Features Of Self-regulation Research Articles

Fixed air flow-rate selection by considering the self-regulating function of low power air-cooled PEMFC stack

In this study, it is found that the air-cooled proton exchange membrane fuel cell (PEMFC) has a self-regulating function in terms of its thermal and water balances within the fuel cell. Such a function enables the fuel cell's operation to be stable and efficient without any electronic controlling circuit to control the operating parameters. A small air-cooled PEMFC stack (15 cells with a rate power of 60 W) integrated with an axial fan is used for this experimental study to verify the self-regulating feature. The results show that the air-cooled open-cathode PEMFC stack can run stably and efficiently under a wide range of load currents at a fixed air flow rate. The best fuel cell performance and maximum system net power output are achieved at an air flow of 55.7 SLPM. To further validate the results, the temperature distribution and cell voltage distribution of the stack are simultaneously measured under different loads. The results demonstrate that the temperature and cell voltage of the stack are evenly distributed at the air flow of 55.7 SLPM. The present study may provide guidance in the design of a cooling subsystem of a small and compact fuel cell system incorporating an air-cooled open-cathode PEMFC.

Метакогнитивная компетентность как фактор саморегуляции учебной деятельности студентов

The article is devoted to the problem of metacognitive competence formation and self-regulation. The aim of the work is to identify the features of self-regulation of educational activity in metacognitively competent students. The concepts of “metacognitive competence”, “metacognitive knowledge”, “metacognitive regulation”, and “self-regulation” are clarified in the article. Methods of research. The study was conducted at the Institute of Pedagogy and Psychology of FSBEI of HE “Petrozavodsk State University” with freshmen and second year students, studying in the program 44.03.02 “Psychological and pedagogical education”. Methods of studying metacognitive competence and self-regulation were used to test the hypothesis; the data obtained were processed according to the F-test. Analysis of the results of the research showed that metacognitive competent students have a high level of development of the self-regulation system and regulatory properties of personality. The author outlines that among the stylistic features of self-regulation of metacognitive competent students are high level of independence and flexibility, the predominance of orientation to achieve success, activity in setting goals, etc. It is concluded that the results obtained can be used to determine the directions for further study of the relationship between metaprocesses and self-regulation, and the development of programs for the development of self-regulation of students' educational activities.

ОСОБЛИВОСТІ ПСИХІЧНОЇ САМОРЕГУЛЯЦІЇ У ІТ СПЕЦІАЛІСТІВ З ТОКСИЧНОЮ ПОВЕДІНКОЮ

Актуальність дослідження. ІТ сфера потребує від спеціалістів бути самоорганізованими, ефективним, адаптивним до швидко змінюваних умов, а також бути самокерованим. В основі всіх цих якостей лежить саме саморегуляція психіки. Варто зазначити, що поняття «саморегуляція» є досить складним і багатозначним та використовується у різних науках і теоріях з різними змістовими відтінками. Тому метою роботи є визначити особливості психічної саморегуляції у ІТ фахівців з токсичною поведінкою. Також стаття присвячена аналізу поняття саморегуляція у контексті дослідження токсичної поведінки у ІТ фахівців. Мета дослідження: визначити особливості психічної саморегуляції у ІТ фахівців з токсичною поведінкою. Результати. Висвітлено проблеми, які створює токсична поведінка працівників. В результаті емпіричного дослідження було виявлено два типа токсичної поведінки: «Явна токсична поведінка» та «Токсична поведінка замаскована під професійні обов’язки». Визначено факторну структуру саморегуляції, що пов’язана з самоактуалізуючою тенденцією у ІТ фахівців. Висновки. Визначено факторну структуру саморегуляції, що пов’язана з самоактуалізуючою тенденцією у ІТ фахівців. До цієї структури входять особистості з зниженою ресурсністю, ресурсністю, як фактором нормального впливу, агресори та інфантильні бунтарі; Були виявлені фактори особистісної саморегуляції токсичної поведінки: «Пасивно-агресивність», «Схильність до зовнішнього впливу», «Демонстративність», «Деструктивна агресія», «Проекція деструктивних тенденцій», «Не сформованість морально-етичної цензури».

La interrelación entre robustez y potencial pronóstico de estudiantes de instituciones de educación superior

The paper presents the results of an empirical study of specific features and the relationship between hardiness of students and prognostic potential of their personality. The methods of research comprised: theoretical analysis, empirical research (testing), qualitative analysis of the obtained data, mathematical and statistical data processing (SPSS Statistics, Excel). It has been found that students with a high level of prognostic potential development are distinguished by pronounced personality traits typical of hardy people. The authors have proved in the paper that the prognostic potential of students is a holistic system of personality resources, which is based on specific features of thinking and building a secondary image. There are criteria and development levels of the prognostic potential among students: an internal criterion (features of thinking and building secondary images) and an external criterion (the effectiveness of forecasting activities, the conformity of the stages of prognostic activity with the reference model). The prognostic potential is interconnected with personal and professional characteristics of students (features of the intellectual, communicative, emotional-volitional and motivation spheres). There are significant differences between students with different levels of development of prognostic potential according to the main personal and professional features. The correlation analysis of the data gave the following interrelations: there is a direct interrelationship between the level of development of prognostic potential and emotional stability of students; between the level of development of prognostic potential and such motives for studying at a university as professional and educational-cognitive motives; between the level of development of prognostic potential and the features of self-regulation. On the basis of the results of an empirical study, the authors designed a program for the prognostic potential development of students which includes active teaching methods, lectures, and trainings.

HISTORICAL AND LEGAL CHARACTERISTICS OF THE DEVELOPMENT OF LEGISLATION ON SELF-REGULATORY ORGANIZATIONS

The article examines the historical and legal preconditions for the formation of self-regulation in Ukraine and other countries. On the basis of the conducted research, the peculiarities of the development of self-regulation in the territory of Ukraine in different historical periods are determined. The preconditions for the formation of the institution of self-regulation in the field of management and professional activity are described. It is determined that self-regulation has been inherent in society since the beginning of the primary forms of the common cause. The primary forms of SROs developed rules of professional activity, performed the functions of control and supervision due to the vacuum of state regulation in such areas. The peculiarity of such organizations was certain legalization by the state. Such SROs regulated their own activities at the level of development and adoption of local acts. A feature of national self-regulation was the transition from voluntary to compulsory regulation. to distinguish three periods of development of legislative support in the field of self-regulation. Declarative (from 1991 to 1996): this period is characterized by the formal consolidation at the legislative level of the right of participants in public relations to create an SRO. However, the status of SROs was practically not regulated at the legislative level. At the state level, there was no strategy for the development of self-regulation in the field of management and professional activities. Institutional (from 1996 to 2016): during this period the system of delegation of powers from public authorities of the SRO, the system of legalization of the SRO is introduced. However, the rules on SROs are still chaotic, there is no clear mechanism for control and supervision of SRO activities by public authorities, the concept of participation in SROs as business entities and persons of certain professions is not defined. In a number of areas, despite the consolidation of the right to create SROs at the level of laws, SROs have not worked. Reformation (from 2016 to the present): characterized by the development at the legislative level of the Concept of reforming the institution of self-regulation, which outlines the problematic issues of the institution of self-regulation in Ukraine, identifies areas for improvement. Keywords: self-regulation, a self-regulatory organization, the sphere of management, professional activity, a delegation of powers.

Features of psychological mechanisms of self-regulation among students of different professional orientation

The modern social environment in general, and educational in particular, imposes a number of requirements on the personality of the student as a future representative of the professional community. This manifests itself in the need to master professional knowledge and skills in the conditions of constantly changing requirements, planning their activities for the short and / or long term, as well as multiple flexibility of behavior. The object of the research was 100 students of various faculties of DSTU (technical and humanitarian orientation). In the course of the empirical study, we used diagnostic methods for identifying self-regulation mechanisms in the student environment "USK" by J. Rotter; a questionnaire for the diagnosis of individual stylistic features of self-regulation (V. I. Morosanova), the methodology “Research of volitional self-regulation” (A. V. Zverkova, E. V. Eydman). The practical significance of the work lies in the subsequent use of the data obtained in the framework of psychocorrectional work with students of the organization of secondary vocational education.

Стилевые особенности саморегуляции учителей школы с различным стажем работы

Стилевые особенности саморегуляции учителей школы с различным стажем работы

Electric Vehicle Power Propulsion System Control Based on Time-Varying Fractional Calculus: Implementation and Experimental Results

Nowadays, due to the fact that motor efficiency is strictly related to the diminution of emissions, researchers pay much attention to find a robust and efficient motor control technique for hybrid electric vehicles (HEVs). In this study, an optimal type-2 fuzzy fractional proportional plus integral derivative (IT2FOFP+ID) controller is applied to solve the throttle position and speed control problem of the HEVs. It is undeniable that the performance and effectiveness of the fuzzy-based proportional-integral-derivative (PID) controllers are dependent on its gains’ value. Hence, a novel improved heuristic technique, called IJAYA algorithm, is employed for the online tuning of the coefficients embedded in the specific controller structure. In contrast with the classical control methodologies that suffer from the lack of the self-regulating feature, the established controller has been adjusted online automatically. As another advantage of this control strategy, it is a model-free scheme and does not need the mathematical computation to identify the system model. To appraise the supremacy of the optimal IT2FOFP+ID controller than the other prevalent methodologies, a highly nonlinear EV model is utilized as a case study. In addition, the usefulness and robustness of the proposed method are tested by the experimental data, the EPA New York City Cycle. In the end, the new time-varying proposed technique is validated and implemented in hardware-in-the-loop real-time simulation based on OPAL-RT to study the feasibility of the designed IT2FP+ID controller with check outcomes on a physical platform.

Efficient control of a 3-link planar rigid manipulator using self-regulated fractional-order fuzzy PID controller

A self-regulated fractional-order fuzzy proportional–integral–derivative (SRFOFPID) controller is proposed to control a highly non-linear, complex and coupled 3-link planar rigid robotic manipulator in a virtual industrial environment. Industrial environment was simulated by introducing different kind of disturbances in the system and sensor noise. Proposed SRFOFPID controller is a direct non-linear adaptive controller having self-regulating feature and has been realized using fractional-order operators i.e. integrator and differentiator in self-regulated integer-order fuzzy PID (SRIOFPID) controller. Gains of SRFOFPID and SRIOFPID controllers are optimized using Backtracking Search Algorithm by minimizing an amalgamation of integral absolute error signal and integral absolute change in control signal as cost function. Performance of SRFOFPID and SRIOFPID controllers are assessed and compared with reference path under virtually simulated industrial environment. Presented intensive simulation studies revealed that both the controllers offered decent reference trajectory tracking performance under nominal operating conditions while SRFOFPID controller offered exceptionally robust performance under industrial scenario and uncertainties. Finally, the stability analysis of overall closed loop system is performed using small gain theorem and necessary and sufficient bounded-input and bounded-output stability conditions are established.

The Experience of Self-regulation as the Basis for the Music Students’ Successful Training

The contemporary system of specialists’ professional training in the field of Musical Art as a priority task puts forward the training of a specialist capable of continuous self-development and self-improvement. Nowadays the demand for professional qualities is largely based on individual self-regulation mechanisms’ activation. Thus, the study of pedagogical conditions’ organization that will favour the development of student autonomy in educational, artistic and creative activities, as well as encourage future professionals to continuous self-development and self-improvement, is determined by the practical needs of a contemporary system of training specialists in the field of Musical Art. The comprehensive study of self-regulation mechanisms in specific types of human activity is the scientific basis that enables the solution of the strategic tasks of the contemporary educational system. Therefore, the increase of the effectiveness of the future musicians training through the creation of pedagogical conditions aimed at the development of professional skills and skills of self-regulation during the term of studying at a higher educational establishment, which is the purpose of our research, needs systematization of the data available related to the musical performance and educational activity in the coordinates of acquiring of individual self-regulation experience on the part of a personality. The logic of achieving this goal led to the choice of research methods: the critical analysis of scientific and methodological literature on the problem (to identify the degree of development and prospects for further exploration), methods of systematization and analogy (to identify specific features of self-regulation of musical performance in comparison with other activities), method of abstraction and modeling (for studying the structure of the phenomenon under investigation as an integrative entity, combining the components of the experience of the individual with the structural and the links of self-regulation as a process).Depending on the type of activity and the conditions for its implementation, the self-regulation is realized by means of various mental methods, and the self-regulation skills of a certain type of activity forming the experience of specialist self-regulation, which has a unique structure that reflects the essential features of the professional activity type and the self-regulation individual of this activity.Since a personal entity formed as a result of the numerical strategies implementation for the achievement of a professionally significant goal, the experience of music students’ self-regulation is a complex phenomenon that reflects the structural elements of self-regulation both as a process and structure of personal experience of the individual, on the one hand, and a result and basis of his professional activity, on the other hand, which is fixed in the system of knowledge, skills, emotional and value attitudes.Conclusions. The process of gaining self-regulation experience in the frameworks of musical art is viewed as a process of the personality’s entering into the spiritual universe of universal culture, is the basis and result of a professional self-actualization of a musician. Specific features of musical performance should be taken into account while creating pedagogical conditions for the formation of the student self-regulation experience.

Institutional Resilience in Banking Systems

This is a condensed version of Salter and Tarko (2018), presented at the Austrian Economics in the 21st Century conference in Rosario, Argentina. I argue that current perspectives on banking and financial regulation, including newly popular proposals for macroprudential regulation, cannot achieve their objective. Admittedly banking and financial systems need to be governed, to overcome collective action problems that can hinder the stability of the system. But this stability can be an endogenous feature of self-regulation. I contend that the governance institutions in historical free banking systems succeeded in making those systems resilient. These institutions permit us to classify free banking systems as polycentric systems for banking and financial governance.

Psychological readiness for innovation and individual-style self-regulation of police officers

It has been stressed that very demanding requirements for the effective management activity put forward for the heads of police departments. This activity should ensure the proper performance of professional duties by subordinate employees. The psychological readiness for innovation will allow the representatives of the police leadership to carry out an effective implementation of the strategy of ensuring the protection of individuals and society. The lack of self-regulation makes them vulnerable while taking important professional decisions.
 The objective of the article was the empirical study of the features of psychological readiness and individual-style self-regulation of the heads of police departments at different levels of readiness for innovation.
 The author of the research has used “Psychological Readiness for Innovation” (V. E. Klochko, O. M. Krasnoryadtseva) and “Style of Self-Regulation of Behavior” (V. I. Morosanova) methods. The sample consisted of 316 heads of police departments.
 It has been theoretically grounded that psychological readiness for innovation is an important professional feature of a police leader able to form his personal resource in terms of constant changes. Empirically, the highest number of correlation relationships was found within a group of leaders with an average readiness level, namely, it was recorded: a tendency to increase flexibility with a more active manifestation of initiative; the ability to set criteria for quality assessment is reduced while increasing the frequency of providing the benefits of activities that require innovation; increasing readiness for change leads to an increase in the ability to assess the results. It has been noted that leaders with a high level of readiness for innovation have increased flexibility with the growth of readiness for changes. With regard to law enforcement officers with a low level of readiness for innovation, it has been concluded that their programming capacity has increased as a result of an increase in the frequency of giving priority to activities that require innovation. It has been determined that such skills as flexibility, programming, correction and self-regulation can improve managerial activity of the leaders in the whole.

Особенности саморегуляции и коммуникативной компетентности подростков в условиях нормы и с особенностями развития

Особенности саморегуляции и коммуникативной компетентности подростков в условиях нормы и с особенностями развития

САМОРЕГУЛИРОВАНИЕ ПРИ НЕПРЕРЫВНОЙ ПРОКАТКЕ В ШИРОКОПОЛОСНЫХ СТАНАХ

The aim of the work is the development of ideas about the regulation of the rolling process in continuous groups of stands of a wide-strip hot rolling mill. By mathematical modeling of the dynamics of the interaction of the stands during continuous rolling, taking into account torsional vibrations and transport transfer, the duration of the self-regulation time of the six-yielding group was determined. It is shown that the parameters of the rolled strip significantly affect the nature of the change in tensions and deviations of the strip thickness after each stand. During the filling of a continuous band with a strip in the mill stands, there are perturbations caused by the capture of the strip by the rolls of each stand. The task of regulatory actions at this point can increase the destabilization of the process. The thickness of the rolled strip slightly affects the self-regulation time of the continuous rolling process. In the modes of rolling and filling the group with a strip, this time was ~ 14 s from the beginning of the disturbance at the entrance to the group. The signs of perturbations and their combinations are determined by the deviation of the strip thickness and temperature, at which a short-term loss of process stability is possible due to a drop in tension in some intervals. It has been established that there are such combinations of perturbation signs in thickness and strip temperature when a group disintegrates into two unrelated ones, which leads to a violation of the stability of the tension process. The above features of self-regulation should be considered when managing the process of continuous rolling.

Психологічні особливості саморегуляції навчально-професійної діяльності студентів

The article analyzes the theoretical approaches to the definition of self-regulation. The role of self-determination, self-actualization, and self-reflection is considered. The basic characteristics of student’s personality that affect the effectiveness of actions are discussed. The components of educational activity (motivation, educational task, learning activities, self-control, self-esteem) are described. The features of deliberate self-regulation and self-determination in the structure of educational and professional activity of university students are disclosed. The stages of self-regulation are analyzed: the adoption of the goal, an organization of significant conditions, the development of a plan for the executants’ actions, distinguishing the criteria for successful activities, monitoring and evaluation of results, correction of the results when they are not in line with the goals. The basic principles (system, activity, awareness) of self-regulation as well as its structural elements (content, process, evaluation) are revealed The idea of the self-regulation special style, individual and style features of regulatory processes; the particular qualities of harmonious and accentuated styles of self-regulation are analyzed. The results of an empirical research concerning the peculiarities of the self-regulatory processes development (planning, modeling, programming, evaluation of results, flexibility, independence, general level) and styles of self-regulation of the initial and final courses students attending technical and classical trainings are presented.

Specyfika samoregulacji procesu uczenia się dzieci z zaburzeniami sensorycznymi w wieku wczesnoszkolnym

Specific character of self-regulation of the learning process in children with sensory impairments at an early elementary school age The relevance of studying self-regulation in early elementary schoolchildren is determined by the belief that conscious regulation of the learning process is largely a determining factor of the effectiveness of learning. The learning process in early elementary schoolchildren with sensory impairments has specific features that are conditioned by a malfunction in the visual or auditory analyzers. A low level of self-regulation can lead to a child's poor adaptation to new school conditions and, as a consequence, to poor academic performance. The aim of the study was to identify the features of self-regulation as a component of general learning ability in early elementary schoolchildren with sensory impairments. The pilot study revealed the features of self-regulation in early elementary schoolchildren with visual and hearing impairments which are manifested in a reduced level of motivation and self-control while doing tasks and assessing the results of their work, and also in a slower switching rate when changing activities as compared to their nondisabled peers. The data show that schoolchildren with visual impairments cannot orient their activity toward a specific goal and requirements in a set time period and quickly lose interest in the activities performed. Schoolchildren with hearing impairments, on the other hand, have difficulty organizing their activities and understanding the learning task and actions that need to be performed to complete the task. They also show inertness in self-regulation and self-control. The results of the study will allow us to design intervention programs and activities aimed at developing self-regulation of learning in early elementary schoolchildren with sensory impairments.

The Interstitial Mechanisms of Regulation of Cell Growth and the Role of the Immune System: A New Immune Theory of Aging

A theoretic modeling of the specific features of self regulation of an organism s cell growth has shown that specialized cell populations should exist to carry out intercellular regulation of the growth of various types somatic tissues Based on the data of immunology and cell biology it is suggested that such a system should be represented by specialized T lymphoid cells The age related decrease in the function of such regulatory cells may be the main mechanism of aging of the organism s self renewing somatic tissues and may determine an age related decrease in the growth potential of tissues of an aged organism

Психофизиологические предикторы психической адаптивности у специалистов опасных профессий (на примере военнослужащих)

The results of a comprehensive psychological and psychophysiological study of the characteristics of mental self-regulation in the simulation of various stressful situations in the specialists of extreme profile on the example of servicemen were described in the article. The integrated protocol of the study by the method of biofeedback with consideration of various indices of the central and autonomic nervous system under conditions of stress stimulation was developed. The set of psychological questionnaires was used to diagnose psychological features of self-regulation: questionnaire of self-control H. Grasmik, questionnaire "Style of self-regulation of behavior" by V. I. Morosanova, the questionnaire BIS/BAS, the questionnaire formal - dynamic properties of individuality by V. M. Rusalov, personal questionnaire of the G. and S. Eysenck EPQ, the scale of anxiety Charles D. Spielberger. Statistical method of clustering by the k-means method, single-factor analysis of variance, multiple regression analysis were applied. Psychological and psychophysiological differences between mentally disadaptive and adaptive groups are described, as well as predictors of mental disadaptation for military personnel are identified. It was found that mental disadaptation among servicemen is characterized by a preference for simple tasks in the structure of self-control and a high level of reactive situational anxiety, reduced programming and evaluation indicators, psychomotor erbiness, intellectual speed, indices of psychomotor activity and general adaptivity. The psychophysiological profile of maladaptation differs from the normative indices with elevated indices of subcortical alpha and theta rhythms in the initial background, as well as an increased index of vegetative balance and a reduced index of activation of subcortical centers in the stress sample. Psychophysiological predicators of disadaptation were established.

Sustainable and safe energy supply with seawater uranium fueled HTGR and its economy

Sustainable and safe energy supply with High Temperature Gas-cooled Reactor (HTGR) fueled by uranium from seawater have been investigated and discussed. From the view point of safety feature of self-regulation with thermal reactor of HTGR, the uranium resources should be inexhaustible. The seawater uranium is expected to be alternative resources to conventional resources because it exists so much in seawater as a solute. It is said that 4.5billion tons of uranium is dissolved in the seawater, which corresponds to a consumption of approximately 72 thousand years. Moreover, a thousand times of the amount of 4.5trillion tU of uranium, which corresponds to the consumption of 72million years, also is included in the rock on the surface of the sea floor, and that is also recoverable as seawater uranium because uranium in seawater is in an equilibrium state with that. In other words, the uranium from seawater is almost inexhaustible natural resource.However, the recovery cost with current technology is still expensive compared with that of conventional uranium. Then, we assessed the effect of increase in uranium purchase cost on the entire electricity generation cost. In this study, the economy of electricity generation of cost of a commercial HTGR was evaluated with conventional uranium and seawater uranium. Compared with ordinary LWR using conventional uranium, HTGR can generate electricity cheaply because of small volume of simple direct gas turbine system compared with water and steam systems of LWR, rationalization by modularizing, and high thermal efficiency, even if fueled by seawater uranium.It is concluded that the HTGR fueled by seawater uranium with the current technology enables the energy sustainability for approximately 72million years with superior inherent safety features and lower cost of 6.07cents/kWh (7.28yen/kWh) than the 7.34cents/kWh (8.80yen/kWh) cost of LWR using conventional uranium.

Features of Classroom Instruction and Self-Regulation in the Elementary Years

The present study is part of a larger project examining relationships between children’s self-­‐ regulation (SR), features of instruction, and peer relationships. This study utilized a mixed-­‐ method research design to investigate children’s SR in two elementary school classrooms (N = 33 children; 18 males; Mean Age = 8.56 years). Specifically, four questions were posed in the present study: Does SR predict academic achievement? What is the effect of the demographic variable sex on SR? To what extent are the features of classroom instruction present in classrooms? How do features of classroom instruction provide opportunities for children’s engagement in ER and SRL? Teachers provided ratings of their students’ SR using the 9-­‐item Self-­‐Regulation In School Inventory. Features of instruction were examined using the Classroom Observation Instrument. Results of a multiple regression analysis revealed that SR was a statistically significant predictor of academic achievement, F (2, 30) = 7.89, p = .002 R-­‐squared = .35, Cohen’s f = 0.53, indicating a medium effect size. Findings demonstrated that boys obtained statistically significantly lower ratings of SR from teachers compared to girls, F (1, 31) = 12.36, p = .001, ηp = 0.29, corresponding to a small effect size. Also, the results of this study indicated that the features of classroom instruction provided opportunities for children’s SR in classrooms, but there were qualitative differences in teachers’ implementation of the features. Findings highlight the need to provide pre-­‐service and in-­‐service teachers with education illuminating the importance of teaching towards SR in classrooms. FEATURES OF INSTRUCTION AND SELF-­‐REGULATION 3 Dedication I dedicate this thesis to my wonderful parents, Brad and Karen. Thank you for all of your love and support. FEATURES OF INSTRUCTION AND SELF-­‐REGULATION 4 Acknowledgements I would like to acknowledge Dr. Lynda Hutchinson, for being my mentor and guide through this experience. I could not have asked for a more patient and knowledgeable advisor. As well, thank you to my dear family and friends. You are all appreciated.