Self-regulation Strategies Research Articles

Self-regulated Strategy Development (SRSD) for Grade 9 English

Self-regulated Strategy Development (SRSD) for Grade 9 English

Strategies for Enhancing Impulse Control among Adolescents: A Narrative Review

Adolescent growth depends on impulse control, which impacts wellbeing, social interactions and academic achievement. The purpose of this narrative review is to assess the efficacy of therapeutic and educational initiatives aimed at enhancing impulse control during this crucial developmental phase. The review highlights various successful interventions that can be used to improve impulse control in adolescents. These interventions include self-regulation strategies, serious games, mindfulness practices, cognitive-behavioural approaches and biopsychosocial workshops. To support comprehensive adolescent development, future research should focus on long-term outcomes and the integration of these interventions into broader educational and therapeutic frameworks.

대학생의 협력적 자기조절, 인지된 상호작용, 학습전략이 인지된 과제 성취도에 미치는 영향

대학생의 협력적 자기조절, 인지된 상호작용, 학습전략이 인지된 과제 성취도에 미치는 영향

PELATIHAN STRATEGI SELF-REGULATED LEARNING FASE FORETHOUGHT UNTUK STUDENT ENGAGEMENT SISWA SMP

Student engagement issues are commonly found in schools, particularly among junior high school students. One of the internal factors that can enhance student engagement is students' proficiency in utilizing self-regulated learning strategies during the forethought phase. SRL forethought was provided in the form of experiential training, where students learned through their own experiences. Participants in this research were 12 students in the control group and 11 students in the experimental group. The results of the difference test indicate that SRL forethought training is effective in improving student engagement in seventh-grade students (p=0.018; z=-2.358). The control group also demonstrated significant differences between pre and post-test conditions (p=0.40; z=-2.051). In conclusion, SRL forethought training is essential for students to prevent a decline in engagement in seventh-grade students. Subsequent researchers may conduct subject randomization based on student engagement categories to achieve a more balanced initial condition.

내러티브치료 기반 자기조절전략개발(SRSD-NT) 훈련이 쓰기부진아의 쓰기 역량과 자아존중감 및 주관적 안녕감에 미치는 영향

This study aims to verify the effects of narrative therapy-based Self-Regulation Strategy Development (SRSD-NT) training on the writing competence, self-esteem, and subjective well-being of writing-underachieved children. A total of 18 students (9 males and 9 females) in grades 5 and 6 at D Elementary School were selected as participants through a series of screening tests. Six children each were assigned to the experimental, comparison, and control groups through randomization, and the children in the experimental and comparison groups were given 10 sessions of training for 80 minutes once a week. The treatment was SRSD-NT training for the experimental group, standard SRSD training for the comparison group, and no treatment for the control group. To verify the effectiveness of the training, pre-post and delayed tests were conducted and repeated measures analysis of variance was performed. Results SRSD-NT training had a positive and sustained effect on improving writing-underachieved children’s writing skills, self-esteem, and subjective well-being. This study shows that SRSD-NT training is as effective as standard SRSD training in improving writing-underachieved children’s writing skills and is more effective than standard SRSD training in improving writing-underachieved children’s self-esteem and subjective well-being.

The Impact of Action Control and Dispositional Hope on Self-Regulated Learning among University Students in Pakistan

This study was focused on examining the impact of action control and dispositional hope on self-regulated learning strategies and course achievement among university students. The data were collected from different Departments of Bahauddin Zakariya University Multan. Their age range was 18 to 33. After collecting the data statistical analysis was done. The study was carried out with a sample of 350 students from different Departments of the University. A booklet consisting of three questionnaires; Action Control Scale (ACS-90), Adult Dispositional Hope Scale and Self-regulated Learning Strategies Questionnaire. Age, gender, qualification and CGPA were included as demographic variables. Results indicate that action control is negatively correlated with dispositional hope and learning strategies. Whereas dispositional hope is positively correlated to all learning strategies. Results also show that action control does not predict student’s performance but has an indirect effect through learning strategies. Action control predicts learning strategies. So, learning strategies are working as a mediating variable between action control and students' performance. On the other hand, dispositional hope predicts student performance; it also predicts learning strategies. The results of the Sobel test show that learning strategies are working as a mediating variable.

Covid-19 Pandemic and the Freedom-Security Tension: Calibrating their Fragile Relationship

Grounded in a will to adapt to dangers, and espouse both responsibility and resilience, voluntary measures have largely replaced one of the oldest public health strategies, quarantine. The Covid-19 pandemic, however, elicited a broad sweep of tactics from the archive of public health armoury. On a general level, this review essay addresses the common measures rolled out by various authorities against the pandemic - the lock-downs, reopening process, financial support and vaccination. By relating these measures to 1) the “plague-stricken town”, deployed during the seventeenth and eighteenth centuries in Europe by the Polizeistaat; 2) the “self-regulation strategy” that emerged with liberal ideas at the end of the eighteenth century; and 3) the “minimum security” programmed by neoliberal governmentality in the second half of the twentieth century, it is suggested that tensions between freedom and security during, and after, the pandemic can be better understood. To end, the essay noticed that the pandemic has enforced tensions in the administration and calibration of individual wishes and collective wellbeing, creating a fragile “freedom-security relationship” and new problem space for self-regulation.

Athletic Training Students’ Preparation and Perception of Resources Available to Them Following a Critical Incident

Context Although catastrophic injuries are rare, athletic trainers must be ready for emergencies. It is unknown how athletic training students (ATSs) are prepared for postcritical incident management. Objective To explore the perceived availability and helpfulness of resources available to ATSs after critical incidents. Design Qualitative. Setting Individual interviews. Patients or Other Participants Eleven current ATSs and/or recent graduates (5 women, 4 men, and 2 prefer to not share; age = 24 ± 4 years) who experienced a critical incident during clinical education. Data Collection and Analysis We used criterion sampling for recruiting participants in multiple modes until data saturation was achieved. Participants completed demographic surveys and participated in semistructured interviews regarding their involvement, resources available after the incident, and perceived helpfulness of the resources. All transcripts were deidentified and coded by a 3-person team following the consensual qualitative research tradition. Member checking, triangulation, external auditing, and peer discussion among researchers established credibility and trustworthiness for the analysis. Results Three domains emerged strategies acquired before the incident, management during the incident, and postincident regulation of a review of the resources that had been available. In strategies acquired before the incident, participants described that program preparation, previous personal/clinical experiences, and self-regulating mental health strategies all assisted in managing emotions after the incident. During the incident and the time immediately after, participants discussed managing emotions with formal debriefing, sound policies and procedures, and communication with athletic training faculty and peers. After the incident, some noted that they had an abundance of resources available to them during the critical incident, whereas others noted feeling isolated. Conclusions ATSs have resources available to them and an awareness of the impact critical incidents have on mental well-being. They relied on convenient coping mechanisms (eg, peers, preceptors, or faculty debrief) rather than formal counseling. Athletic training programs should provide students with resources and support before and after incidents.

THE EFFECTS OF SRSD WITH MNEMONIC TRAP ON EFL UNIVERSITY STUDENTS’ READING COMPREHENSION SKILL

This paper examines the impact of a Self-Regulated Strategy Development using the mnemonic TRAP on the teaching of English reading comprehension skills. The primary goal of the research is to figure out whether: 1) SRSD with mnemonic TRAP is insightful in enhancing students' reading comprehension skills, and 2) the effects size of SRSD with mnemonic TRAP on students' reading comprehension skills. The research utilizes a quasi-experimental design using a pretest and posttest control group design. As of now, the research has been conducted on fifth semester college students in Sumenep, East Java, Indonesia. This research involves 70 students, with 35 assigned to the experimental group obtaining SRSD with the mnemonic TRAP and 35 assigned to the control group obtaining the RAP method - common strategy. There are significance differences in reading comprehension between students taught using SRSD with the mnemonic TRAP and those taught using the RAP strategy, confirming the results of a paired sample t-test. Students' reading comprehension improves significantly after utilizing the SRSD with the mnemonic TRAP, with an 80% contribution.

Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Determination for Youth in Juvenile Justice Facilities

Youth with and at risk for disabilities served in alternative education settings frequently struggle with the writing process, which impedes their ability to communicate ideas and opinions with others. Providing explicit teaching of a writing strategy is necessary for this population of youth. This study examined the effects of self-regulated strategy development (SRSD) with self-determination skills on self-advocacy-focused writing probes (e.g., persuasive) for adolescent female youth in a juvenile justice setting. Emphasis was placed on teaching youth how to use persuasive writing as a tool to self-advocate for things they want or need. The SRSD instructional approach was investigated using a multiple-probe-across-participants design to evaluate the effects. Visual analyses indicated a functional relation between SRSD with self-determination instruction and youth’s writing skills. All youth demonstrated an increase in organizational quality and self-advocacy in writing from baseline to independent practice. Limitations to the current study and future directions are discussed.

Inner Obstacles and Goal-Directed Behaviors of Elite and Youth-Level Cyclists

Abstract: As self-regulation is crucial in top-level performance, prior investigations aimed at studying the efficacy of the self-regulatory strategy of implementation intentions (i. e., if–then plans) in athletic performance. We investigated the inner obstacles (if) that athletes face in competitive situations and assessed the corresponding goal-directed behaviors (then) to design effective implementation intention theory-based interventions. We asked elite and youth-level cyclists (Study 1; N = 34; age: M = 23.7 ± 9.9 years) with a self-designed questionnaire and used a reworded version for assessing these research questions from a coach’s perspective (Study 2; N = 42; age: M = 50.2 ± 9.8 years). Dealing with demanding situations, pressure, and concentration were the most frequently named inner obstacles, while goal-directed behaviors were preparation, self-encouragement, relaxation (athletes), and concentration (coaches). The results highlight the emotional–psychological challenges that elite and youth-level cycling athletes face and provide insights for sport psychological research with implementation intentions.

AGE-VARIANT PATTERNS OF WITHIN-PERSON VARIATION IN SELF-REGULATORY CAPACITY REVEALED VIA AMBULATORY ASSESSMENTS

Abstract Stressful experiences often evoke changes in experienced negative affect. Individual differences in the degree of stressor-related reactivity may reflect the action of self-regulatory strategies that evolve over the adult lifespan. The executive hypothesis of self-regulation suggests that our ability to exert control over information processing (i.e. cognitive executive control) plays an important role in determining our effective capacity to regulate our emotions and behavior. We recently found evidence in younger adults that stressor reactivity is greater during moments when working memory capacity is lower than usual. Critically, aging is associated with normative declines in executive control and it remains unknown whether this impacts self-regulation in older adults. We’ll present the results of a recent ambulatory assessment study involving a sample of older adults (N = 80; 65-87 yrs; 79% female) where we sampled ratings of negative affect, exposure to everyday stressors, and working memory capacity up to 6 times per day for a period of 14 days. Results related to frequency of stressor exposures, mean levels of negative affect, and degree of negative affect reactivity to stressor exposures in this sample were largely consistent previous findings. However, when modeling stressor reactivity as a function of momentary variation in performance on ambulatory assessments of working memory capacity, we found evidence suggesting that older adults may react more to everyday stressors during moments with higher than average working memory capacity. We interpret these findings in terms of the limits of the executive hypothesis and other well-established theories of cognitive and psychological aging.

Speaking Up: Infusing Self-Determination Within Writing Instruction to Amplify the Voice of Students With EBD

Students with emotional and behavioral disorders (EBD) often struggle to apply self-determination skills. Teaching self-determination skills within the context of writing allows students to amplify their voice and communicate with others. This article describes how writing instruction and lessons on self-determination skills may be combined to improve the trajectory of students with EBD using the self-regulated strategy development (SRSD) instructional approach. Special considerations for implementing SRSD with self-determination for students in restrictive education settings are discussed.

Differences in Self-Regulated Learning Strategies Between Students Who Follow Organizations and Do Not Follow Organizations

The purpose of this study was to look at the differences in self-regulated learning (SRL) strategies for students who join and do not join organizations in Universitas HKBP Nommensen (UHN). The hypothesis in this study is that there are differences in SRL strategies between students who join organizations and students who do not join organizations. This study used quantitative approach, with research subjects consisting of 130 students who join the organization and 130 students who do not join the organization. The instrument used in this study is the SRL strategy scale. Based on hypothesis testing using the independent t-test, it was found that there were significant differences in SRL strategies between students who join organizations and those who do not join organizations (t = 2.63, p <0.05) in which students who join organizations were significantly higher in using SRL strategies compared to students who do not join the organizations. Based on the results of this study, it can be concluded that active involvement in the organization provides self-regulation training experiences for students so that the use of SRL strategies is higher in the learning process.Tujuan dari penelitian ini adalah dalam melihat perbedaan strategi self-regulated learning (SRL) pada mahasiswa yang mengikuti organisasi dan tidak mengikuti kegiatan organisasi di Universitas HKBP Nommensen (UHN). Hipotesis yang diajukan dalam penelitian ini adalah terdapat perbedaan dalam strategi SRL antara mahasiswa yang mengikuti organisasi dan mahasiswa yang tidak mengikuti organisasi. Penelitian ini menggunakan metode penelitian kuantitatif, dengan subjek penelitian yang terdiri dari 130 mahasiswa yang mengikuti organisasi dan 130 mahasiswa yang tidak mengikuti organisasi. Instrument pengumpulan data menggunakan skala strategi SRL dari teori Zimmerman (1898). Berdasarkan pengujian hipotesis dengan menggunakan independent t-test diperoleh hasil bahwa terdapat perbedaan signifikan dalam strategi SRL antara mahasiswa yang mengikuti organisasi dan yang tidak mengikuti organisasi (t = 2.63, p < 0.05) dimana mahasiswa yang mengikuti organisasi lebih tinggi secara signifikan dalam menggunakan strategi SRL dibandingkan dengan mahasiswa yang tidak mengikuti organisasi. Berdasarkan hasil penelitian ini, dapat disimpulkan bahwa keterlibatan aktif dalam organisasi memberikan pengalaman latihan pengaturan diri bagi mahasiswa sehingga penggunaan strategi SRL semakin tinggi dalam proses pembelajarannya.

Investigation of Secondary School Students' Self-Regulation Strategies, Motivational Beliefs and Science Related Inquiry Learning Skills Perception

The aim of this study is to identify secondary school students' self-regulation strategies, motivational beliefs and science related inquiry learning skills perception levels, to reveal the relationship between them and to examine them regarding different variables. In this study, a quantitative research method was used. The study included 1127 students from secondary schools in Istanbul, Turkey. “Personal Information Form” developed by researchers, Pintrinch and De Groot (1990) produced the "Motivated Strategies for Learning Questionnaire," which Üredi adapted to Turkish (2005) and Balım and Taşkoyan (2007) established the "Science Related Inquiry Learning Skills Perception" scale (2007)” was used in study. The data were analyzed with SPSS 16. Independent Sample t-Test, ANOVA and Pearson Correlation technique was used in data analysis. It was concluded that the secondary school students' self-regulation skills, motivational beliefs and science related inquiry learning skills perception levels were high, there was a medium positive relationship between them, and It has been determined that the gender variable is in favor of female students, the class variable is in favor of lower-level classes, and the planning variable is in favor of students who like planning. Activities to increase students' self-regulation and motivational belief and science related inquiry learning skills perception levels are recommended. or tap here to enter text.

Nonfullerene Acceptor Featuring Unique Self-Regulation Effect for Organic Solar Cells with 19 % Efficiency.

The blend nanomorphology of electron-donor (D) and -acceptor (A) materials is of vital importance to achieving highly efficient organic solar cells. Exogenous additives especially aromatic additives are always needed to further optimize the nanomorphology of blend films, which is hardly compatible with industrial manufacture. Herein, we proposed a unique approach to meticulously modulate the aggregation behavior of NFAs in both crystal and thin film nanomorphology via self-regulation effect. Nonfullerene acceptor Z9 was designed and synthesized by tethering phenyl groups on the inner side chains of the Y6 backbone. Compared with Y6, the tethered phenyl groups participated in the molecular aggregation via the π-π stacking of phenyl-phenyl and phenyl-2-(5,6-difluoro-3-oxo-2,3-dihydro-1H-inden-1-ylidene)malononitrile (IC-2F) groups, which induced 3D charge transport with phenyl-mediated super-exchange electron coupling. Moreover, ordered molecular packing with suitable phase separation was observed in Z9-based blend films. High power conversion efficiencies (PCEs) of 19.0 % (certified PCE of 18.6 %) for Z9-based devices were achieved without additives, indicating the great potential of the self-regulation strategy in NFA design.

Validating a scale to measure self-regulated learning strategies for independent listening beyond the EFL classroom

The present study aimed to validate a self-report questionnaire created and used in Yabukoshi (2023) to assess learners’ perceived use of self-regulated learning (SRL) strategies for practicing listening skills to improve the TOEIC® listening scores outside the classroom in an English as a foreign language (EFL) context. The instrument comprised 14 items on metacognitive SRL strategies used for out-of-class listening practice, which were divided into three subscales: strategies used in the forethought, performance, and self-reflection phases, drawing on Zimmerman's SRL model. The questionnaire was administered to 135 EFL undergraduates in Japan and subjected to a psychometric evaluation to determine its structural aspect of validity through reliability tests and confirmatory factor analysis (CFA), as well as to assess its convergent and discriminant validity and its external aspect of validity (i.e., predictive validity). The instrument had sufficient internal consistency based on reliability tests (Cronbach's alpha). The CFA results indicated a relatively good and reasonable model fit, and the convergent validity was found to be adequate. The discriminant validity was not satisfactory, which was discussed based on SRL theory and previous empirical evidence. Multiple regression analysis revealed that the three strategy factors as a whole were a strong predictor of learners’ listening proficiency. The empirical evidence provides preliminary support for the application of SRL theory to the field of EFL listening. The results of this study contribute to the limited research on the assessment of SRL strategy use for listening practice outside EFL classrooms.

The role of entrepreneurial imaginativeness for implementation intentions in new venture creation

AbstractImplementation intentions, as conceptualized in the Rubicon model of action phases, facilitate the initiation of intended action. As a self-regulatory strategy, implementation intentions avoid the shortcoming of intention models (i.e., theory of planned behavior), which are able only partially to explain the variance of action caused by entrepreneurial intention. While early studies have shown the efficacy of implementation intentions in complex settings such as entrepreneurship (inter alia), an understanding of how implementation intentions come into play is missing. We address this gap and build on a unique sample of 161 responses from entrepreneurs receiving a grant for venture creation between 2018 and 2022 to investigate the role of entrepreneurial imaginativeness in implementation intentions. We find support for a curvilinear relationship between creative and practical imaginativeness and implementation intentions. Our study contributes theoretically to all frameworks that guide it, theory of implementation intentions and the Rubicon model and mindset theory of action phases, and validates them in the entrepreneurial context. By establishing entrepreneurial imaginativeness as an antecedent of implementation intentions, we provide entrepreneurs with a recipe for implementation intentions and add to the extant research on consequents of entrepreneurial imaginativeness.

Modeling elasticity, similarity, stochasticity, and congestion in a network equilibrium framework using a paired combinatorial weibit choice model

In the traffic assignment problem for predicting traffic flow patterns in a transportation network, it is important to account for route overlap and non-identical perception variance in route choice analysis. In this study, we establish a novel route choice model, named the paired combinatorial weibit (PCW) model, to capture the route overlap and route-specific perception variance. The PCW model retains a closed-form probability solution, which allows the development of an equivalent mathematical programming (MP) formulation for the PCW-based stochastic user equilibrium (PCW-SUE) model. Specifically, we propose two equivalent MP formulations for modeling the fixed demand (FD) and elastic demand (ED), named PCW-SUE-FD and PCW-SUE-ED, respectively. The PCW-SUE-ED model can address the abovementioned two issues in route choice for the FD scheme, but also can consider the effect level-of-service (LOS) in travel choice for the ED scheme. The equivalency and uniqueness of the PCW-SUE-FD and PCW-SUE-ED models are rigorously proved. In addition, a path-based partial linearization algorithm combined with a self-regulated averaging line search strategy is developed to solve the two SUE models. Numerical results are presented to illustrate the features of the PCW-SUE-FD and PCW-SUE-ED models and applicability of the solution algorithm to a real transportation network.

Exploring the impact of positive reappraisal on self-regulated learning in MOOCs: The mediating roles of control and value appraisals and positive emotion

Effective emotion regulation is important for learning. However, few studies have examined the role of strategies with typical adaptive regulatory potential (e.g., positive reappraisal) in MOOC learning. Drawing on the models aimed at integrating learners’ cognitive and emotional activities, this study investigated the relationship between positive reappraisal and self-regulated learning in MOOCs, with control/value appraisal and positive emotion as potential single and serial mediators. This investigation employed partial least squares structural equation modeling on survey data, supplemented by in-depth interviews. A total of 834 learners from four MOOCs completed a questionnaire indicating the level or extent of their positive reappraisal, control and value appraisals, positive emotion (enjoyment, hope), and self-regulated learning strategies used. Fifteen of those surveyed participated in individual interviews. The results showed that positive reappraisal was indirectly and positively related to self-regulated learning through control/value appraisal, through positive emotion, and sequentially through control/value appraisal and positive emotion. The interview data provided further insight into the mediating mechanisms identified from the survey results. Practical implications for MOOC designers and instructors are presented. This study contributes to the extant MOOC literature by demonstrating the potential of adaptive emotion regulation strategies in facilitating self-regulated learning in MOOCs.