Self-regulatory Competence Research Articles

Proximal and distal predictors of self-regulatory change in children aged 4 to 7\u2009years

BackgroundGrowth in early self-regulation skills has been linked to positive health, wellbeing, and achievement trajectories across the lifespan. While individual studies have documented specific influences on self-regulation competencies in early childhood, few have modelled a comprehensive range of predictors of self-regulation change across health, development, and environment simultaneously. This study aimed to examine the concurrent associations among a range of proximal and distal influences on change in children’s self-regulation skills over 2 years from age 4–5 years.MethodsData from the Longitudinal Study of Australian Children (N = 4983) were used in a structural equation model, predicting a multi-source composite measure of self-regulation at each of 4–5 years and 6–7 years. By controlling for earlier self-regulation and covariates, the model examined the relative contributions of a comprehensive range of variables to self-regulation change including health, development, educational, home environment, time-use, and neighbourhood characteristics.ResultsThe significant predictors of children’s self-regulation growth across 4 to 7 years were fewer behavioural sleep problems, higher gross motor and pre-academic skills, lower levels of maternal and paternal angry parenting, and lower levels of financial hardship. There were also marginal effects for high-quality home learning environments and child-educator relationships.ConclusionFindings suggest that if we are to successfully foster children’s self-regulation skills, interventionists would do well to operate not only on children’s current capacities but also key aspects of their surrounding context.

SELF-REGULATORY COMPETENCE AS AN INNOVATIVE COMPONENT OF PEDAGOGICAL ACTIVITY

The essence of development of self-regulatory competence as an important component of pedagogical activity is found out in the research; the structure, components and functions of self-regulatory activity are analyzed. Researchers’ approaches towards self-regulation on physiological levels as well as in the field of education have been analysed. In the article, it has been focused that one of the structural components in future teacher’s emotional competence is the ability for self-regulation. It provides the activation and a certain direction of a subject position.The effectiveness of educational process organization in school and the nature of teacher’s professional becoming and self-realization depend on the level of self-regulation development. On the theoretical grounds of the problem of self-regulation, self-regulation is regarded as complicated mechanism which provides planning and realizing person's actions in accordance with the aim determined. The necessity and directions of activation processes in future teachers’ self-regulation have been determined. It presupposes future teachers’ awareness of self-regulation, main theoretical categories (structure, functions, components) and realizes through motivational sphere formation, subject and activity skill development, adequate self-esteem ability training. Principles, methods and means of activation of self-regulation processes have been presented. It has been concluded that self-regulation is a condition for future teachers’ emotional competence development, an important component of educational and pedagogical competence and a significant factor for educational and pedagogical success.

Cluster analysis on Chinese university students’ conceptions of English language learning and their online self-regulation

This study investigated learners’ conceptions of learning English and their online self-regulation in a web-based learning environment among. Two questionnaires, Conceptions of Learning English (COLE) and Online Self-regulation of English Learning (OSEL) were administered to 843 university students in China. Based on their different conceptions of learning English, participants were clustered into four groups. Two groups of students considered the process of learning English as understanding and seeing in a new way or being test-oriented. Another two groups consisted of students with high commitment to or low engagement in learning English. The results of ANOVA analysis and Scheffé’s test revealed significant differences among the profiled participants in four groups. Students who considered learning English as understanding and seeing in a new way tended to have the strongest online self-regulatory competence. However, students who were test-oriented reported poorly in all aspects of online self-regulation. Our findings echoed previous studies on the relationship between conceptions of learning English and online self-regulation, particularly the negative association between learners’ test-oriented conceptions of learning English and their online self-regulation. This research enables us to better understand English language learners in China, particularly in the era of information technology.

Individual differences in neonatal white matter are associated with executive function at 3 years of age.

The development of executive function (EF) in early childhood contributes to social and academic aspects of school readiness and facilitates emerging self-regulatory competence. Numerous efforts are underway to identify aspects of early brain development that contribute to emerging EF. Existing research supports the importance of multiple white matter tracts for EF in older children and adults. However, this research has not been extended to young children. In this study, we consider neonatal white matter microstructure in relation to children's performance on a battery of EF tasks threeyears later. We obtained diffusion tensor imaging data from a sample of neonates (N = 27) shortly after birth. At 3years of age, children completed a computerized battery of EF tasks. The primary data analyses involved regression models estimated for each white matter tract. Multiple demographic and measure-related covariates were included in each model. A follow-up analysis of tracts determined to be associated with EF examined individual data points along those fibers. Among the white matter tracts analyzed, the cingulum was significantly associated with EF at 3yearsof age. Specifically, lower axial diffusivity values along the cingulum were associated with increased performance on the EF battery. Results are discussed as providing initial evidence that individual differences in neonatal brain structure may facilitate the acquisition of EF abilities in early childhood. These findings are consistent with previous research that supports the value of the cingulum for higher-order cognitive abilities. Cautions and implications of these results are considered.

Influence of Self-Regulation and Social Competence on Academic Achievement of Lower Primary School Pupils in Osun State, Nigeria

This study determined the prevalence of se1f regulatory skills (behavioural, emotional,verbal) and assessed the level of social competence of primary school pupils in Osun State. The study further examined the influence of self-regulatory skills and social competence on primary school pupils’ academic achievement. These were with a view to providing information on the association between Self-regulation and Social Competence in relation to lower Primary School Pupils’ academic achievement in Osun State Nigeria. The study adopted the correlational survey research design. The population for the study comprised primary III pupils in Osun State. Sample size consisted of 418 Primary III pupils selected using the multistage sampling procedure. Firstly, from the three Senatorial districts in Osun State, nine Local Government Areas (LGAs) were selected using simple random sampling technique (three from each senatorial district). Secondly, in each LGA, two primary schools were selected using simple random sampling technique. Thirdly, eighteen intact classes of primary Ill pupils were selected from each of the selected schools using the simple random sampling technique.The three instruments used for this study were: Sell-Regulation Observation Scale (SROS) Teachers Rating Scale (TRS); and Pupils’ Achievement Test (PAT). Data was analyzed using percentage and chi-square. The results showed that the level of primary school pupils’ behavioural self-regulatory skill was low (30%), emotional self-regulatory skill was at average (43%) while the verbal self-regulatory skill was low (27%). Overall, the level of self-regulatory skills of primary school pupils’ was low (39%). The results also indicated that the level of’ manifestation of social competence was high (64%). Results further showed that there was a statistically significant influence of self-regulatory skills and social competence on primary school pupils’ academic achievement (x2= 873.532, p<0.05). The study concluded that whilst Self-regulatory skill contributed little to pupils‘ academic achievement, Social Competence greatly influenced primary school pupils’ academic achievement in Osun State.

Why High School Grades Are Better Predictors of On-Time College Graduation Than Are Admissions Test Scores: The Roles of Self-Regulation and Cognitive Ability

Compared with admissions test scores, why are high school grades better at predicting college graduation? We argue that success in college requires not only cognitive ability but also self-regulatory competencies that are better indexed by high school grades. In a national sample of 47,303 students who applied to college for the 2009/2010 academic year, Study 1 affirmed that high school grades out-predicted test scores for 4-year college graduation. In a convenience sample of 1,622 high school seniors in the Class of 2013, Study 2 revealed that the incremental predictive validity of high school grades for college graduation was explained by composite measures of self-regulation, whereas the incremental predictive validity of test scores was explained by composite measures of cognitive ability.

Interplay of motivation and self-regulation throughout the development of elite athletes

ABSTRACT Recent development in the understanding of human motivation has highlighted the crucial and reciprocal role of motivation on cognitive processes. In elite sport settings, athletes are subject to external forces that do not necessarily correspond with their inherent drives. However, they seem to develop cognitive competencies to cope with external forces, when planning, monitoring, and reflecting on their high-level achievements. The current study aims to explore likely interactions between motivation and cognitive processes as athletes develop from novice to elite levels. Five female Olympic and World Championship medallists were interviewed. A thematic analysis revealed how motivation and self-regulation competencies interchangeably influenced athletes’ career trajectories asynchronously. Chronologically, four themes emerged: 1) Motivational shifts evoked planning and self-control competencies, 2) The external control constrained athletes’ self-regulation, 3) Self-control and reflection in extrinsically driven athletes, and 4) Elite athletes’ multidimensional motivation and self-regulation profile. Initially, intrinsic motivation prompted athletes’ participation, but the competitive nature of sport activities led to a shift toward more external forms of motivation. This motivational shift was accompanied by changes in self-regulation competencies, particularly planning and self-control, rather than self-reflection. Over time, athletes’ increased sport-specific self-confidence contributed to further refinement of self-regulation competencies and integrated motivational regulations. Rather than exploring motivation and cognitive competencies individually, current study findings highlight dynamic interactions between these concepts that influences athletes’ ongoing development to elite level performances.

TRABALHO COLABORATIVO NO 1° CICLO: SUPORTE PERCEBIDO E REGULAÇÃO PARTILHADA

Resumo A regulação partilhada é um elemento essencial na aprendizagem colaborativa e os trabalhos de grupo representam boas oportunidades para que o indivíduo possa desenvolver competências autorregulatórias por meio de interações com os outros. O presente estudo procurou compreender de que forma os alunos percecionam a regulação partilhada em trabalhos de grupo e como se apoiam enquanto equipa na regulação das tarefas e na resolução de problemas. Participaram do estudo 251 alunos de 3º e 4º ano do 1º ciclo do ensino básico. Os resultados mostraram que os alunos identificam facilitadores e não facilitadores na regulação partilhada da tarefa, tendo o suporte do grupo um papel relevante como facilitador. Discutem-se implicações práticas assim como as limitações do estudo.

Callous-Unemotional Traits and Effortful Control Mediate the Effect of Parenting Intervention on Preschool Conduct Problems

Parenting intervention (PI) is an effective treatment for children's conduct problems (CP) that has been shown to be mediated by improved parenting practices and parenting self-efficacy. Recently, Hitkashrut's randomized controlled trial demonstrated that ineffective parenting (IP) mediated effects on callous-unemotional (CU) traits and effortful control (EC), while controlling for more general treatment effects on CP. These temperament and personality-based features predict the formation of early-onset antisocial trajectories with poor long-term prognosis. The objective of this study was to use Hitkashrut's 3-wave dataset to test posttreatment EC and CU mediation of treatment effect on 1-year follow-up CP, and to determine whether mediation by each child-level potential mediator remains significant when tested concurrently with the parenting mediator. Parents of 209 3-5year-old preschoolers (163 boys; 46 girls), with subclinical-clinical range CP were assigned to 14-session co-parent training groups (n = 140 couples), or to minimal intervention control groups (n = 69 couples). Assessments were based on both parents' questionnaires. An intent-to-treat analysis showed that EC and CU traits simultaneously mediated treatment effects on CP in one EC/CU mediational model. The concurrent testing of child- and parent-level mediators showed mediation by IP and CU traits in the CU/IP model, and IP mediation in the EC/IP model. Similar results were obtained in mediational analyses that controlled for the shared variance between the mediators and CP at T2. Overall, the findings support an intervention model of coaching parents of high-CP children to promote moral self-regulatory competencies while concurrently applying behavioral methods that directly target CP.

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

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

Waiting for the Second Treat: Developing Culture-Specific Modes of Self-Regulation.

The development of self-regulation has been studied primarily in Western middle-class contexts and has, therefore, neglected what is known about culturally varying self-concepts and socialization strategies. The research reported here compared the self-regulatory competencies of German middle-class (N=125) and rural Cameroonian Nso preschoolers (N=76) using the Marshmallow test (Mischel, 2014). Study 1 revealed that 4-year-old Nso children showed better delay-of-gratification performance than their German peers. Study 2 revealed that culture-specific maternal socialization goals and interaction behaviors were related to delay-of-gratification performance. Nso mothers' focus on hierarchical relational socialization goals and responsive control seems to support children's delay-of-gratification performance more than German middle-class mothers' emphasis on psychological autonomous socialization goals and sensitive, child-centered parenting.

Pathways from maternal effortful control to child self-regulation: The role of maternal emotional support.

This study examined the direct and indirect pathways from maternal effortful control to 2 aspects of children's self-regulation-executive functioning and behavioral regulation-via maternal emotional support. Two hundred seventy-eight children and their primary caregivers (96% mothers) participated in laboratory visits when children were 4 and 5 years, and teachers reported on children's behavior at kindergarten. At the 4-year assessment, maternal effortful control was measured using the Adult Temperament Questionnaire (Evans & Rothbart, 2007) and maternal emotional support was observed during a semistructured mother-child problem-solving task. At the 5-year assessment, children's executive functioning was measured using laboratory tasks designed to assess updating/working memory, inhibitory control, and cognitive flexibility, whereas behavioral regulation was assessed via teacher-report questionnaires on children's attention control, discipline and persistence, and work habits. Results from structural equation modeling indicated that, after controlling for child gender and minority status, and maternal education, maternal effortful control was indirectly associated with both child executive functioning and behavioral regulation through maternal emotional support. Maternal effortful control had a direct association with children's teacher-reported behavioral regulation but not observed executive functioning. These findings suggest that maternal effortful control may be a key contributing factor to the development of children's self-regulatory competencies through its impact on maternal emotional support. (PsycINFO Database Record

Regulating Cannabis Social Clubs: A comparative analysis of legal and self-regulatory practices in Spain, Belgium and Uruguay

BackgroundCannabis Social Clubs (CSCs) are a model of non-profit production and distribution of cannabis among a closed circuit of adult cannabis users. CSCs are now operating in several countries around the world, albeit under very different legal regimes and in different socio-political contexts. AimIn this paper we describe and compare the legal framework and the self-regulatory practices of Cannabis Social Clubs in three countries (Spain, Belgium, and Uruguay). The objective of our comparative analysis is to investigate how CSCs operate in each of these countries. To foster discussions about how one might regulate CSCs to promote public health objectives, we conclude this paper with a discussion on the balance between adequate governmental control and self-regulatory competences of CSCs. MethodsThe data used for this analysis stem from independently conducted local studies by the authors in their countries. Although the particular designs of the studies differ, the data in all three countries was collected through similar data collection methods: analysis of (legal and other documents), field visits to the clubs, interviews with staff members, media content analysis. FindingsWe identified a number of similarities and differences among the CSCs’ practices in the three countries. Formal registration as non-profit association seems to be a common standard among CSCs. We found nevertheless great variation in terms of the size of these organisations. Generally, only adult nationals and/or residents are able to join the CSCs, upon the payment of a membership fee. While production seems to be guided by consumption estimates of the members (Spain and Belgium) or by the legal framework (Uruguay), the thresholds applied by the clubs vary significantly across countries. Quality control practices remain an issue in the three settings studied here. The CSCs have developed different arrangements with regards to the distribution of cannabis to their members. ConclusionsBy uncovering the current practices of CSCs in three key settings, this paper contributes to the understanding of the model, which has to some extent been shaped by the self-regulatory efforts of those involved on the ground. We suggest that some of these self-regulatory practices could be accommodated in future regulation in this area, while other aspects of the functioning of the CSCs may require more formal regulation and monitoring. Decisions on this model should also take into account the local context where the clubs have emerged. Finally, the integration of medical supply within this model warrants further attention.

The Effect of the Flipped Learning on Self-directed and Self-regulation Competence of Pre-teacher Students

The Effect of the Flipped Learning on Self-directed and Self-regulation Competence of Pre-teacher Students

Contents Analysis of Addiction Prevention in Middle School Textbooks

Purpose The purpose of this study was to analyze addiction prevention related content shown in middle school text books. Methods Using a combination of the terms “addiction”, “drug”, “medicine”, “personal preference”, “smoking”, “drinking”, “sex”, “misuse” or “abuse” as key words, the researchers screened the table of contents of 23 randomly selected middle school textbooks from the 2009 curriculum. Finally 13 textbooks (physical education=10, health=3) were selected for this study, and analyzed using Krippendorff's contents analysis. Results Through in-depth discussion and investigation of the relevant textbooks, content related to addiction prevention included material addiction (77.8%) and behavioral addiction (22.2%). The construction of addiction prevention in middle school textbooks included understanding addiction, rejection of peer temptation, and empowerment of self-control. Conclusion When developing an intervention for addiction prevention that targets middle school students, education with accurate addiction information must be considered so that the students have the correct knowledge about addiction and addiction prevention. Additionally, the ability to reject peer temptation when invited to act upon related addiction behaviors should be treated seriously. The empowerment of self-control is also important, and can be promoted through strengthening self-regulation competence. Key words: ì²­ì†Œë „; 알코올 ì¤‘ë ; 약물 ì¤‘ë ; ë¬¸í—Œê³ ì°°; 교과서 Key words: Adolescents; Alcohol addiction; Drug addiction; Review literature; Textbooks

Self-regulatory dimension of teachers' intercultural competence: Development and psychometric evaluation of new scales

Self-regulation is a key issue for teachers. Self-regulatory competencies help teachers maintain both their well-being and professional commitment. This is of particular importance when it comes to teaching in culturally diverse classrooms. However, this facet is generally neglected when Teacher Education supports pre- and inservice teachers in the development of their intercultural competencies. Against this background, the current paper deals with the development of three scales for the assessment of self-regulatory aspects of teachers' intercultural competence - the Teacher Cultural Diversity Flexibility Scale (TCDFS), the Teacher Cultural Diversity Emotional Regulation Scale (TCDERS), and the Teacher Cultural Diversity Tolerance for Ambiguity Scale (TCDTAS). Each scale was developed and validated in two forms: one referring to minority students in general, and one referring specifically to Roma students. The results indicate generally good reliabilities (αs from .74 to .91) and a unifactorial structure for each of the proposed scales. Both forms (general and the one for the Roma) of the TCDFS and the TCDERS also demonstrated concurrent validity. An assessment based on these scales may better inform training interventions aiming to develop self-regulatory aspect of teachers' intercultural competence and to measure the outcomes and efficacy of such interventions. However, correlation analyses have also revealed some weaknesses of the TCDTAS. In the light of these results, further efforts should be directed at reanalysing the construct of self-regulation in dealing with diversity.

Burnout syndrome and wellbeing in anesthesiologists: the importance of emotion regulation strategies.

Anesthesiologists face stressful working conditions that can culminate in burnout syndrome. Despite various studies and protective measures which have attempted to prevent this situation, burnout continues to be a problem within the profession, impacting negatively on physicians' lives and their performance. In this review article mechanisms and consequences of burnout are described in addition to individual strategies for stress management and burnout reduction with potential impact on health care quality and wellbeing in anesthesiologists. Organizational strategies appear to have an important role in burnout reduction but need to be used in conjunction with individual programs. The latter are essential to both reducing stress and burnout in anesthesiologists and improving happiness and wellbeing. New measures of emotion regulation strategies such as mindfulness, self-compassion, resilience and empathy promotion have been shown to be approaches with substantial supporting evidence for reducing burnout and improving stress management. The evaluation and implementation of these self-regulatory competencies is a challenge. Further research is necessary to identify which programs will best suit the needs of anesthesiologists and to measure their effects on patient care and health care system quality.

Bewegungsbezogene Gesundheitskompetenz als integrative Zielgröße in Bewegungstherapie und Gesundheitssport – Konzeption und Validierung eines Erhebungsverfahrens

Health literacy represents an increasingly important subject in health sciences. This article initially illustrates a domain-specific model of physical activity-related health competence. Movement competence, control competence, and PA-specific self-regulation competence are described as sub-competencies. This article further aims to develop and validate a questionnaire for certain aspects of physical activity-related health competence, especially to record control competencies, which have yet to be operationalized. The questionnaire was tested after a pilot study in two study groups: In study A, 1028 persons were interviewed in written form at the beginning of a medical rehabilitation program (female: 44.0 %; Mean (M) age = 53.8 years; Standard Deviation (SD) age = 9.2 years). In study B, 1331 participants in fitness- and health-related programs of the university sports were interviewed via an online questionnaire (female: 83.0 %; Mage = 53.8 years; SDage = 9.7 years). Exploratory and confirmatory factor analyses show that domain-specific facets can be differentiated for physical activity-related health competence. Furthermore, the results of structural equation modeling analyses provide evidence that control competence is associated not only with the amount of physical activity, but also with motor function. These findings support the assumption that physical activity-related health competence contributes to the health benefits of physical activity. The questionnaire developed in this study thus enhances the possibilities of competence-orientated research within sport-scientific applications in the area of exercise therapy and health sports.

A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course

The flipped classroom is a well-recognized learning mode that enables effective practice and interactions among teachers and students in the class by switching the in-class instructional time and out-of-class practicing time. However, owing to their lack of self-regulated competence, most students might fail to browse and comprehend the instructional materials out of class by themselves. In this paper, a self-regulated flipped classroom approach is proposed to help students schedule their out-of-class time to effectively read and comprehend the learning content before class, such that they are capable of interacting with their peers and teachers in class for in-depth discussions. In order to evaluate the effectiveness of the proposed approach, a quasi-experimental design was employed in an elementary school Mathematics course. The experimental group students learned with the self-regulated flipped classroom approach, while the control group students learned with the conventional flipped classroom approach. The study was conducted using a quantitative approach. The instruments used were a performance test, and questionnaires of self-efficacy and self-regulation. The experimental results indicated that the post-test score of the experimental group was significantly higher than that of the control group. It was also found that the higher self-regulation students showed significantly different learning achievements when learning with different approaches, while there was no significant difference between lower self-regulation students with the different learning approaches. Moreover, the experimental group showed significantly higher self-efficacy than the control group. In addition, the learning log analysis results further showed that, conforming to the objective of the self-regulated strategy, the students would determine the goals for the next learning phase based on their current performance. To sum up, the findings of this study indicate that integrating the self-regulated strategy into flipped learning can improve students’ self-efficacy as well as their strategies of planning and using study time, and hence they can learn effectively and have better learning achievements.

Self-regulation capacity is linked to wellbeing and burnout in physicians and medical students: Implications for nurturing self-help skills

Self-regulation capacity relates to important self-help skills allowing individuals to effectively manage their thoughts, feelings, and actions to attain goals while mastering a demanding environment. The purpose of this study was to investigate the relationship between self- regulation capacity, psychological wellbeing, and burnout in 37 Canadian medical students and 25 physicians. Regression analyses showed that self-regulation capacity positively predicted psychological wellbeing and negatively predicted burnout for both groups. Concerning the dimensions of purpose in life and environmental mastery, the benefits of self-regulatory capacity were particularly pronounced for physicians. Implications for developing self-regulation competence to maintain optimal mental health are discussed.