Intentional Self-regulation Research Articles

The mediating role of intentional self-regulation in the constructive and pathological compensation processes of problematic social networking use

Perceived social isolation is a key predictor of college students’ problematic social networking site use (PSNSU). According to the Fear-Driven/Compensation-Seeking Hypothesis, reducing the fear of social isolation and compensating for social deficits serve as negative reinforcement motivations for SNS use, which may potentially result in PSNSU. This study investigated the association between perceived social isolation and PSNSU through the mediating roles of intentional self-regulation and parasocial relationships from a compensatory perspective. Additionally, gender differences in the mediating model were examined. Findings from an online survey of 893 college students in China revealed a positive relationship between perceived social isolation and PSNSU. The serial mediation model showed that intentional self-regulation and parasocial relationships both had positive individual mediating effects, as well as a negative serial mediating effect. Moreover, these mediating effects were only significant among women. The findings suggest that in the association between perceived social isolation and PSNSU, the mediating role of intentional self-regulation forms a constructive compensatory process, while its serial mediating role through parasocial relationships forms a pathological compensatory process. Interventions for PSNSU should take the mediating role of intentional self-regulation in constructive compensation process and the gender difference into consideration.

The change in aesthetic experience and empathic concern predicts theory of mind ability: Evidence from drama improvisation training

Drama improvisation is recognized for its benefits in the Western context, particularly in enhancing performers’ social awareness and interaction skills. However, there is a gap in evidence from diverse cultural backgrounds, and few studies have examined the dynamic shifts in individuals before and after brief drama improvisation training. In this study, first-year Chinese college students not majoring in arts underwent a semester-long training encompassing six modules related to drama improvisation. The participants’ social anxiety, interpersonal sensitivity, intentional self-regulation, and aesthetic experience were measured pre- and post-training. Notably, the training was observed to reduce students’ social anxiety and elevate their flow experience—a state marked by deep concentration, pleasure, and heightened focus. The change in the flow experience and the empathic concern, predicted one’s theory of mind. These findings suggest that drama improvisation training can potentially bolster mental well-being in young adults, alter their aesthetic experiences, and enhance their socio-communicative skills, fostering creative thinking within the Chinese cultural framework.

The double-edged effect of social mobility belief on socioeconomically disadvantaged adolescents' health: The mediating role of intentional self-regulation.

This study aimed to examine the double-edged effect of social mobility belief on socioeconomically disadvantaged adolescents' mental and physical health and further explore whether intentional self-regulation is the common psychological mechanism of social mobility belief affecting physical and mental health. A total of 469 adolescents (Mage = 13.96 years, 49.3% boys) from two rural public schools in China were included in this study. Adolescents completed questionnaires measuring social mobility belief and mental health (life satisfaction, self-esteem, and depression). Physical health (allostatic load) was reflected by six indicators (resting diastolic and systolic blood pressure, body mass index, epinephrine, norepinephrine, and cortisol). Social mobility belief was positively correlated with adolescents' life satisfaction and self-esteem but negatively correlated with depression. Intentional self-regulation mediated the relationships between social mobility belief and mental health. In addition, the results showed that intentional self-regulation mediated the relationship between social mobility belief and adolescents' physical health. Social mobility belief may be a "skin-deep" resilience resource positively related to mental health but negatively correlated with physical health through intentional self-regulation among socioeconomically disadvantaged adolescents. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Supplemental Material for The Double-Edged Effect of Social Mobility Belief on Socioeconomically Disadvantaged Adolescents’ Health: The Mediating Role of Intentional Self-Regulation

Supplemental Material for The Double-Edged Effect of Social Mobility Belief on Socioeconomically Disadvantaged Adolescents’ Health: The Mediating Role of Intentional Self-Regulation

Relationship between Intentional Self-regulation and College Students’ Well-being and its Grade Difference

Relationship between Intentional Self-regulation and College Students’ Well-being and its Grade Difference

Parental Psychological Control and Internet Gaming Disorder Tendency: A Moderated Mediation Model of Core Self-Evaluation and Intentional Self-Regulation

Parental Psychological Control and Internet Gaming Disorder Tendency: A Moderated Mediation Model of Core Self-Evaluation and Intentional Self-Regulation

The Relationship between Growth Thinking and Learning Engagement in Junior Middle School Students: The Chain Mediating Role of Perceived Stress and Intentional Self-Regulation

The Relationship between Growth Thinking and Learning Engagement in Junior Middle School Students: The Chain Mediating Role of Perceived Stress and Intentional Self-Regulation

The Effect of Pre-Service Teachers’ Family Adaptation on Anxiety: A Moderated Mediating Effect

This study aimed to examine the effects of family adaptation on anxiety, and the role of Zhongyong thinking style and intentional self-regulation in this association. A hypothetical model of the relationship between family adaptation, Zhongyong thinking style, intentional self-regulation, and anxiety was tested. A convenience sampling method was used to survey 1192 pre-service teachers in Yunnan Province on a self-report scale. Data were collected using the Family Adaptability Scale, the Zhongyong Thinking Style Scale, the Adolescent Intentional Self-Regulation Questionnaire, and the Self-Rating Anxiety Scale. The results show significant positive correlations among the three variables of family adaptation, Zhongyong thinking style and intentional self-regulation, and significant negative correlations with anxiety, respectively. Pre-service teachers’ family adaptation had a direct positive predictive effect on anxiety, which in turn indirectly predicted anxiety through the mediating effect of the Zhongyong thinking style, and individuals’ intentional self-regulation had a moderating effect of family adaptation on the Zhongyong thinking style. This study shows how family adaptation affects pre-service teachers’ anxiety; the results of this study also help to demonstrate the academic value of family adaptation and Zhongyong thinking style in optimally reducing pre-service teachers’ anxiety, and thus promoting good psychological status.

Longitudinal relationships between school assets, traditional bullying, and internet gaming disorder: the role of self-control and intentional self-regulation among Chinese adolescents.

Although developmental assets have been proven to be enabling factors for both adolescent traditional bullying and internet gaming disorder (IGD), there is a lack of empirical evidence that has investigated the direct relationship between school assets and both of these problematic behaviors concurrently. Based on the positive youth development (PYD) perspective, the present study aimed to explore the relationship between school assets, intentional self-regulation (ISR), self-control, traditional bullying, and IGD among Chinese adolescents. A total of 742 middle school students (Mage = 13.88 years, SD = 1.99 years) were followed up to measure school assets, ISR, self-control, traditional bullying, and IGD in two waves that were separated by 5 months. Structural equation modeling (SEM) indicated that T1 school assets negatively predicted T2 traditional bullying and T2 IGD. T1 self-control significantly mediated the relationships between T1 school assets and T2 traditional bullying, as well as between T1 school assets and T2 IGD. Additionally, T1 ISR strengthened the positive effect of T1 school assets on T1 self-control and further moderated the two mediating paths. These findings show that plentiful school assets support the development of self-control and are more successful in reducing traditional bullying and IGD, particularly among students with higher ISR. As a result, schools should take measures to provide superior-quality assets for the positive development of youth, which will help to prevent and relieve traditional bullying and IGD in the school context.

Placing Adolescents on a Trajectory to Happiness: The Role of Family Assets and Intentional Self-Regulation

Placing Adolescents on a Trajectory to Happiness: The Role of Family Assets and Intentional Self-Regulation

Comparison of the Effectiveness of Acceptance and Commitment Therapy, Mindfulness, and Motivational Interviewing on Intentional Self-Regulation in Individuals with Substance Use Disorder under Maintenance Therapy

Comparison of the Effectiveness of Acceptance and Commitment Therapy, Mindfulness, and Motivational Interviewing on Intentional Self-Regulation in Individuals with Substance Use Disorder under Maintenance Therapy

Effect of Family Cohesion on Depression of Chinese College Students in the COVID-19 Pandemic: Chain Mediation Effect of Perceived Social Support and Intentional Self-Regulation

Individuals’ perceptions, attitudes, and patterns of getting along with family members are important factors influencing Chinese people’s self-evaluation. The aim of this study was to investigate the effect of family cohesion on depression and the role of perceived social support and intentional self-regulation in this association. A hypothesized model of the association of family cohesion, perceived social support, intentional self-regulation, and depression was examined. A convenience sampling method was used to survey 1,180 college students in Yunnan Province using self-report. Data were collected using the Family Cohesion Scale, the Perceived Social Support Scale, the Intentional Self-Regulation Scale, and the Center for Epidemiological Studies Depression Scale. The findings revealed low to moderate correlation between the variables studied. College students’ family cohesion was a negative predictor of their depression. This association was also mediated by the knock-on effect of perceived social support and intentional self-regulation. These findings show how family cohesion affects college students’ depressive status. Specifically, these results help demonstrate the importance of family cohesion, perceived social support, and intentional self-regulation in optimizing students’ depression, which in turn can promote better psychological states.

Trajectories of positive youth development and promotive factors among adolescents during the transition to high school in China.

Within the framework of positive youth development (PYD) and life course theory, this study was designed to examine patterns of PYD and promotive factors over the first semester of Chinese high school with a sample of 480 students (boys, 43.96%). The growth mixture model identified four trajectories of PYD, labeled high start-fast decreasing, high start-low decreasing, low start-low increasing, and mid-persistent. Results also showed that membership in a PYD trajectory is significantly related to three promotive factors: parental involvement, teacher involvement, and intentional self-regulation. These findings have important theoretical and practical insights for a deeper understanding of the underlying mechanisms of positive development in adolescents following the critical period surrounding the transition to high school.

Measuring Youth Perceptions of Being Known and Loved and Positive Youth Development: Cross-National Findings from Rwanda and El Salvador.

Dynamic, relational developmental systems-based models of development emphasize that developmentally-nurturant youth-adult relationships elicit in youth perceptions of being known and loved. Although such perceptions are foundations of positive youth development (PYD), such measures do not exist. We sought to create a theoretically-predicated measure of youth perceptions of being known and loved by capitalizing on data sets in two countries (Rwanda and El Salvador) wherein a multi-national study of PYD was being conducted by Compassion International (CI). With Rwanda data (n = 1,204, M age = 11.84, 50% CI-supported), exploratory and confirmatory factor analyses enabled refining the measure for robustness and parsimony. Measures of intentional self-regulation, hopeful future expectations, transcendence, and contribution were used for validation of the known and loved measure within the nomological net of constructs proposed in the Lerner and Lerner PYD model. Confirmatory factor analyses supported the use of the model within the El Salvador data set (n = 1,205, M age = 13.03, 51% CI-supported). Robust psychometric properties were established in both national settings. Measurement invariance was found across age, gender, urban-rural location, CI-enrollment status, and nations, and involved both mean differences and correlations among latent factors. The results provide evidence for a theory-predicated measure of youth perceptions of being known and loved and that scores for this construct covary within a nomological net specified in the Lerner and Lerner model of PYD. These findings serve international development organizations seeking theory-predicated measures for use in evaluating PYD programs in low- and middle-income countries. The online version contains supplementary material available at 10.1007/s10566-022-09725-6.

The effecacy of motivational interview on intentional self-regulation, distress tolerance and psychological flexibility in men with substance abuse disorder undergoing maintenance therapy

The effecacy of motivational interview on intentional self-regulation, distress tolerance and psychological flexibility in men with substance abuse disorder undergoing maintenance therapy

Use of Assistive Technologies and Alternative Means by Older People: The "Actional Model of Older People´s Coping with Health-Related Declines".

This paper presents the "Actional Model of Older people´s Coping with Health-Related Declines" to explain the use of a broad range of action alternatives of older persons for dealing with current or anticipated diseases, functional declines, activity limitations and participation restrictions. The general background is the action-theoretical model of intentional self-regulation of human development (e.g., Brandtstädter, 2006; Rothermund & Brandtstädter, 2019). Yet, our model provides an increased specification of major model components toward the situation of older people coping with current or anticipated health-related declines. The model development follows an adapted theory construction methodology (TCM) by Borsboom et al. (Perspectives on Psychological Science, 16(4), 756-766, 2021) and adapted principles for constructing practically useful theories by Berkman & Wilson (Perspectives on Psychological Science, 16(4), 864-874, 2021). Regarding content, we further draw on models of the use of assistive technologies (ATs) and medical services, qualitative studies on reasons for using ATs, and quantitative studies on health-related goals. The resulting model includes these components: (1) Discrepancies between perceived or anticipated and desired health-related development, (2) health-related discrepancy reduction and prevention goals, (3) action possibilities for reducing or preventing health-related discrepancies, (4) further motivating and demotivating goals, (5) beliefs about effective means for reaching the goals (2) and (4), (6) generation of the particular coping actions by goals (2) and (4) in combination with beliefs about effective means, (7) external context factors, and (8) modes of joint decision-making and decision-making on behalf of older people. The explanatory and practical value of the model are discussed as well as its implications for future research and geropsychology teaching.

A multimethod examination of hope and adolescent STEM career expectancies.

Science, technology, engineering, and mathematics (STEM) fields are growing rapidly and understanding adolescent's interest and hope for pursuing a STEM career is essential for additional growth and opportunity collectively and individually. Hope is a cognitive-motivational construct that includes three components: hopeful future expectations (HFEs), intentional self-regulation (ISR), and connection, and is associated with academic achievement and career pursuit; it has not been examined in relation to STEM. This study fills a gap in the literature by taking a multimethod approach to understanding the association between adolescents' hope and STEM career interests. Participants were 639 middle- and high-school adolescents in the southwestern United States who quantitatively reported their hope and STEM career interests and provided qualitative descriptions of reasons for wanting to pursue a STEM career. Quantitatively, HFEs significantly and positively predicted STEM career interest. Relations were examined by gender and school level. For middle-school girls, ISR significantly predicted STEM career interest, for middle-school boys and high-school girls, HFEs positively significantly predicted STEM career interest, but results of high-school boys were nonsignificant. Qualitatively, adolescents mentioned reasons aligning with HFEs and ISR as motivations for pursuing a STEM career, as well as prosocial motivations. Additionally, they discussed their interest in a STEM career as a way to pursue other goals such as financial stability. Findings highlight the possibility of hope as a malleable motivation for STEM career pursuit. Our findings support the components of hope as a salient associate of early STEM career interest, with adolescents who have high HFEs and ISR being particularly apt to say they would like to pursue a STEM career. Our results support the active development of hope among USadolescents as a catalyst toward personal and global success.

School assets and bullying in Chinese youth: A multiple mediation model of intentional self-regulation and internet gaming disorder.

Bullying is a severe social problem affecting young people all over the world. Previous studies suggested that engagement in bullying had massive effects on teenagers’ physical and psychological development. It is critical and necessary to investigate the antecedents and underlying mechanisms of this phenomenon among young generations. The present study, based on the positive youth development perspective and the developmental assets theory, attempts to explore the positive factors in the school subsystem that could effectively prevent adolescents from bullying, as well as the multiple mediation effects of intentional self-regulation (ISR) and internet gaming disorder (IGD). In this study, we adopted a two-wave design and recruited a sample of 768 Chinese adolescents using a randomized cluster sampling method in the post-pandemic era. The results revealed that T1 school assets significantly and negatively predicted T2 adolescent bullying. Furthermore, T2 ISR and T2 IGD mediated the association between T1 school assets and T2 bullying separately and sequentially. Overall, school resources play a protective role in adolescent development and could effectively prevent them from negative outcomes. These current findings contribute to the literature by providing a further understanding of the direct and indirect protective effects of school assets on adolescent bullying. Moreover, practitioners could also benefit from these findings in preventing and intervening in bullying in the school subsystem.

Intentional Self-Regulation and Executive Functions: Overlap and Uniqueness in Predicting Positive Development Among Youth in Iceland

This study examined relations between intentional self-regulation (ISR) and executive functions (EFs) among 84 Icelandic youth in Grade 6 (mean age 11.7 years; 51% girls) and their contributions to healthy and problematic outcomes a year later. ISR was indicated by the Selection, Optimization and Compensation model (SOC) and Self-Regulated Learning (SRL). EF was indicated by attention shifting, inhibition, and working memory (WM). Only WM was related to ISR. Furthermore, ISR tended to uniquely predict Grade 6 outcomes, but the inverse was less true. In Grade 7, EF but not ISR uniquely predicted national test scores, and symptoms of depression and anxiety, whereas ISR remained a stronger predictor of Positive Youth Development (PYD) and risk behavior. These findings suggest a limited relation between ISR and EF, and that ISR is important to the general well-being of youth, whereas EFs may play a role in the development of problems and academic achievement.

Predicting nursing students’ psychological well-being: network analysis based on a model of thriving through relationships

BackgroundPsychological well-being plays a vital role in nursing students’ mental health and affects their decisions to stay in the nursing profession, particularly during the COVID-19 outbreak. Close relationships are undeniably linked to psychological well-being, but it is unknown how the specific pathways through which close relationships are related to each other and which are most strongly linked to nursing students’ psychological well-being.AimsTo explore the network structure, central and bridge factors among well-being characteristics, and predictors based on a model of thriving through relationships.MethodsA cross-sectional research design was used with a sample of undergraduate nursing students (531 participants from the Southwest part of China). We used a network model to analyze the network structure of perceived social support, mindfulness, self-integrity, self-compassion, professional self-concept, savoring, intentional self-regulation, non-relational self-expansion, relational self-expansion, attachment insecurity, and psychological well-being.Results A highly interconnected network of psychological well-being featured predictors and traits were formed. Node 8 (self-kindness), node 9 (self-judgment), and node 23 (non-relational self-expansion) were the predictors with the highest centrality in the network. Perceived social support and professional self-concept were most central in linking predictors to psychological well-being traits. Attachment insecurity was a non-supportive factor for predicting psychological well-being among female nursing students.ConclusionsInterventions based on these supportive/non-supportive predictors, which operate on different psychological levels, hold promise to achieve positive effects on psychological well-being among nursing students.