Self-regulation Challenges Research Articles

Course Calendars and Routine Review to Support College Student Achievement

Procrastination, affecting up to 95% of college students, often stems from self-regulation challenges and contributes to stress and reduced academic performance. Faculty can mitigate these issues by incorporating structured routines, scaffolding assignments, and teaching time management skills. A practical strategy is integrating a user-friendly course calendar into the front page of the LMS. Daily, structured, in-class reviews of the course calendar, assignments, and deadlines provide clarity, reduce stress, and improve submission rates. Over time, students lead these reviews, fostering engagement and accountability. This simple, scalable intervention enhances preparedness, promotes equitable access to success strategies, and supports mental health, benefiting both students and faculty in higher education.

Digital Detox Strategies and Mental Health: A Comprehensive Scoping Review of Why, Where, and How.

Excessive use of social media (SM) platforms and digital technology (DT), often driven by habitual scrolling due to adaptive feed experiences, has been linked to anxiety, sleep disturbances, and obsessive-compulsive behaviors while also exacerbating mental health concerns. Yet, the role of "digital detox", defined as a voluntary reduction or temporary cessation of device use, remains only partially understood as both a clinical and lifestyle intervention. This comprehensive scoping review was conducted to consolidate existing research on digital detox interventions and evaluate contextual factors that may influence their effectiveness for mental health and well-being. A targeted keyword search for "digital detox" was conducted in the PubMed database on December 12, 2024, yielding 34 initial results. This review followed the approach recommended by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR) to identify, screen, and extract evidence from relevant studies as per pre-specified inclusion criteria. A total of 14 studies were found eligible, and data from these studies and their relevant references (totaling 640 citations) were extracted and synthesized. Our findings suggest that digital detox interventions may alleviate depression and problematic internet use, and individuals with higher baseline symptom severity appear to derive higher benefits. However, the impact on broader outcomes such as life satisfaction and overall well-being remains variable. Divergent intervention approaches, ranging from short-term SM abstinence to sustained, moderate device restrictions and individual differences in baseline severity of symptoms, coping styles,environmental pressures, and support systems, may contribute to different outcomes across various studies and systematic reviews. Overall, age, gender, baseline mental health, and range and duration of DT usage prior to detox are the key variables that may determine the effectiveness of digital detox interventions. Tailored DT usage in moderation, aligned with each individual's age, developmental stage, and academic needs, has greater benefits among younger populations, particularly adolescents and young adults, while mindful and regulated SM use is especially advantageous for female populations. However, other populations could also benefit, provided interventions address self-regulation challenges specific to adult lifestyles. Given the growing global prevalence of problematic smartphone use (PSU) and its documented comorbidity with psychiatric disorders, digital detox strategies have the potential to be integrated into clinical recommendations and policy initiatives. However, aframework for assessing intervention quality and long-term outcomes is essential.

The Role of Childhood Abuse and Self-Regulation in Dark Personality Traits

Objective: This study aims to examine the relationship between childhood abuse and self-regulation, with a specific focus on how dark personality traits mediate this relationship in university students in Tehran. Methods and Materials: The research adopted a cross-sectional design and included university students from undergraduate, master's, and doctoral programs during the academic year 2021-22. Using convenience sampling, 400 students were selected to participate. Data were collected through three standardized instruments: the Childhood Trauma Questionnaire (CTQ) for childhood abuse, the Dark Triad Personality Traits Questionnaire for dark personality traits (Machiavellianism, Psychopathy, Narcissism), and the Self-Regulation Questionnaire (SRQ) to measure self-regulation. Linear regression analysis was conducted using SPSS-27 to explore the relationships between childhood trauma, dark personality traits, and self-regulation, with a significance level set at p < 0.05. Findings: The findings revealed that childhood trauma significantly predicted self-regulation skills, with dark personality traits (Machiavellianism, Psychopathy, and Narcissism) acting as mediators in this relationship. Specifically, higher levels of childhood abuse were associated with lower self-regulation abilities, and dark traits such as high Machiavellianism and Psychopathy exacerbated this negative relationship. Additionally, significant correlations were found between all subscales of the CTQ and SRQ, as well as between dark traits and poor self-regulation. Conclusion: This study concludes that childhood abuse has a detrimental effect on self-regulation, and this relationship is moderated by dark personality traits. It highlights the importance of considering both traumatic experiences and personality factors in understanding self-regulation challenges in young adults. Interventions aimed at improving self-regulation should address both childhood trauma and dark personality traits to enhance emotional well-being and personal development.

Delay of Gratification in Preschoolers with Autism and Concerns for ADHD.

Self-regulation abilities in childhood are predictive of a range of challenges later in life, making it important to identify difficulties in this area as early as possible. Autistic children and those with attention-deficit/hyperactivity disorder (ADHD) often have difficulties with self-regulation, but little is known about the similarities and differences in such abilities across neurodevelopmental conditions. We examined self-regulation using a delay of gratification task in 36-month-old autistic children (n = 20), those showing clinically relevant concerns for ADHD (i.e. ADHD Concerns; n = 24), and Comparison children without these conditions (n = 130); early predictors of self-regulation were also assessed. Both the Autism and ADHD Concerns groups had greater difficulty waiting for a desired snack than the Comparison group. At the longest delay trial (30 seconds), a substantial percentage of autistic children (50%) and those with ADHD Concerns (35%) consumed the snack prematurely, in contrast to only 16% of the Comparison group. Parent-reported temperament-based impulsivity at 18 months and examiner-observed ADHD-like traits at 24 months were associated with increased self-regulation challenges at 36 months, regardless of group. Adjusting for verbal abilities attenuated some of these differences and associations, suggesting that language may be an important mechanism undergirding early self-regulatory abilities. Given possible links between preschool self-regulation and a range of critical functional outcomes, future studies may explore the efficacy of early interventions targeting impulsivity and regulatory behaviors in infants and toddlers at elevated likelihood for developing self-regulation challenges to potentially reduce the impact of these difficulties later in life.

Effect of the Partners in Play Intervention on Parents' Autonomy-Supportive Guiding Behaviour and Children's Self-Regulation.

Compelling evidence supports the foundational importance of early self-regulation (SR). It also supports parents in the home environment as having the foremost influence on early development. Yet, prevailing approaches to support early SR growth have tended to leverage early education and clinical settings. Partners in Play (PiP) was developed as a sustainable approach for parents to learn how and when to support children through experiences of self-regulation challenges in the home learning environment. This study reports the first randomised control trial evaluation of the PiP program, with 21 parent-child dyads (consisting of twelve girl-mother dyads, eight boy-mother dyads, and one boy-father dyad; mean child age = 4.12 years, SD = 0.65). Dyads were randomised to a PiP intervention group (n = 10), which entailed four online parent information sessions and four out-of-home guided practice dyadic play sessions across 8 weeks, or an active control group (n = 11). The primary outcome was parent autonomy support, and the secondary outcome was child SR. Results indicated a significant increase in parents' use of autonomy support and a non-significant but moderate-sized effect on child SR. This innovative proof-of-concept program and evaluation provides a roadmap for effecting change in parental support during children's play, to the prospective benefit of important abilities such as child SR. Analyses show promise for a parent-based model toward parent behaviour change and child SR improvement.

The experiences of online learning for undergraduate bioscience students

The rapid shift to online education prompted by the global COVID-19 pandemic had an impact on biosciences students at a UK university. This study explores their experiences throughout an academic year, focusing on the misalignment between initial perceptions and eventual realities. Through interviews with 13 third-year biosciences undergraduates, the findings reveal evolving perspectives from apprehension to acceptance. Students valued the flexibility of online learning but expressed concerns about practical skill loss and social interaction. Engagement hinged on educator proficiency with digital tools and communication. As the year progressed, self-regulation challenges emerged, affecting motivation and metacognitive awareness. The study recommends enhancing educator digital skills, implementing effective communication strategies, and integrating engagement-focused approaches for optimal remote or blended learning. The findings contribute to understanding bioscience pedagogy in contemporary higher education and underscore the need for continuous staff development and student support in evolving educational landscapes. Further research is recommended on the broader impacts of online learning on student well-being and academic performance.

Goal change and goal achievement for emerging adults across the pilot FAMS-T1D intervention for type 1 diabetes.

Interventions for emerging adults (EAs) with type 1 diabetes (T1D) focus on goal setting, but little is known about how goal achievement relates to intervention outcomes. We examined how goals change, how goal achievement relates to diabetes outcomes, and identified barriers and facilitators to goal achievement. EAs with T1D (N=29, M age=21.6 years, 57% female) were coached monthly to set a behavioral goal across a 3-month feasibility trial. Coaching notes were qualitatively coded regarding type, complexity, and changes in goals. Goal achievement was measured via daily responses to texts. HbA1c, self-efficacy, diabetes distress, and self-care were assessed pre- and post-intervention. EAs frequently set food goals (79%) in combination with other goals. EAs overwhelmingly changed their goals (90%), with most increasing goal complexity. Goal achievement was high (79% of days) and not affected by goal change or goal complexity. Goal achievement was associated with increases in self-efficacy and self-care across time. Qualitative themes revealed that aspects of self-regulation and social-regulation were important for goal achievement. Meeting daily diabetes goals may enhance self-efficacy and self-care for diabetes. Assisting EAs to reduce self-regulation challenges and enhance social support for goals may lead to better diabetes outcomes.

The challenge of change: understanding the role of habits in university students’ self-regulated learning

Study habits drive a large portion of how university students study. Some of these habits are not effective in fostering academic achievement. To support students in breaking old, ineffective habits and forming new, effective study habits, an in-depth understanding of what students’ study habits look like and how they are both formed and broken is needed. Therefore, in this study, we explored these aspects among first-year university students in six focus group discussions (N = 29). Using a thematic analysis approach, we clustered the data in five themes: Goals Matter, Balancing Perceived Efficiency and Effectiveness when Studying, Navigating Student Life: from Structured Routines to Self-Regulation Challenges, the Quest for Effective Habits with Trying to Break Free From the Screen as subtheme, and the Motivation Roller Coaster. Findings suggest that students had different study habits depending on their goals. Students had quite accurate metacognitive knowledge about effective learning strategies for long-term learning, but often used other learning strategies they deemed most efficient in reaching their goals. Students indicated intentions to change, but did not prioritize change as their current habits enabled them to pass exams and change was not perceived as adding value. Fluctuations in motivation and transitioning to a self-regulated life hampered students’ intentions to form new and break old habits. Next to insights into factors affecting students’ behavioral change intentions, the findings suggest the importance of aligning assessment methods with life-long learning and supporting students in their long-term academic goal setting to prioritize study habits which target lasting learning to optimally foster their self-regulated learning.

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

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

Self-Regulation Challenges and Supports in Middle Level Education: Health Education Teachers’ and School Counselors’ Views

Adolescents are in a dynamic period of cognitive, emotional, and behavioral development. School-based interventions that focus on social-emotional learning, including the development of self-regulation skills, have been shown to have positive impacts on students’ mental health and academic achievement. In this qualitative study, we examine health education teachers’ and school counselors’ views of their students’ challenges and their strategies for supporting students’ social and emotional development. We conducted 16 focus groups and interviews with 24 educators: 16 middle level health education teachers and eight school counselors. Our qualitative analysis of the transcripts indicated that both teachers and counselors described the contexts for students’ challenges as related to academic/school pressures, social media, peer relationships, and home influences. Educators also identified students’ challenges as being related to their developmental stage, challenges with impulsive behaviors, and difficulty regulating emotions. Strategies for supporting students’ self-regulation included day-to-day interactions, skills instruction and practice, positive teacher-student relationships, and a structured classroom environment. Implications for professional development for middle level educators and the implementation of preventive interventions are discussed.

Emergency remote teaching and learning vs face-to-face: When are students more likely to fall behind?

The COVID-19 global pandemic brought about a shift from traditional face-to-face teaching and learning to emergency remote teaching and learning (ERT) in higher education institutions across the world. Prior studies have explored both instructor and student perceptions of ERT and identified self-regulated learning (SRL) as a major challenge. The question remains whether perceptions translate to student behaviour and if so, it will be important to address these self-regulation challenges as poor SRL has been linked to weaker academic achievement. This study investigated whether students exhibit inferior SRL strategies in ERT by falling further behind, as compared to a face-to-face setting. In order to measure how far behind students are, student access log-data from four undergraduate modules offered at Stellenbosch University in the 2019 (face-to-face setting) and 2020 (ERT setting) academic years were used. An analysis of variances model tested whether there was a difference in the number of days that students were behind for the two modes of teaching and learning. The results indicate that students are indeed more likely to fall behind during ERT as compared to face-to-face teaching and learning, thus exhibiting inferior SRL. This was statistically significant and pervasive across the different modules and time period investigated. These results will be of interest to higher education institutions as the onslaught of the pandemic has not only highlighted the need for improved ERT readiness, but it has also brought to the fore the need for a more digitally integrated offering as standard practice. Since it is unlikely that higher education institutions will return to a model identical to the pre-COVID-19 offering, this study contributes to finding the focus areas that will need to be addressed in a future hybrid model of teaching and learning. Keywords: emergency remote teaching (ERT), Access logs, COVID-19, self-regulated learning, Moodle

An Evaluation of an Integrated Stuttering and Parent-Administered Self-Regulation Program for Early Developmental Stuttering Disorders.

Purpose This study reports findings from a clinical trial that implemented an early stuttering treatment program integrated with evidence-based parenting support (EBPS) to children who stutter (CWS) with concomitant self-regulation challenges manifested in elevated attention-deficit/hyperactivity disorder (eADHD) symptoms and compared those outcomes to CWS receiving stuttering treatment without EBPS. Method Participants were 76 preschool CWS and their parent(s). Thirty-six of these children presented with eADHD and were quasirandomized into two groups: stuttering treatment only (eADHDstandard) or stuttering treatment integrated with EBPS (eADHDintegrated). The remaining children did not meet criteria for eADHD symptoms and received stuttering treatment only (No-eADHDstandard). Pre, post, and 3-month follow-up measures of stuttering treatment outcomes as well as treatment effects on measures of child behavior difficulties and parenting practices were examined. Results Significant reduction in stuttering was found for all groups. However, the eADHDintegrated group showed a greater reduction in stuttering frequency than the eADHDstandard group, and at follow-up, stuttering frequencies in the eADHDintegrated group matched those of children in the No-eADHDstandard group, while stuttering in the eADHDstandard group remained significantly higher. Children with eADHD symptoms who received the integrated program also required significantly less stuttering intervention time than those children with eADHD symptoms who received stuttering treatment only. Families in the eADHDintegrated group reported large and significant improvements in child behavior and parenting practices. Conclusion This study provides support for an early treatment program for CWS. The integrated stuttering and self-regulation management program for CWS with eADHD symptoms proved successful for fluency and behavioral improvements, which were sustained at follow-up.

Cognitive Behavioral Treatments for Anxiety in Children With Autism Spectrum Disorder

Anxiety is common among youth with autism spectrum disorder (ASD), often interfering with adaptive functioning. Psychological therapies are commonly used to treat school-aged youth with ASD; their efficacy has not been established. To compare the relative efficacy of 2 cognitive behavioral therapy (CBT) programs and treatment as usual (TAU) to assess treatment outcomes on maladaptive and interfering anxiety in children with ASD. The secondary objectives were to assess treatment outcomes on positive response, ASD symptom severity, and anxiety-associated adaptive functioning. This randomized clinical trial began recruitment in April 2014 at 3 universities in US cities. A volunteer sample of children (7-13 years) with ASD and maladaptive and interfering anxiety was randomized to standard-of-practice CBT, CBT adapted for ASD, or TAU. Independent evaluators were blinded to groupings. Data were collected through January 2017 and analyzed from December 2018 to February 2019. The main features of standard-of-practice CBT were affect recognition, reappraisal, modeling/rehearsal, in vivo exposure tasks, and reinforcement. The CBT intervention adapted for ASD was similar but also addressed social communication and self-regulation challenges with perspective-taking training and behavior-analytic techniques. The primary outcome measure per a priori hypotheses was the Pediatric Anxiety Rating Scale. Secondary outcomes included treatment response on the Clinical Global Impressions-Improvement scale and checklist measures. Of 214 children initially enrolled, 167 were randomized, 145 completed treatment, and 22 discontinued participation. Those who were not randomized failed to meet eligibility criteria (eg, confirmed ASD). There was no significant difference in discontinuation rates across conditions. Randomized children had a mean (SD) age of 9.9 (1.8) years; 34 were female (20.5%). The CBT program adapted for ASD outperformed standard-of-practice CBT (mean [SD] Pediatric Anxiety Rating Scale score, 2.13 [0.91] [95% CI, 1.91-2.36] vs 2.43 [0.70] [95% CI, 2.25-2.62]; P = .04) and TAU (2.93 [0.59] [95% CI, 2.63-3.22]; P < .001). The CBT adapted for ASD also outperformed standard-of-practice CBT and TAU on parent-reported scales of internalizing symptoms (estimated group mean differences: adapted vs standard-of-practice CBT, -0.097 [95% CI, -0.172 to -0.023], P = .01; adapted CBT vs TAU, -0.126 [95% CI, -0.243 to -0.010]; P = .04), ASD-associated social-communication symptoms (estimated group mean difference: adapted vs standard-of-practice CBT, -0.115 [95% CI, -0223 to -0.007]; P = .04; adapted CBT vs TAU: -0.235 [95% CI,-0.406 to -0.065]; P = .01); and anxiety-associated social functioning (estimated group mean difference: adapted vs standard-of-practice CBT, -0.160 [95% CI, -0.307 to -0.013]; P = .04; adapted CBT vs TAU: -0.284 [95% CI, -0.515 to -0.053]; P = .02). Both CBT conditions achieved higher rates of positive treatment response than TAU (BIACA, 61 of 66 [92.4%]; Coping Cat, 47 of 58 [81.0%]; TAU, 2 of 18 [11.1%]; P < .001 for each comparison). In this study, CBT was efficacious for children with ASD and interfering anxiety, and an adapted CBT approach showed additional advantages. It is recommended that clinicians providing psychological treatments to school-aged children with ASD consider developing CBT expertise. ClinicalTrials.gov identifier: NCT02028247.

Parent perceptions of an integrated stuttering treatment and behavioral self-regulation program for early developmental stuttering

Parent perceptions of an integrated stuttering treatment and behavioral self-regulation program for early developmental stuttering

Challenges in the online component of blended learning: A systematic review

Challenges in the online component of blended learning: A systematic review

Delivery of Integra Mindfulness Martial Arts in the Secondary School Setting: Factors that Support Successful Implementation and Strategies for Navigating Implementation Challenges

Implementation of mindfulness programs in secondary schools has increased dramatically in the past decade. Evaluations of these programs have primarily emphasized outcomes of participation, with less focus on implementation processes. Both are important to establish the initial evidence base and support dissemination and replication. The present study qualitatively explored factors that supported the initial implementation of a mindfulness-based martial arts intervention delivered in a secondary school setting for youth with or at risk for self-regulation challenges. Post-intervention, semi-structured interviews with 24 students (Mage = 14.87 years) and 2 group leaders, and focus groups with 10 teachers were completed to elicit their perceptions of factors that facilitated or hindered the implementation process. Exploratory thematic analysis suggested that factors differed by type of respondent but generally focused on three broad areas: fidelity to program characteristics, program delivery, and communication. Recommendations for secondary school-based implementation teams are discussed, in addition to future directions for mindfulness implementation research in secondary schools.

The BestFIT trial: A SMART approach to developing individualized weight loss treatments

The BestFIT trial: A SMART approach to developing individualized weight loss treatments

Mindfulness Enhances Use of Secondary Control Strategies in High School Students at Risk for Mental Health Challenges

Adolescence is a developmental period marked by considerable biological, social, and psychological changes, with rates of self-reported stress on the rise mirroring those of adults. Mindfulness interventions are increasingly being implemented in high schools to improve students’ stress management and psychosocial outcomes. Despite the well-researched role of primary and secondary control strategies in the management of adolescent stress, the impact of mindfulness on these attributions has not been examined. The current study addressed this gap in the extant literature. A mindfulness-based martial arts program was delivered to 17 high school students at risk for self-regulation challenges. Measures of primary and secondary control and cognitive errors were completed at pre- and post-treatment and compared to a waitlist control (n = 18). Findings suggested that students in the mindfulness program showed significant improvements in secondary control and reductions in cognitive errors from pre- to post-treatment compared to the waitlist control. No significant group by time changes were found for primary control. Findings are discussed in relation to changes in control-related attributions associated with cognitive behavioral therapy, with specific consideration of possible mechanisms by which mindfulness may improve secondary control and decrease cognitive errors. Directions for future research are discussed.

Incredible Years Program Tailored to Parents of Preschoolers With Autism

Objective: This article reports on the acceptability and results from an evaluation of an empirically supported practice, The Incredible Years, tailored to parents of children with autism spectrum disorder (ASD). Methods: Two groups of parents ( N = 17) participated in a mixed methods test with no comparison group of the 15-week intervention. Data were collected at baseline, posttest, and on a weekly basis. Results: Acceptability and attendance were high, attrition was modest, and parent stress decreased significantly after program completion. Parents highlighted several barriers to their success in the program, including difficulty applying some program content (e.g., time-out for noncompliance) to children with sensory or self-regulation challenges. However, participants reportedly enjoyed the play-based approach of the program, as well as opportunities for social support and peer learning. Conclusion: The Incredible Years is a promising intervention for parents raising preschoolers with ASD. A randomized controlled trial is needed to rigorously test the intervention.

Using Integra Mindfulness Martial Arts to Address Self-regulation Challenges in Youth with Learning Disabilities: A Qualitative Exploration

Youth with learning disabilities (LDs) have information processing challenges that place them at increased risk for emotion dysregulation and often rely on coping strategies that emphasize avoidance of challenging emotions, experiences or tasks. Integra mindfulness martial arts (MMA) was developed to address and help participants cope with these challenges and increase self-awareness and present-focus. The present exploratory qualitative study includes results from a post-treatment questionnaire completed by 29 youth aged 12–17 and 17 parents, and in-depth interviews with 7 youth who participated in MMA and 5 parents. (1) Youth goals for MMA; (2) perceptions of program components and delivery; (3) outcomes associated with participation; and (4) challenging/negative aspects of the program were explored. Thematic analysis of interviews suggested that the development of mastery and pride was a common motivating factor for entering treatment. The mindfulness component of MMA was identified as helpful in promoting a sense of calm, tolerance and acceptance of distress, and self-understanding in youth. This research provides preliminary support for the Integra MMA program from the perspective of participants. Future research directions and clinical implications for treatment of youth with LDs are discussed.