Behavioral Self-regulation Research Articles

Unveiling the link between self-regulated learning and academic success: a longitudinal study on Chinese medical students.

Self-regulated learning (SRL) has been the focus of medical education, with the belief that mastering effective SRL strategies can significantly contribute to the academic achievements of medical students, thereby establishing a robust foundation for their future clinical practice. Despite the importance of SRL, empirical evidence linking SRL to academic performance has been mixed. This study aims to quantify the association between SRL and the academic performance of medical students. A one-year longitudinal study was conducted consisting of two waves separated by one year, wherein students from China Medical University who were enrolled in the clinical medicine program in 2018 were randomly selected and followed. Participants provided socioeconomic information in the first wave and completed the Self-regulated Learning Perception Scale (SRLPS) in both waves. Participants' academic performance was assessed using Grade-point Average (GPA) scores for the following year. Fixed-effects models were utilized to address potential endogeneity issues when investigating the association between SRL and academic performance based on the longitudinal data collected. The final sampled data consisted of 395 medical students who completed two rounds of questionnaires. The overall score of SRL was positively correlated with academic performance insignificantly (β = 0.007, SE = 0.004). However, the domain, Learning motivation and action, was significantly positively correlated with academic performance (β = 0.052, SE = 0.020), while the other domain, Lack of self-directedness, was significantly negatively correlated with academic performance (β=-0.037, SE = 0.009). Enhancements in certain self-regulated learning behaviors, like cultivating intrinsic motivation for learning, positively correlated with the academic performance of Chinese medical students. However, the negative correlation with self-directedness in learning highlights the multifaceted nature of SRL and the complexity of its relationship with students' educational outcomes.

Psychological features of the development of adolescent resilience

The article presents the results of both theoretical analysis and empirical research of the psychological features of the development of adolescent resilience. It has been established that resilience is a dynamic phenomenon that plays a key role in a person's ability to effectively cope with stress, life challenges, maintain mental health and ensure personal development. The close connection of resilience with the concept of post-traumatic growth is emphasized thus revealing the individual's potential for positive transformation and enrichment of internal resources after experiencing a traumatic experience. Two main approaches to the essence of resilience are defined. It was found that resilience has a multifactorial nature and depends on interacting individual, family and social factors. Resilience is analyzed as a leading personal trait that determines the success of adolescents' adaptation to life under martial law. The key characteristics of adolescent resilience are: confidence in one's own abilities, adaptive personality traits at this age, positive experience in solving life's difficulties, adequate self-esteem, emotional and behavioral self-regulation, a sufficient level of intellectual development, self-organization and time planning skills, and orientation towards achieving goals. The results of the empirical research on the resilience of adolescents indicate the presence of a significant part of adolescents with average and above average levels of resilience and hadiness, activity and optimism that are important resources for effectively overcoming life's challenges. The presence of a risk group with a lower than average level of resilience, a low level of hardiness indicates the need to develop and implement psychological interventions aimed at developing adolescent resilience. The urgency of developing training programs for the development of adolescent resilience using flexible methods of influence and the latest techniques is emphasized

Reflexivity and the ability to predict activities as the basis for future professional personality formation

In the context of dynamic transformations in all spheres of activity, the particular importance of professional’s abilities for reflexive and prognostic activity in adapting to new challenges is obvious. Future professionals need the ability to solve non-standard tasks, cope with emerging problems, control their own actions, readiness for objective assessment of work results, self-education and professional development. The aim of the research is to define the essence and content of the reflective and prognostic abilities of an individual, their significance in professional activity, as well as to identify the level of development of these qualities among university students in psychological-pedagogical and technical fields of study, and to outline the conditions for their productive development. The authors carried out a theoretical analysis of the definitions of «reflexivity» and «forecasting», reflected in numerous psychological and pedagogical studies of interdisciplinary focus by scientists from different countries. The relationship between reflexive and prognostic abilities with self-regulation of behavior and activity of an individual, their adaptation and professionalization were revealed. Diagnostics were conducted to determine the level of reflexivity (suggested by A.V. Karpov, V.V. Ponomareva) and the prediction ability (suggested by L.A. Regush) among first-year students of the psychological and pedagogical fields of study at Peter the Great St. Petersburg Polytechnic University and the technical field at Samara State Technical University. The results of psychodiagnostics of reflexive and predictive abilities of students are presented and indicate an insufficient level of predisposition to retrospective, situational, prospective reflection and forecasting. However, the implementation of an integrated approach in classroom and extracurricular training, the use of intensive pedagogical technologies (practice-oriented, heuristic, informational) in the educational process, the problem solving techniques and test material developed on the basis of the matrix model of cognitive activity during intermediate monitoring showed positive dynamics in the increase of the level of development of reflexive and predictive student abilities.

Development of an experimental oculographic test battery as part of a software and hardware complex for diagnosing the tendency to computer gaming addiction

Currently, the problem of determining the state of the individual in the «norm-pathology» continuum for non-chemical addictions remains relevant. Our analysis of diagnostic materials allows us to conclude that the vast majority of methods for diagnosing computer gaming addiction are foreign clinical scales translated into Russian, built on the basis of the clinical criteria of the American Psychiatric Association. In connection with this fact, as well as the rapid development of society and the digitalization the practical psychology are needed to modern and effective psychodiagnostic techniques.The research was carried out with the financial support of the Federal State Budgetary Institution «Fund for Assistance to the Development of Small Innovative Enterprises in the Scientific and Technical Sphere» (Innovation Promotion Fund) within the framework of the implementation of innovation project.Purpose of the study - to develop an experimental oculographic test battery for diagnosing computer gaming addiction.Methods. In the empirical research of the first stage of work we used the following methods: clinical conversation; psychodiagnostic methods: method of multilateral personality research by S. Hathaway, J. McKinley (adapted by F.B. Berezina, M.P. Miroshnikova), style of self-regulation of behavior by V.I. Morosanova, questionnaire of volitional self-control by A.G. Zverkova, E.V. Eidman, Distress, Depression, Anxiety and Somatization Questionnaire by B. Terluin (adapted by A.B. Smulevich). To assess oculomotor reactions (fixation duration, number of fixations), we used the GP3 Gazepoint remote software and hardware system for assessing oculomotor reactions.We used the Spearman rank correlation coefficient (p ≤ 0.05) for study the relationships between the structural-dynamic parameters of oculomotor reactions and the personal characteristics of respondents.Results. During the first stage of the work, we obtained the following scientific results: requirements for digital images that make up visual stimuli, and for the visual stimuli themselves have been formulated; stimulus images have been developed to assess the tendency to computer gaming addiction; we was carried out a comparative analysis and studied the relationship between the structural and dynamic parameters of oculomotor reactions and the personal characteristics of respondents; we has been developed the experimental oculographic test battery to diagnose computer gaming addiction.Conclusion. Requirements for visual stimuluses will become part of the guidelines to the oculographic test battery, which will be developed in the second stage of work. Comparative analysis made it possible to identify the most effective visual stimulus that we included in the experimental oculographic test battery.

Sensory processing subtypes relate to distinct emotional and behavioral phenotypes in a mixed neurodevelopmental cohort.

Children with autism and other neurodevelopmental concerns (NDC) frequently exhibit an array of sensory processing dysfunction phenotypes, posing a significant challenge their adaptive development. Additionally, these children often encounter difficulties with self-regulation, including emotion dysregulation, anxiety, and symptoms associated with attention and hyperactivity. However, further research is required to comprehend how patterns of sensory processing differences across neurodevelopmental conditions may contribute to regulatory control problems. Adopting a transdiagnostic perspective within the Research Domain Criteria (RDoC) framework, this study examined the relationship between clusters of sensory processing phenotypes and differential patterns of self-regulation behaviors. We recruited a sample of 117 participants (8-12 years) with a diverse range of neurodevelopmental concerns including autism, ADHD, anxiety, and sensory processing differences. This study aimed to (1) establish the prevalence of self-regulation problems in a community-recruited cohort of children with diverse NDCs; (2) construct data-driven sensory processing latent subtypes; (3) investigate group differences in emotion dysregulation, anxiety, and ADHD symptoms. Results showed that 39% of NDC children met clinically concerning thresholds for emotion dysregulation, 19% for anxiety, and 62% for ADHD. Second, latent profile analysis identified five sensory processing subtypes categorized by modality: Typical Processing, Intermediate/Mixed, Sensory Over-Responsive, Sensory Seeking, and Sensory Under-Responsive. Notably, the Sensory Over-Responsive group exhibited distinctively elevated anxiety scores, while the Sensory Seeking and Sensory Under-Responsive groups showed heightened ADHD scores. Intriguingly, the Sensory Over-Responsive, Sensory Under-Responsive, and Sensory Seeking subgroups all demonstrated elevated emotion dysregulation scores, suggesting a potential shared mechanism of emotion dysregulation that might elucidate the connection between sensory processing differences and increased anxiety and ADHD behaviors in children with autism and other NDCs.

Examining the effect of AI-powered virtual-human training on STEM majors’ self-regulated learning behavior

IntroductionStudents pursuing science, technology, engineering, and math (STEM) majors often struggle with essential skills critical to their academic success and future careers. Traditional self-regulated learning (SRL) training programs, while effective, require significant time investments from both students and instructors, limiting their feasibility in large lecture-based STEM courses.MethodsThis study investigates whether completion of three AI-powered virtual-human training modules—focused on planning, self-monitoring, and reflection—leads to increased use of corresponding MS Planner tools among STEM majors compared to a control group.ResultsResults indicate that students who did not complete the first two training modules were less likely to use MS Planner features for planning and self-monitoring; however, the reflection module did not yield comparable results.DiscussionThese findings highlight the potential of AI-powered virtual-human training as a scalable solution to enhance desirable learning behaviors among STEM majors, particularly in large and diverse classrooms. This research contributes to the understanding of effective interventions for fostering SRL behaviors in STEM education and suggests avenues for future refinement and implementation of digital training tools.

Evidence of validity of the Head-Toes-Knees-Shoulders Revised (HTKS-R) for Brazilian children

ABSTRACT This study aims to examine the reliability and validity of the Head-Toes-Knees-Shoulders Revised (HTKS-R) as a measure of self-regulation in Brazilian children aged 3–5. The early childhood period is crucial for laying the foundations for personal, social and cognitive functioning, influencing development throughout life. Self-regulation, a malleable construct, plays a vital role in academic performance and behaviors throughout life. The HTKS-R, a widely used measure, assesses behavioral self-regulation, including cognitive flexibility, working memory and inhibitory control. The study included 379 children between the ages of 3 and 5 from a variety of backgrounds. Data were collected using the HTKS-R, a standardized self-report measure that integrates executive functions into a game to assess self-regulation. Exploratory Graphical Analysis (EGA) and Confirmatory Factor Analysis (CFA) were employed to analyze the data. The results of the EGA and BootEGA indicated a unidimensional structure for the HTKS-R, confirming its internal consistency and stability. The CFA supported the fit of the unidimensional model, demonstrating the test’s construct validity. The HTKS-R showed factorial invariance between genders. The results suggest that the HTKS-R is a reliable and valid measure of self-regulation in Brazilian children aged 3–5. The applicability of the test in different age groups and environments provides valuable information about children’s self-regulation skills. The study contributes to the literature by validating the HTKS-R in the Brazilian context and highlights its potential for assessing self-regulation in diverse populations.

Capturing the Mind: Non-Driving-Related Tasks as a Window into Cognitive Engagement in Automated Driving

Supervising automated driving requires visual, manual, and cognitive engagement from the driver. While visual and manual engagement measures are already developed and implemented, cognitive engagement is much more difficult to observe. Considering drivers’ self-regulatory behavior when involved in non-driving-related tasks (NDRTs) during partial automation, the demand and duration of these NDRTs may indicate a certain level of driver cognitive engagement. The study explores a rating measure to partially estimate driver cognitive engagement based on the demand and duration of NDRTs and evaluate the psychometric properties of the NDRT rating. We examined the internal consistency of the measure by computing split-half reliability, tested its sensitivity to factor manipulation, and assessed criterion validity. Our initial findings suggest that the method is reliable and valid, showing satisfactory internal consistency, sensitivity to experimental manipulation, and criterion validity in predicting the takeover performance of supervising vehicle automation.

Continuity and change in early material hardship domains on the development of children’s behavioral self-regulation in middle childhood

Child poverty adversely impacts children’s behavioral self-regulation; however, the extent to which this association varies across different forms of material hardship (i.e., food, housing, bill-paying, utility, and medical) from infancy to early childhood is not well understood. The current study aims to identify the longitudinal patterns of early material hardship in five domains, examine demographic factors to distinguish class membership, and assess how hardship class membership predicts children’s behavioral self-regulation in middle childhood. We used data from the Future of Families and Child Wellbeing Study (N = 4,677) across ages 1 to 9. The Multidimensional Growth Mixture Model identified four trajectory classes: Low Stable (n = 2,215, 47.4%), Increasing Bill and Utility Hardship (n = 1,180, 25.2%), High Infancy Bill Hardship (n = 799, 17.1%), and Persistent and Pervasive (n = 483, 10.3%). White, married mothers, mothers who were employed, families with income above 200% of the federal poverty threshold, and those who did not receive SNAP had higher odds of being in the Low Stable class than the three other classes. Children in the Persistent and Pervasive class exhibited the lowest levels of behavioral self-regulation in middle childhood compared to the other three classes. Children in the Increasing Bill and Utility Hardship and High Infancy Bill Hardship classes had lower behavioral self-regulation than those in the Low Stable class. These findings underscore the need for tailored interventions to alleviate the prolonged effects of financial adversity and exposure to early material deprivation experienced by children. Findings also highlight the importance of implementing intervention programs designed specifically to support the development of behavioral self-regulation among economically disadvantaged children.

Longitudinal relationship between adolescent emotional self-regulation and prosocial behavior toward powerful people: Disentangling between-person differences from within-person effects.

This study investigated the longitudinal effects between adolescent emotional self-regulation and prosocial behavior toward powerful people (i.e., actions aimed at benefiting or supporting individuals who hold significant influence or authority within a group or society), based on the perspective of positive socialization cycle. We recruited 543 Chinese adolescents (284 girls, M age at Time 1 = 11.27 years) and collected three waves of data over 3 years, each approximately 1 year apart (n Time 2 = 449, n Time 3 = 417). Traditional cross-lagged panel model was conducted to test the longitudinal relationship between emotional self-regulation and prosocial behavior toward powerful people. Then, a random-intercept cross-lagged panel model was performed to disentangle the between-person differences from the within-person predictive processes. The results showed that, emotional self-regulation in the previous year was positively associated with prosocial behavior toward powerful people in the next year, whereas earlier prosocial behavior toward powerful people was not predictive of subsequent emotional self-regulation. Findings advocate the domain-specific nature of self-regulation and prosocial behavior and deepen our understanding of the relationship between the two from the culture-specific perspective. This study also highlights the value of emotional self-regulation intervention as a viable way to promote adolescent prosocial development. Theoretical and empirical implications are discussed.

Situational and personality factors of students’ adaptation preparedness

Introduction. The relevance of studying situational and personality factors of students’ adaptation preparedness is conditioned by the growing uncertainty of the future and the increasingly stressful conditions of social life. The study of adaptation preparedness factors is conditioned by the demand for psychological and pedagogical support of students at different stages of professionalisation at the university. The aim of the study is to identify the situational and personality factors of students’ adaptation preparedness and their correlation with regard for the significance, uncertainty and stressfulness of situations in the higher education environment. Materials and methods. The survey involved a number of higher education organisations of Saratov and its administrative region, Volgograd and Moscow (n=385) and was based on the following diagnostic toolkit: M.V. Grigoriev’s method of diagnosing adaptation preparedness of a personality, A.V. Zverkov’s and E.V. Eidman’s test-questionnaire “Study of volitional self-regulation”, V.I. Morosanova’s questionnaire “Self-regulation behaviour style – SBS-98”, as well as the author’s questioning scales in the context of assessing the learning environment situational parameters with regard for the significance, stressfulness and uncertainty of situations in the educational environment. Data processing was carried out using the IBM SPSS Statistics 27 package and AMOS software. The statistical procedures included descriptive statistics calculations, Pearson’s correlation analysis, stepwise regression analysis, and moderation effect assessment procedure. Results. The students’ reported situations of greatest significance included lectures (3.81), practical classes (4.19), interaction with classmates having good relations with the respondent (4.40), and proper relations with the administration (4.01). Positive correlations were revealed between the adaptation preparedness indicators, the significance of situational factors and the pronouncement of personality-associated factors within the range of (0.103-0.631), as well as negative correlations between the adaptation preparedness components and independence within the range of (-0.126 – -0.225). The regression analysis revealed positive personality predictors of adaptive preparedness (perseverance (β= 0.223), flexibility (β= 0.281), modelling (β= 0.168), programming (β= 0.143) and self-control (β= 0.186)) and negative predictors represented by autonomy (β= -0.169). The significance of interaction with classmates having good relations with the respondent is a positive situational predictor (β= 0.198), while the negative predictors are represented by the stressfulness of practical classes (β= -0.168) and the significance of interaction with classmates negatively treating the respondent (β= -0.169). The subsequent moderation analysis of the interrelationship between assessing a situation (as significant, stressful and uncertain) and self-regulation revealed the pronounced level of personal self-regulation [β=0.521; R2=0.32] and marked assessment of situation uncertainty [β= -0.139; R2=0.02]. Conclusion. The obtained results may be of interest both for researchers exploring adaptation issues and practising psychologists providing support to students at a higher education organisation.

A self-regulation perspective on L2 grit development and its impact on language achievement

Evidence from recent studies has shown that sustained perseverance and passion for long-term goals in the domain of second language (L2) learning – a personality trait called L2 grit – is associated with various aspects of language learning, including positive psychological attributes (e.g. motivation, beliefs, and emotions), actions (e.g. learning efforts and strategy use), and achievement (e.g. course and task performance). Meanwhile, relatively little has been written about the mechanism through which such relationships emerge. Expanding upon L2 grit’s association with self-regulated learning (SRL) behaviors and SRL-related psychological variables, this study explores the development of L2 grit and its role in language achievement using the SRL framework. One hundred and eight English majors in Japan responded to a questionnaire, granted permission to access their L2 class records, and completed a standardized L2 test. The main findings include: (1) the psychological attributes that facilitate SRL may play a critical role in increasing levels of L2 grit, (2) the relationship between L2 grit and achievement in language classes was mediated by behavioral self-regulation (intensified learning efforts), and (3) L2 grit may promote different types of self-regulatory behaviors depending on learners’ status (i.e. learning experience and proficiency levels) and learning situations (e.g. learning content and goals). The results provide one explanation for the superior performance of gritty learners in L2 classes observed in previous studies.

Exploring the perceptions and experiences of diabetes management and self-regulation in young adults using a continuous glucose monitoring device

Young adults face many pressures as they start being independent and responsible for their own actions and decisions. The use of continuous glucose monitoring has been shown to improve medical outcomes in diabetes management, but the mechanism of these improvements needs further investigation. This study aimed to examine the self-regulatory experiences and behaviours of a group of young adults using continuous glucose monitoring to manage type 1 diabetes. An exploratory qualitative approach was taken, using six virtual semi-structured interviews with young adults living with type 1 diabetes and using continuous glucose monitoring. A thematic analysis was used to identify themes from the gathered data. In this study, three themes demonstrated reciprocal determinism in that the observation of the continuous glucose monitoring results led to changes in the behaviours of the participants. The concepts of feedback and feedforward were also evident in the information provided by continuous glucose monitoring and the adjustment of the participants to achieve their personal blood glucose goals. The results of this study thus support the fact that self-regulation of those living with type 1 diabetes can be improved using continuous glucose monitoring as a tool for observation of blood glucose fluctuations and can, as a result, lead to changes in diabetes management behaviours and health outcomes. Continuous glucose monitoring provides the opportunity to observe the consequences of diabetes management behaviours, which activates the self-regulation processes of feedback and feedforward. This process has the potential to improve diabetes management behaviours in this vulnerable group.

The Role of Academic Motivation in Self-Regulation, Goal Orientation, and Passion Among Medical Students with Self-Handicapping Behaviors

Background: Self-handicapping behaviors, characterized by creating obstacles or excuses to avoid failure, can hinder academic success. Understanding how academic motivation mediates the relationship between self-handicapping behaviors and academic performance is crucial for supporting medical students. Objectives: This study aimed to investigate the relationships between academic self-regulation, goal orientation, passion, and self-handicapping behaviors among medical students, with academic motivation as a potential mediator. Methods: The present study employed a descriptive, correlational approach to examine the relationships between variables within a structural equation modeling (SEM) framework. The population consisted of all undergraduate medical students with self-handicapping behaviors at Jundishapur University of Medical Sciences in 2022. The sample comprised 204 medical students selected using purposive sampling, who completed the Academic Passion Scale, Goal Orientation Scale, Academic Self-Regulation Scale, and Academic Motivation Scale. Structural equation modeling was used to analyze the model with AMOS 24. Results: The SEM analysis revealed that the proposed model had a good fit to the data (CFI = 0.96, RMSEA = 0.05). The results further demonstrated that goal orientation directly enhanced students' academic passion, while academic self-regulation did not have a direct impact. However, strong self-regulation indirectly increased passion by fostering academic motivation (P < 0.001). Similarly, goal orientation also worked indirectly through motivation to enhance academic passion (P < 0.05). Conclusions: This study underscores the importance of goal setting and academic motivation in fostering academic passion among medical students with self-handicapping behaviors. While academic self-regulation strategies may not directly translate to academic passion, they can contribute indirectly by fostering academic motivation. Educators and practitioners can promote academic passion and address self-handicapping behaviors in medical students by encouraging goal orientation, academic motivation, self-regulation, and providing support for overcoming challenges.

Determinants of self-management behavior in gout: a scoping review.

This study aimed to identify modifiable determinants of self-management behavior in gout. Four databases (MEDLINE, Embase, PsycINFO and CINAHL) were searched using terms related to gout, self-management and determinants of behavior as described in the Theoretical Domains Framework (TDF). Two reviewers independently selected relevant studies via screening of title/abstract and full text. Thematic synthesis was performed for qualitative data; quantitative data was summarized using cross-tabulation displaying the investigated associations of determinants with self-management behavior. The TDF facilitated identification and grouping of determinants. From 2087 unique articles found, 56 studies were included in this review, of which 27 qualitative and 29 quantitative studies. Eight themes were identified: knowledge and skills for self-management, acceptance of disease, beliefs about necessity of self-management to improve gout-related health, resistance and reluctance for medication adherence and dietary alteration/changes, negative emotions influencing self-management, social support and interactions, environmental context, and self-regulation of behavior. Quantitative determinants associated with self-management behavior, predominantly medication adherence, were mapped to 12 of the 14 domains of the TDF. No determinants regarding skills and goals have been identified in quantitative research. Intervention targets for self-management behavior in gout mainly included determinants related to knowledge, implicit and explicit beliefs and attitudes, the environmental context and resources, (social) support and reinforcement.

Learning Analytics Dashboard Design and Evaluation to Support Student Self-Regulation of Study Behaviour

For university students, self-regulation of study behaviour is important. However, students are not always capable of effective self-regulation. Providing study behaviour information via a learning analytics dashboard (LAD) may support phases within self-regulated learning (SRL). However, it is unclear what information a LAD should provide, how to present information in a usable manner, and what the information’s perceived usefulness is in supporting self-regulation of study behaviour. This study entails a sequential mixed design: assessing information needs in focus groups (n=7), exploring usability via think-aloud interviews (n=8), assessing usability with the System Usability Scale (n=42), and assessing perceived usefulness via interviews (n=16). Results showed that students and tutors agreed on the relevance of the constructs chosen from literature but differed in ranking the importance of new constructs. Usability exploration led to several design improvements. Perceived usefulness assessment showed the LAD supported the appraisal of study behaviour. A need for reference frames to facilitate data interpretation was vocalized. Impacts on study behaviour varied, possibly because preparatory activities were not used. Impact could be improved by further integrating the LAD into existing learning processes.

Mind-Body Classroom Strategies: Techniques to Reduce Elementary Student Stress Following Active Shooter Drills

Active shooter drills are widely used in schools throughout the United States, with more than 92% of public schools having an active shooter plan. These drills can increase student stress and anxiety and can have a variety of negative effects, such as somatic complaints, anxiety, poor self-regulation of emotions and behaviors, risk for depression, and prevalence of obesity and eating disorders. This article describes the efficacy of physical activity breaks, mindful breathing techniques, and emotional regulation strategies to reduce stress reactivity and enhance recovery in elementary-age students following active shooter safety drills. A list of example activities is provided for each of the three stress management categories. Each of the activities can be adapted to various developmental levels (i.e., K-12), settings (i.e., classroom, hallway, outdoors), and time availability (i.e., one minute to 10 minutes). The strategies may also be utilized following other emergency drills or during other times of high student and classroom stress.

A portrait of self-regulated musical learning behaviors among rock musicians: Applications in music education

Rock music and Western classical music seem very different but musicians in the two cultures may have enough self-regulated musical learning behaviors in common for concurrent application in school-based music education. In this paper, I describe the self-reported self-regulated musical learning behaviors of seven successful rock musicians, compare their behaviors to those expected in the Western classical tradition, and suggest ways to combine norms from both traditions in effective music education programs. Data are collected through digital ethnography methodology from a series of interviews published in YouTube. Emergent themes in the self-regulated musical learning behaviors of rock musicians include (1) passion for music making, (2) the importance of choice, (3) a need for personal control over learning, and (4) an emphasis on musical composition in daily practice.

Psychotic Experiences Questionnaire. Part 2

BACKGROUND: On the basis of the concept of psychotic and psychotic-like experiences, delusions and auditory hallucinations presented in Part 1 of this article, the structure of the links between psychotic experiences and social anxiety and its components and psychological parameters is analyzed. A mediator model of the relationship between social anxiety and the phase of psychotic alienation — "experiencing external control" — is discussed. AIM: To investigate the parameters and stages of development of psychotic and psychotic-like experiences registered with the Psychotic Experiences Questionnaire in the context of analyzing the structure of relationships with psychological variables (social anxiety, metacognitive and cognitive phenomena). Тo construct a mediator model of the indirect effect of social anxiety components on the “experience of being controlled externally” mediated by thought suppression (“polar bear effect”). MATERIALS AND METHODS: The sample — 122 respondents, includes non-clinical and two clinical groups — with symptoms of the affective spectrum and with symptoms of the psychotic spectrum. The author's ‘Psychotic Experiences Questionnaire’ was used to assess the severity of psychotic experiences, the scales of which represent the phases of the unfolding of the experiences. Social anxiety and its components (author's “Social Anxiety and Social Anxiety Disorder Questionnaire”), cognitive (“Cognitive Flexibility Questionnaire”, “Behavioural Self-Regulation Style — SSPM 2020” questionnaire) and metacognitive (Thought Suppression Scale, author's “Self-Focused Attention Questionnaire”) strategies were determined. RESULTS: Pearson correlation analysis showed significant ‘direct’ associations of early and moderate psychotic and psychotic-like experiences with social anxiety and its components, metacognitive (self-focused attention and thought suppression) parameters, and ‘inverse’ links with cognitive parameters (cognitive component of conscious self-regulation and cognitive flexibility). Correlations with psychological parameters become insignificant in intense psychotic experiences. Using mediator analysis, the full indirect effects of the social anxiety components influence on the enhancement of “experiencing being controlled externally” as a phase of psychotic experiences maximum intensity were measured (mediator — thought suppression). CONCLUSION: Metacognitive strategies, social anxiety, disturbed self-regulation and flexibility play an important role in the genesis and maintenance of psychotic experiences. Significant correlations of the parameters with psychotic experience are shown, but at the height of alienation the significant correlations weaken. At the height of psychotic experience in the absence of direct effects it is possible to explicate the indirect influence of the predictor — social anxiety on the experience of controllability from the outside, mediated by thought suppression. This article is a continuation of the article by Sagalakova OA, Truevtsev DV, Zhirnova OV. Psychotic Experiences Questionnaire. Part 1. Neurology Bulletin. 2024;56(1):23–36. DOI: https://doi.org/10.17816/nb623959

Features of student psychological well-being, self-organisation and motivation

Introduction. The article discusses the main approaches to the study of psychological well-being, gives a general idea of self-organisation and educational motivation as components of the leading educational and professional activity of students.Aim. The present research aimed to examine the levels of psychological well-being and their relationship with the motivation and self-organisation of students’ educational and professional activities.Methodology and research methods. The following methods were employed in the empirical study: Psychological Well-Being Scale developed by C. Ryff (adapted by N. N. Lepeshinsky), Self-Organisation of Activity (SOA) questionnaire by E. Y. Mandrikova, Style of Self-Regulation of Behaviour – SSRB-98 questionnaire by V. I. Morosanova, Motivation to Learn in Higher Education questionnaire by T. I. Ilyina, and Scale of Academic Motivation by T. O. Gordeeva, O. A. Sychev, and E. N. Osin. The Mann-Whitney U-test and the Spearman correlation coefficient (rs) were utilised to analyse the data.Results. Most undergraduate students exhibit an average level of psychological well-being, both on individual scales and in terms of the overall integral indicator. Low and high levels of well-being are characteristic of only a small portion of the sample. More than 90% of respondents demonstrate medium to high levels of self-organisation and self-regulation. Students are characterised by cognitive motivation, as well as motivation for self-development and achievement. External motivation, introjected motivation, and amotivation are minimally expressed among students.Scientific novelty. The study examines the features of motivation and self-organisation in the educational and professional activities of students with varying levels of psychological well-being. It also explores the relationship between psychological well-being and the self-organisation and motivation of students in their educational and professional pursuits.Practical significance. The results of the study offer valuable insights into modern students, which can be utilised to enhance the organisation of university education during the adaptation period and to implement a more individualised approach to student engagement.