation, linear regression, chi-square test, Kruskal-Wallis and Mann-Whitney). The results identified preliminary evidence of criterion validity, confirming the hypotheses of relationships between the dimensions of self-regulation for learning and reading comprehension. These findings encourage new studies to extend the psychometric properties of the BAMA-RC.

Romantic Attachment and Emerging Adults’ Future Expectations: Moderation Role of Self-Regulation

The characteristics of Western societies pose significant challenges to how emerging adults view their futures. In the present study, we analyzed the associations between romantic attachment, self-regulation, and future expectations of emerging adults controlling the sex and age of participants. More specifically, we analyzed the moderating role of goal-setting, decision-making, and learning from mistakes (self-regulation dimensions) in the links between trustful, dependent, avoidant, and ambivalent romantic relationships and future expectations. The sample, collected by convenience in Portugal, includes 571 emerging adults (76.2% were female and 23.8% were male) aged between 18 and 30 years ( M = 23.31; SD = 3.35). Our results indicate significant associations between trust, dependent, avoidant, and ambivalent romantic relationships, with different dimensions of future expectations. Findings indicated that goal-setting moderates the association between dependent and avoidant romantic relationships and pessimism. We discuss these findings based on attachment theory, considering the relevance of emotional bonds and self-regulatory processes in future planning.

Teacher motivating styles and undergraduates’ self-regulation of their online learning experience

Teacher autonomy-supportive style and controlling style are considered to be common motivating styles that affect online learning effectiveness. However, the associations between perceived teacher autonomy-supportive style and controlling style and undergraduates’ self-regulation of online learning needs to be further explored, especially in terms of the specific dimensions of self-regulation of online learning. This study explored the associations between the two motivating stylesand undergraduates’ self-regulation of online learning by means of self-reported questionnaire data collected from 676 undergraduates. The results expounded that perceived teacher autonomy-supportive style was positively related to undergraduates’ six online SRL abilities, while perceived teacher controlling style was positively related to undergraduates’ task strategies, self-evaluation and time management. The results have significance for improving undergraduates’ specific self-regulation of online learning experience, and provide theoretical support for the optimization of learning effectiveness and for developing learning motivation.

Self-Regulation and Academic Learning in Preschoolers with Autism Spectrum Disorder: Links to School Engagement and Levels of Autism Characteristics.

Children with autism spectrum disorder often demonstrate self-regulation challenges and academic difficulties. Although self-regulation has been well documented as an important factor for academic achievement in neurotypical children, little is known about how it is related to academic learning in autistic children, especially during preschool, a critical developmental period for both emergent academic skills and self-regulatory abilities. It is also unclear whether school engagement or autism characteristics influence the relation between self-regulation and academic learning in autistic children during preschool. Thirty-two autistic preschoolers participated in this study. Direct measures and parent reports were used to measure three dimensions of self-regulation, including executive function, effortful control, and emotion regulation. Classroom-based data from multiple academic programs were used to reflect their average rates of achieving new literacy and mathematics learning goals. Teachers reported the participants' levels of school engagement, and their autism characteristics were measured directly. Emotion regulation was significantly linked to the rate of meeting literacy learning goals in autistic preschoolers, whereas multiple executive function skills, including inhibitory and attentional control and working memory, were associated with their mathematics learning rate. Emotion regulation demonstrated a stronger association with literacy learning when autistic children were more engaged in classroom activities. Levels of autism characteristics did not mediate or moderate the association between self-regulation and academic learning. Future interventions and teaching should consider fostering self-regulation and facilitating school engagement for autistic preschoolers besides targeting their learning performance on specific academic content to promote their current and future academic success.

Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students’ self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

Drivers of undergraduate students’ learning perceptions in the blended learning environment: The mediation role of metacognitive self-regulation

In student-centric learning environments, such as blended learning, students’ metacognitive self-regulation is required to plan, monitor, and control their learning processes and achieve positive learning outcomes. The lack of metacognitive self-regulation may lead students to encounter difficulties that, eventually, affect their learning perceptions. Therefore, understanding how to drive students' metacognitive self-regulation is essential to delivering an effective blended learning process that supports students' learning perceptions. This study examines the structural relationships between academic self-efficacy, student–student interaction, student–lecturer interaction, metacognitive self-regulation (including planning, monitoring, and regulating), and perceived learning using structural equation modeling. The data were collected from 1675 undergraduate students who experienced blended learning at Egyptian universities. The findings revealed that academic self-efficacy, student–student interaction, and student–lecturer interaction have significant direct effects on the planning, monitoring, and regulating dimensions of metacognitive self-regulation. Furthermore, metacognitive self-regulation dimensions not only influence perceived learning but also mediate the effects of academic self-efficacy, student–student interaction, and student–lecturer interaction on perceived learning, except for monitoring, which has an insignificant mediation effect on the relationship between student–student interaction and perceived learning. The findings of this study may help researchers, practitioners, and stakeholders gain deep insights regarding how to promote tertiary students’ metacognitive self-regulation and learning perceptions during the blended learning experience.

EFL Students’ Self-Regulated Online Learning in Post-Pandemic Hybrid Education

This study measured self-regulated online learning skills of English language learners in post-pandemic hybrid education. A quantitative survey design was adopted and students majoring in English Language and Literature at a state university in Türkiye in 2021-2022 academic year constituted the population of the research. The Self-Regulated Online Learning Scale was administered to the students of three active grades in the department (preparatory, first and second grades). As a result of statistical analyses, the findings demonstrated that the students’ self-regulated online learning skills were at a moderate level both in general and with respect to self-regulation dimensions. Additionally, no significant difference was observed in students’ reported self-regulated learning across groups of gender, years of education and perceived foreign language levels whereas significant differences were revealed for the variable of frequency of attendance to online classes. The results are discussed and some recommendations are provided.

The Effectiveness of Cognitive Behavioral Therapy on Emotion Self-regulation and its Components in Patients with Schizophrenia: A Semi-experimental Study

Background: Cognitive-behavioral therapy (CBT) has always been used as an effective method to improve emotion regulation and train patients to reduce mental disorders. Therefore, the current research has investigated the effectiveness of CBT on emotion self-regulation and its components in patients with schizophrenia. Methods: This research was a semi-experimental study with an experimental group and a control group. The statistical population of this study included all patients with schizophrenia in Hayat Rehabilitation and Treatment Center for Chronic Mental Patients in 2021 - 2022. Among the above study population, a total of 30 people (n = 15 per group) with confirmed schizophrenia were selected and studied using the convenience sampling method. The experimental group received CBT for eight 60-minute sessions, but the control group received no training. Both groups completed the Self-regulation Inventory (SRI-25) at the pre-test and post-test stages. The data of this study were analyzed by multivariate analysis of variance (MANOVA) using SPSS software version 16. Results: Data analysis showed that after 8 sessions of CBT in the experimental group, the mean scores of emotion regulation and its sub-components significantly increased in the experimental group than in the control group (0.05). Conclusions: Therefore, considering the effectiveness of CBT in improving the emotion self-regulation dimensions, it is advisable to use this training to improve emotion self-regulation in patients with schizophrenia.

THE ROLE OF SELF-REGULATION IN ACADEMIC ADVISING FOR A SAMPLE OF UNIVERSITY STUDENTS

The current research aims to identify the level of self-regulation in academic advising among a sample of university students and the differences in the self-regulation of academic advising according to the variable (the cumulative average of the level of academic achievement) among female university students. The research sample consisted of 80 seventh-level students in the Department of Psychology at the Faculty of Education for Girls in Abha – King Khalid University in Saudi Arabia. This research used a descriptive approach. The researcher built and designed a self-regulation scale in the implementation of an academic advising plan to apply it to the research sample. The results showed statistically significant differences at 0.01 in favor of the means of the female students’ scores on the two dimensions (planning and goals – self-evaluation) of the dimensions of the self-regulation scale in the implementation of the academic advising plan. Also, the dimensions of self-regulation in academic advising fall within the high and medium categories of the scale. The dimension of planning and goals came first, followed by the dimension of self-evaluation in second place with a high degree. The dimension of requesting academic aid was ranked third and averaged. The study showed no statistically significant differences in the dimensions of the self-regulation scale for academic advising and the total score according to the cumulative average variable of the level of academic achievement among the female students of the current research sample. All the students had a high level of academic achievement, including grades of Good, High, Excellent, and Very Good, respectively, indicating that all female students in the current research sample used self-regulation skills in academic advising, which helped them raise their academic achievements and maintain a high GPA.

Teacher Trainees' Well-Being-The Role of Personal Resources.

Teacher well-being is intrinsically associated with their personal resources, including health literacy and occupational self-regulation. However, there are few empirical findings on teacher trainees’ health literacy. Furthermore, occupational self-regulation has so far only been associated with indicators of occupational well-being. From a public health perspective, research on teacher trainees’ general well-being will benefit from taking both research aspects into account. In this study, we analysed data from 407 teacher trainees in Germany. Latent profile analysis confirmed the four occupational self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned), which differed significantly on the health literacy dimensions self-regulation, self-control, self-perception, proactive approach to health, communication and cooperation, and dealing with health information. The health literacy dimensions of self-regulation and self-control were mainly related to occupational self-regulation. Independently of each other, the self-regulatory types and the health literacy dimensions of self-regulation, self-control, and proactive approach to health predicted teacher trainees’ general well-being. If both constructs are considered together, the health literacy dimensions explain more variance in teacher trainees’ general well-being than the self-regulatory types. Research and practical implications are discussed.

Executive Functions and Impulsivity as Transdiagnostic Correlates of Psychopathology in Childhood: A Behavioral Genetic Analysis.

Executive functions (EFs) and impulsivity are dimensions of self-regulation that are both related to psychopathology. However, self-report measures of impulsivity and laboratory EF tasks typically display small correlations, and existing research indicates that impulsivity and EFs may tap separate aspects of self-regulation that independently statistically predict psychopathology in adulthood. However, relationships between EFs, impulsivity, and psychopathology may be different in childhood compared to adulthood. Here, we examine whether these patterns hold in the baseline assessment of the Adolescent Brain and Cognitive Development (ABCD) sample, a national sample of over 11,000 children (including 749 twin pairs) ages 9–10 years. We examine the phenotypic and genetic relationships among latent variables for different components of EFs and multiple facets of impulsivity. Additionally, we assess how EFs and impulsivity relate to composite measures and latent variables of psychopathology derived from parent report. EFs were weakly correlated with impulsivity, and the strength varied by impulsivity facet, emphasizing their separability. We did not identify significant genetic and environmental correlations between EFs and impulsivity. Moreover, controlling for their small relationships with each other, both EFs and some facets of impulsivity statistically predicted an Externalizing factor, attention problems, and social problems, and twin analyses suggested these relationships were genetic in origin. These findings indicate that EFs and impulsivity represent phenotypically and genetically separable aspects of self-regulation that are both transdiagnostic correlates of psychopathology in childhood.

Conceptualization, Tasks and Neurobiological Correlates of Self-Regulation in Children and Adolescents: A Systematic Review of the Literature (2015-2020)

Background: Self-regulation is a complex capacity that favors the modification of behavior in accordance with environmental demands. Objective: This article aims to review the scientific literature that conceptualizes self-regulation, analyze its potential latent dimensions, identify the instruments used to measure this construct and the empirical findings associated with its neurobiological correlates. Methods: A systematic review of the scientific literature published between 2015 and 2020. We include 29 empirical studies on children and adolescents self-regulatory capacity after combining the words self-regulation with cognition, brain and neurosciences. Results: Most of the articles included are from North America. A PICOS analysis was performed to increase understanding of self-regulatory capacity. Two dimensions of self-regulation are identified, contributing to a more global conceptualization of the concept of self-regulation; A cognitive dimension associated with executive functions, effortful control and inhibitory control, among others, and a dimension associated with personality, including traits such as irritability, impulsivity, openness and hyperactivity. Next, the instruments used to measure self-regulation are described, followed by a report of the important neurobiological findings, specifically, activation of the anterior cingulate cortex, dorsolateral prefrontal and ventromedial prefrontal cortex. Conclusion: Self-regulatory capacity is associated with a complex functioning that favors adaptive behavior and has neurobiological correlates.

EXPLORING THE RELATIONSHIPS BETWEEN EARLY CHILDHOOD IN-SERVICE TEACHERS' CLASSROOM MANAGEMENT AND SELF-REGULATION SKILLS

<p>Self-regulation skills allow individuals to control emotions, behaviors, and thoughts. Teachers' management of their behaviors, emotions, and thoughts could impact their classroom management too. Thus, teachers' self-regulation and classroom management relationships were analyzed in the study. To date, emotional regulation was studied, but self-regulation has not been studied in classroom management context. The study was designed as a quantitative study. Two hundred forty-four early childhood in-service teachers participated in the study. Correlation tests were used to analyze gathering data. The study result shows that self-regulation skills and classroom management are not correlated. On the other hand, there is a relationship between all three sub dimensions of self-regulation (self-monitoring, self-evaluation, self-reinforcement) and classroom management skills. The study result suggests that the early childhood teachers' self-reinforcement is positively correlated with classroom management skills. In addition, self-evaluation and self-monitoring are negatively correlated with classroom management. The study recommends that the teachers could increase their classroom management skills with internal or external rewards. Furthermore, the teachers can use some standard grade scales to observe whether they have misconceptions about classroom management strategies objectively.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0957/a.php" alt="Hit counter" /></p>

Black and Latino Adolescents’ Self-Regulation: Placing College Preparedness in Context

Students from minoritized backgrounds, who disproportionately face higher poverty rates, are more likely to encounter risk factors, which tend to undermine individuals’ broader well-being by compromising self-regulatory processes. Yet, sociocultural theory highlights the presence of minoritized families’ cultural wealth. Consistent with a focus on assets, it is notable that college enrollment rates have increased among Black and Latino students in the U.S. Using a mixed methods approach, the current study integrated asset and risk frameworks, in order to advance knowledge on the context of minoritized teens’ college preparedness, defined here as making decisions and taking action steps toward college. Participants included low-income, predominantly Black and Latino families with adolescents ( n = 344). First, drawing from the voices of families, we examined responses to open-ended questions about aspirations, supports, and challenges. Salient themes included social-emotional and social-cultural factors. Indicators of cumulative contextual risk and cumulative individual risk were based on the qualitative data. Second, we tested whether the linkage from cumulative risk indices to teens’ college preparedness occurred via various dimensions of self-regulation (i.e., lower impulsivity, more cognitive control, and better organization skills), net of background characteristics. Adolescents’ organization skills were a significant mediator. Possible next steps for research are discussed.

Role of Gender-Based Emotional Intelligence in Corporate Financial Decision-Making.

PurposeBusiness competition is getting more intense nowadays, and corporate survival is getting harder; consequently, corporate managers have to make financial decisions in complex and globalized scenarios. As a result, in order to compete in today’s global economy, businesses are contemplating incorporating behavioural components of human psychology into their decision-making processes. Corporations are masters of quantitative analysis, but they rarely pay attention to behavioural elements of organizational success. Emotional intelligence is important in many parts of life; therefore, it is crucial to look at its dimensions when it comes to corporate financial decision-making.MethodsA simple random sampling technique was used to collect data from 200 senior-level managers from the corporate sector located in the twin cities of Rawalpindi and Islamabad of Pakistan. SPSS version 22 was used to test the hypotheses.ResultsResults of the study show the gender-based variation in corporate financial decision-making detailing the higher impact of EI of males on CFD than their counterparts in the corporate sector organizations. The elements of self-awareness, empathy, motivation and self-regulation affect the financial decision-making of both the genders with varying degrees of influence, whereas social skills do not affect CFD of both genders.ConclusionThe study findings explicate that the influence of self-awareness and empathy constructs of EI on corporate financial decisions is stronger in female managers than their male counterparts. However, male managers exhibit a significantly stronger influence of motivation, social skills, and self-regulation dimensions on their financial decisions compared to female managers in a corporate setting. Overall, the impact of EI on CFD is slightly higher in male managers. These empirical outcomes imply that organizations should assess the employees not only for technical skills but also based on their emotional intelligence during the recruitment process.

Pilot Study on Students in Islamic Boarding Schools to Measure the Reliability and Validity of The Self-Regulation Scale

This study aims to conduct a trial to determine the validity and reliability of the self-regulation scale and determine what dimensions/aspects are considered capable of forming self-regulation variables. Validity and reliability tests are carried out to determine a measuring instrument’s level of accuracy and consistency. This self-regulation variable is measured by the seven dimensions of Miller & Brown (Neal & Carey, 2005), namely receiving, evaluating, triggering, searching, formulating, implementing, and assessing. Thirty-six students at Islamic boarding school X in Banyumas, Indonesia, were involved as participants. Analysis of the data used to measure validity using the corrected item-total correlation formula and reliability using Cronbach’s alpha, which was analyzed using SPSS version 25. The analysis results prove that from the seven dimensions of self-regulation, there are 25 valid items and have a reliability coefficient of 0.908. Thus, the self-regulation scale can be used for research.

Predicting Academic Satisfaction through Character Virtues Mediated by Emotional Self-Regulation in Female Students of Secondary School

The main purpose of this study was to predict academic satisfaction through character virtues mediated by emotional self-regulation in Female Students of secondary school students in Mahabad. The research method was applied in terms of purpose and is based on descriptive-survey information collection. The statistical population includes all female students in the second secondary school of Mahabad city in the academic year of 1998-99 (N = 3681). The samples were determined using Cochran's formula 348 people and a questionnaire was distributed electronically among the samples. Also, statistical sampling method was available in the present study. Satisfaction questionnaires Shaykh al-Islami and Ahmadi (2011), Patterson and Seligman (2004) Active Values Questionnaire and Hoffman and Kashdan Affective Style Questionnaire (2010) were used to collect data through simultaneous multiple regression analysis at the significance level of 0.05 and Sobel test. Data analysis was performed. The results of regression analysis showed that character virtues (wisdom, courage, humanity, justice, temperance and transcendence) and dimensions of emotional self-regulation (re-adjusting affect, conceal or suppress affect and tolerate and accept) have a positive and significant relationship with academic satisfaction (05/0≥ P), as well as emotional self-regulation Academic satisfaction showed a positive and significant relationship(05/0≥ P )On the other hand, it was found that academic satisfaction is predicted positively and significantly through character virtues by mediating emotional self-regulation dimensions (re-adjusting affect, conceal or suppress affect and tolerate and accept)

Relación entre autoeficacia académica y autorregulación del aprendizaje en estudiantes de la carrera de tecnología médica

El presente estudio tuvo como objetivo determinar si existe relación entre autoeficacia académica y autorregulación del aprendizaje en estudiantes de la carrera de tecnología médica de la Universidad Privada de Tacna. La población estuvo conformada por todos los estudiantes de la escuela de tecnología médica de los cuales solo decidieron participar 92. Se utilizó el Inventario de Expectativas de Autoeficacia Académica y el Inventario del Aprendizaje Autorregulado. Resultados: la autoeficacia académica un 57% se siente seguro, mientras que en el aprendizaje autorregulado el mayor porcentaje se concentra en un nivel medio con 50%.Conclusión: al realizar la correlación de Spearman se encontró que existe una correlación positiva y moderada entre autoeficacia académica y el aprendizaje autorregulado en los estudiantes de la Escuela de Tecnología Médica de la Universidad Privada de Tacna en el año 2018 (Rho de Spearman ,479 (p valor 0.01)); al correlacionar la autoeficacia académica con las dimensiones de autorregulación del aprendizaje se llegaron a las siguientes conclusiones; autoeficacia académica con autorregulación de la estrategia ejecutiva mostro una correlación positiva y moderada (sig. Bilateral 0.01 y coeficiente de correlación ,449), al relacionarlo con autorregulación de la cognición mostro una correlación positiva y baja (sig. Bilateral 0.01 y coeficiente de correlación ,325), al relacionarlo con autorregulación de la motivación y afecto mostro una correlación positiva y baja (sig. Bilateral 0.01 y coeficiente de correlación ,398) y al relacionarlo con autorregulación del control del ambiente mostro una correlación positiva y baja (sig. Bilateral 0.01 y coeficiente de correlación ,385).

Exploring relationship between self-regulation dimensions and cardiac autonomic functioning in preschoolers.

The present study examined the association between behavioural dimensions of self-regulation and respiratory sinus arrhythmia (RSA), a marker of cardiac autonomic functioning in a sample of preschool children in the United States. Sixty-six children's emotion- and cognitive-oriented dimensions of self-regulation were examined with respect to changes in RSA (reactivity and recovery). Results showed that children's recovery RSA, which indicates the ability to return to homeostasis, but not reactivity, was significantly associated with the cognitive-oriented self-regulation.

Actitudes hacia la investigación y autorregulación del aprendizaje en los estudiantes universitarios

INTRODUCCIÓN.La actitud a la investigación tiene componentes cognoscitivos, afectivos y conductuales; mientras que la autorregulación del aprendizaje posee fases como: planificación, ejecución y evaluación. Estas variables en la formación universitaria se relacionan de manera intrínseca durante el proceso de interpretación de la realidad y de esta manera en el desarrollo e interés por un adecuado aprendizaje. OBJETIVO.Determinar la relación existente entre las actitudes hacia la investigación y la autorregulación del aprendizaje en una muestra de estudiantes universitarios del Ecuador. MÉTODO.Investigación empírica-cuantitativa, con alcance comparativo, correlacional y de predicción, por medio de la Escala para medir las actitudes hacia la investigación (EACIN) y el Inventario de Procesos de autorregulación del aprendizaje (IPAA). RESULTADOS.Participaron 222 estudiantes universitarios de 3 universidades públicas del Ecuador. El 59.5% son mujeres y el 40.5% restante son hombres. La edad de los mismos se encuentra entre los 17 a 20 años de edad (M= 20.9 años; DT= 2.33). En el análisis inter-género la diferencia (p< .05) se dio en la dimensión afectiva siendo más significativa para las mujeres. Se confirma la correlación de las actitudes hacia la investigación y la autorregulación emocional.DISCUSIÓN Y CONCLUSIONES. La dimensión cognoscitiva de las actitudes hacia la investigación es la de mayor implicación con la autorregulación del aprendizaje, mientras que la dimensión de planificación de la autorregulación del aprendizaje tiene mayor implicación con las actitudes hacia la investigación. En conclusión, la regresión lineal muestra que las actitudes predicen la autorregulación del aprendizaje en un 19% los cambios de la varianza.