Self-regulatory Failure Research Articles

Identifying Social-Cognitive Factors Influencing Aggression in Adolescents: A Cross-Sectional Indian Study

Adolescence is a critical period during which the likelihood of experiencing self-regulation failures like aggressive outbursts is increased. Recent Indian studies on adolescents have reported an increasing incidence of aggressive acts during this time of transition, which is a threat to the adolescent, the victim and society in general. This study focuses on the social-cognitive perspective, implying that aggression is a social behaviour that is largely affected by one’s beliefs about the acceptability of aggression and the degree of cognitive and effortful control they have over their emotions. Such beliefs are likely to be influenced by emotion socialisation, wherein parents and peers act as key agents. With this perspective, the current study, through a mediational model, explains the social-cognitive factors predicting aggressive behaviour in adolescents. This is a cross-sectional, descriptive study carried out on a sample of 475 adolescent students from the Delhi-NCR region recruited through purposive sampling. The data were collected through self-report questionnaires from schools and colleges. The model was tested using SPSS AMOS and was found to be a good fit for the data. The findings of this study are crucial from a risk and intervention perspective. It emphasises the need to build socially and emotionally competent students who not only have the skills needed to succeed but also nurture healthy social relationships and maintain positive mental health through adaptive emotion regulation skills.

Concept of economic crimes in legal doctrine and legislation, their differentiation

Ukraine’s transition to a market economy, the development of entrepreneurship, the promotion of competition, and the expansion of foreign trade contributed to the creation of new opportunities for criminal activity in the economic sphere. At the same time, the low probability of detection and the high profits associated with economic crime make the economic sphere very attractive to criminals. In turn, the huge losses associated with economic crime undermine social protection systems and destabilize economic systems, thus clearly indicating a failure of self-regulation. The legislator, having in mind economic crimes, operates with the concept of “CRIMINAL OFFENSES IN THE SPHERE OF ECONOMIC ACTIVITY” (Chapter VII of the Criminal Code of Ukraine) and is limited only to their list. According to the legislative approach, an economic crime can be defined only as a socially dangerous culpable act (action or inaction) committed by the subject of the criminal offense provided for by the Criminal Code of Ukraine and provided for by the provisions of Chapter VII of the Special Part of the Criminal Code. At the same time, on the basis of the generalized data of the legislative and doctrinal approach, it is proposed to define an economic crime as a socially dangerous culpable act (action or inaction) committed by the subject of a criminal offense, which consists in the implementation of illegal economic activity (economic processes, relations, operations) or violation of requirements for legal economic activity to satisfy the selfish interests of a person or a group of persons, encroaches on the sphere of economic relations and poses a threat to the economic security of the state, leads to an imbalance of the state’s economic system. At the same time, the so-called economic crimes (Chapter VII of the Criminal Code of Ukraine - criminal offenses in the sphere of economic activity) should be separated from crimes due to which law enforcement agencies can interfere in the sphere of economic relations. Economic crimes can be differentiated according to various criteria: according to the spheres of social relations that regulate one or another type of economic activity; according to the content of the committed crime; by immediate main and additional objects; by subject characteristics; by criminal law characteristics.

The Effects of Professional Occupational Competence Deficiencies on the TVET Lecturers: A Case Study

The quality of TVET college lecturers significantly affectsthe development and performance of students and, as a consequence, the economy. This study utilises Wenger’s theory of social learning to explore the impactof professional occupational competence deficiencies on TVET lecturersat selected public colleges in Gauteng Province, South Africa. This study aimedto explore the effects of professional occupational competence deficiencies on the TVET lecturers across selected TVET colleges in the Gauteng Province, South Africa. Central to the challenge of lecturersprofessional occupational competence deficiencies is the lack of training and development to capacitate them with the necessary knowledge and skills to ensure that they play their roles optimally in providingstudents with quality education. A case study design was adopted in this study, underpinned by a qualitative research approach. A purposive sampling technique was used to select participants from five public TVET colleges in Gauteng Province. Data were collected from fifteen sampled participants through semi-structured interviews and processed through Atlas.ti. Thematic analysis technique was used to analyse the data.The findings of this study show that due to professional occupational competence deficiencies, TVET lecturers are experiencing profound challenges such as low self-efficacy, self-regulation failure, low motivation, anger, and resentment towards college management.To improve TVET lecturers’ competence, efforts need to be made to focus on teaching professional occupational competenciesas a priority. This study outlines the challenges that professional occupational competence deficiencies pose for the TVET sector and, by implication,the national development imperatives of South Africa.

Failure to morally self-regulate: deindividuation and moral disengagement from pro-environmental behavioural intentions across tourism and home contexts

ABSTRACT This study extends current research on cross-contextual inconsistencies in pro-environmental behaviour (PEB) intentions. We compare the mechanisms influencing PEB intentions in tourism and post-visit home contexts. We find that moral obligation, moral disengagement, and perceived anonymity are consistently linked with PEB intentions in both contexts, but public self-awareness has a substantial impact on PEB intentions only during travel. While public self-awareness does not work consistently in relation to PEB intentions across tourism and home contexts, perceived anonymity has a consistently strong impact on moral disengagement and PEB intentions in both contexts. This study extends previous research on the contextual inconsistency of PEB intentions by elucidating the mechanisms by which deindividuation (anonymity and absence of public self-awareness) may limit PEB intentions through failure of moral self-regulation. This research also contributes to the literature on moral disengagement and deindividuation by demonstrating how the predictive effects of deindividuation components depend on the environment. Our findings will help practitioners and policymakers to devise effective, context-aware strategies to promote sustainable behaviours.

How Passion for Work Shapes Work-Family Interactions: A Conceptual Framework Exploring the Roles of Psychological Capital and Self-Regulation Failure

The belief that a life of passion is a life well-lived serves as a perpetual motivator to pursue work aligned with one’s passion. Both work and family are essential life domains in many people’s lives, and they often interconnect, impacting each other. In the workplace, passion is a highly desired but under-researched employee characteristic, offering benefits like positive emotions and improved performance but also carrying risks, such as inflexibility. Drawing on job demands-resources theory and conservation of resources theory, our inquiry offers an integrative conceptual framework that combines insights from positive psychology, organizational behavior, and human resource development (HRD) literature. This framework enhances our understanding of how work passion connects to the work-family interface, considering the roles of psychological capital and self-regulation failure in interactions beyond work. Our study includes implications for HRD practitioners motivated to promote change initiatives and an agenda for future research for HRD scholars.

The Growth of Desire in Intersubjective Space

ABSTRACT Contrasting the work of French child psychoanalyst Françoise Dolto with that of American Relational theorist Jessica Benjamin yields significant shared sensibilities, notably regarding what was in Dolto’s context a radical assertion of the small child as subject who needed to be considered as such, and the role of the parent’s relating and communications in nurturing both subjectivity and agentic desire. However, Benjamin’s writing makes clear not only that the parent’s subjectivity is central to the child’s affective experience, but the waysthe child’s subjectivity takes shape in response to the mix of attunement, rupture, acknowledgment and repair. This makes parenting both riskier and more intimate; children can experience recognition that is inherently mutual, but are also more vulnerable to parental failures of both responsiveness and self-regulation. Relational perspectives are also considered regarding conscious and unconscious parental transmissions as they influence the development of a child’s desire.

Do Smartphone Addiction and Self-Regulation Failures Affect Students' Academic Life Satisfaction? The Role of Students' Mind Wandering and Cognitive Failures.

The purpose of this study is to investigate how smartphone addiction and self-regulation failure influence students' academic life satisfaction considering the impacts of students' mind wandering and cognitive failures. It also sought to look at how students' minds wander, and cognitive failures are affected by smartphone addiction and self-regulation failure among university students. The WarpPLS-SEM software was used to analyze the research data retrieved from a sample of 950 undergraduate students from universities in Egypt and the Kingdom of Saudi Arabia (KSA). In both countries, the findings revealed that students' smartphone addiction and self-regulation failures negatively affect students' academic life satisfaction and positively affect students' mind wandering and cognitive failures. Additionally, smartphone addiction is positively related to failures of students' self-regulation. Besides the negative influences of students' cognitive failures on their academic life satisfaction, cognitive failures mediated negatively the relationship between mind wandering and students' academic life satisfaction. Finally, students' mind wandering mediated the relationship between smartphone addiction, self-regulation failure, and academic life satisfaction. The study introduces fresh insights into the study variables that can be used to expand the literature on academic life satisfaction. The study provides theoretical and practical contributions to students, educators, and policymakers of education.

THE NEED FOR DIRECT STATE REGULATION IN THE CONTEXT OF THE ‘TAKEOVER CODE’ FOR CORPORATE CONTROL IN THE UK

The Takeover Code and Panel are integral to the regulation of mergers and acquisitions (M&As) and have a substantial role in controlling mergers and acquisitions which involve publicly traded companies in the UK. They serve to safeguard the interests of shareholders, maintain the integrity of shareholders and promote transparency in takeover processes in the UK. Therefore, undertakings somehow involved in takeover processes and bids must adhere to the Takeover Codes’ rules. In line with the Takeover Code, the Takeover Panel plays a crucial role in overseeing and enforcing the rules of the Takeover Code. However, the success of the Takeover Code and Panel is argued a lot lately. This article critically evaluates whether the historical development, substantive rules and current practice of the Takeover Panel and Code demonstrate a failure of self-regulation (market regulation). As a result, the need for direct state regulation of the market for corporate control is found. Thus, the remedy to the problem arising from the nature of the Takeover Code is searched in line with the Panel decisions, statutes and academic commentary.

The intrapsychic process of academic procrastination: How should-thinking aggravates self-regulatory failure

This study aimed to investigate whether should-thinking affects academic initiation procrastination, separately from or in addition to the paths examined in previous studies, and whether the theoretical pathways differ according to school level. Using data from 1447 middle school, high school, and college students, we conducted a multigroup analysis by school level and moderated mediation analysis, with should-thinking as the moderator. The moderating effect of should-thinking on feeling overwhelmed was found only in middle and high school students. The path from academic difficulties to feeling overwhelmed, academic burnout, to academic procrastination was observed across all the groups. Our results suggest the interventions needed for academic initiation procrastination at the school level. Educational relevance statementThe current research provides an additional possible explanation for how will is weakened from the self-regulation perspective during the intrapsychic process of academic procrastination by examining the role of should-thinking. By examining theoretical paths according to school level separately, we surmised that path changes might occur during the school-level transition period, providing implications for future studies to clarify the various academic initiation procrastination processes based on the school level. This is significant because the findings of this study will enable researchers and practitioners to gain insight into interventions to alleviate academic initiation procrastination by considering developmental aspects.

Relating neighborhood deprivation to childhood obesity in the ABCD study: Evidence for theories of neuroinflammation and neuronal stress.

We evaluated whether relationships between area deprivation (ADI), body mass index (BMI) and brain structure (e.g., cortical thickness, subcortical volume) during preadolescence supported the immunologic model of self-regulation failure (NI) and/or neuronal stress (NS) theories of overeating. The NI theory proposes that ADI causes structural alteration in the brain due to the neuroinflammatory effects of overeating unhealthy foods. The NS theory proposes that ADI-related stress negatively impacts brain structure, which causes stress-related overeating and subsequent obesity. Data were gathered from the Adolescent Brain Cognitive Development Study (9 to 12 years old; n = 3,087, 51% male). Linear mixed-effects models identified brain regions that were associated with both ADI and BMI; longitudinal associations were evaluated with mediation models. The NI model included ADI and BMI at 9 to 10 years old and brain data at 11 to 12 years old. The NS model included ADI and brain data at 9 to 10 years old and BMI at 11 to 12 years old. BMI at 9 to 10 years old partially mediated the relationship between ADI and ventral diencephalon (DC) volume at 11 to 12 years old. Additionally, the ventral DC at 9 to 10 years old partially mediated the relationship between ADI and BMI at 11 to 12 years old, even in youth who at baseline, were of a healthy weight. Results were unchanged when controlling for differences in brain structure and weight across the 2-years. Greater area deprivation may indicate fewer access to resources that support healthy development, like nutritious food and nonstressful environments. Our findings provide evidence in support of the NI and NS theories of overeating, specifically, with greater ADI influencing health outcomes of obesity via brain structure alterations. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Depression and bedtime procrastination: Chain mediation of brooding and perceived stress

This study aimed to investigate the relationships between depression and bedtime procrastination (BP), and the mediating effect of the brooding and perceived stress (PS). Based on the self-regulatory failure theory of procrastination in a temporal context and response styles theory, we constructed a chain mediation model. Total of 1136 participants (389 males and 747 females) completed the online questionnaire. In the present study, the participants were asked to fill The Beck Depression Inventory-II (BDI-II), Bedtime Procrastination Scale (BPS), Perceived Stress Scale (PSS) and Ruminative Responses Scale (RRS). The results showed that high level of depression positively affected brooding, and high level of brooding further positively affected PS, thus leading to BP. However, we did not find the mediating effect of brooding between depression and BP. This indicated that mood plays an important role in the mechanism of depression's effect on BP. The findings revealed pathways between depression and BP and was of great significance for the intervention of BP.

The role of autonomy support from teachers in young learners’ self-regulation in dyadic contexts: An examination through three-level multilevel analysis

BackgroundAutonomy-supportive contexts are thought to promote students’ self-regulation. However, research looking at this link empirically, in naturalistic dyadic contexts and in young learners, is scarce. AimsTo address this gap, we adopted an observational approach and investigated whether autonomy-supportive teaching is related to pupils’ self-regulation in one-to-one music lessons. We explored specific aspects of positive self-regulation and the under-researched area of failures in self-regulation. Sample22 teachers and their 42 pupils (aged 5–11). MethodsWe video-recorded each teacher-pupil dyad during a one-to-one lesson, and 231 observation segments were collected. ResultsUsing 3-level multilevel modelling and DSEM (observations nested within pupils nested within teachers), our findings indicated that teachers' autonomy support is positively related with pupils' positive self-regulation, and negatively related to pupils’ failures in self-regulation. We also identified which specific autonomy-supportive behaviours were related to self-regulation. ConclusionsThis study can inform teaching practice and inspire further research into learners' self-regulation and teachers’ autonomy support.

Effects of a Meditation-Based Healing Program on Stress Level, Stress Vulnerability, and Sleep Quality of Fire Officers

Fire officers work in a high-risk environment and are exposed to repetitive stressful situations. In this study, an intervention using a meditation-based healing program was applied to examine the effects on stress level, stress vulnerability, and sleep quality. The results showed significant changes in stress level, and its sub-factors, that is, somatization, depression, and failure of self-regulation after the intervention program, but not in stress perception and anxiety. In contrast, significant changes were observed in stress vulnerability but not in its sub-factors: emotion suppression, neuroticism, and perfectionism. Significant changes were observed in sleep quality as well. In conclusion, the meditation -based healing program was effective in reducing stress levels, improving stress vulnerability, and improving sleep quality. Thus, this study suggests that mind subtraction meditation can be used to improve the mental health of fire officers.

Cross-lagged relations between delayed actions and the wandering mind

The present study investigated the longitudinal relationship between procrastination and mind wandering. A total of 196 Chinese adults participated in the study across three time points, spaced four months apart. Findings based on a cross-lagged panel model suggested that procrastination predicted mind wandering over time, but not the vice versa, thereby indicating the unidimensionality of effects from procrastination to mind wandering. Procrastination may be attributed to self-regulatory failure, resulting in off-task activities such as mind wandering. However, mind wandering does not necessarily lead to dilatory behaviors. The present findings provide insight to practitioners regarding the predictive effects of procrastination on mind wandering.

The effects of fragmented and sticky smartphone use on distraction and task delay

The smartphone has become an integral part of adolescents’ daily life. Despite the countless affordances of smartphones, concerns have been raised about their enormous potential to cause failures in self-regulation, such as distraction and task delay. The current study investigated whether two smartphone usage patterns, fragmented and sticky smartphone use, are associated with distraction and task delay. For three weeks, we logged the smartphone usage of 160 adolescents (733,359 observations) and assessed their distraction and task delay six times a day with experience sampling (12,723 observations). Using Dynamic Structural Equation Modeling, we found that, overall, adolescents felt more distracted when their smartphone use was more fragmented or sticky. Exploratory analyses indicated that 77% of adolescents experienced increased distraction (i.e., β > .05) when their smartphone use was more fragmented, and 55% when it was sticky. Overall, adolescents did not report more task delay as their smartphone use was more fragmented or sticky. Nonetheless, 22% experienced increased task delay when their smartphone use was more fragmented, and 42% when it was sticky. Together, our findings underline the dynamic nature of smartphone use and its differential impact on self-regulation outcomes.

Merger Failure as Self-Regulation Failure: An Organizational Change Phenomenon in Merger Integration

Merger Failure as Self-Regulation Failure: An Organizational Change Phenomenon in Merger Integration

Evaluating the effectiveness of a brief digital procrastination intervention targeting university students in Sweden: study protocol for the Focus randomised controlled trial

IntroductionThe concept of procrastination can be described as a conscious, yet irrational, postponement of important tasks or decisions—despite awareness that the delay may lead to negative consequences. Procrastination behaviours are...

The Effect of Self-Regulated Learning Training on Student Academic Procrastination Behavior

Students have responsibilities as students of knowledge and complete academic tasks. The assignments given can help students to improve their understanding of the material presented. One of the problems that can be experienced by students related to academic assignments is that students often delay doing assignments in an academic context or what is known as academic procrastination. Academic procrastination is thought to be the result of a failure of self-regulation that adversely affects the well-being and academic performance of students. This problem was also found in students of the Psychology Study Program, Faculty of Public Health, Nusa Cendana University class 2017. One thing that can be done to overcome this problem is to provide Self-Regulated Learning training to students who often delay their academic assignments. This research was conducted to see the effect of Self-Regulated Learning training to reduce the level of academic procrastination behavior among students. This type of research is Quasi Experimental research. Participants in this study amounted to 13 students who have met the research requirements. The results of the analysis of research data indicate that Self-Regulated Learning training has an effect on reducing student academic procrastination behavior.

Emerging Trends of Self-regulated Learning: A Comprehensive Bibliometric Analysis

Barry J Zimmerman considered that self-regulated learning is an active learning process including strategy use, metacognition, and motivation. Self-regulation failure is the core problem of academic procrastination, which seriously threatens academic success. The present research aims to provide a complete outline of SRL and catch the trends and current hotspots. VOSviewer and Bibliometric software was used to analyze the data from the Web of Science core collection database. The results showed that there are a considerable number of publications of articles on self-regulated learning every year; the USA is the most influential country, and Maastricht University is the most productive institution; it is clear that most authors do not like to cooperate with others, which leads to major groups of writers like Azevedo Roger and Gasevic Dragan. The Frontiers in Psychology is an influential journal that received much more articles and citations. The main hotspots of self-regulated learning were: (a) self-regulated learning; (b) self-regulation; (c) metacognition; (d) motivation; (e) learning analytics. In a word, this study is useful for practitioners and scholars to comprehensively understand the trend of self-regulated learning research.

Executive Functioning, Daily Self-Regulation, and Diabetes Management while Transitioning into Emerging Adulthood.

Executive functioning (EF) predicts better Type 1 diabetes (T1D) management in the high-risk years after high school, but the daily self-regulation processes involved are unclear. To examine whether EF is associated with daily self-regulation that minimizes one's exposure or buffers adverse reactions to daily diabetes problems, and to determine whether these patterns become stronger during the transition out of high school. A measurement burst design with convenience sampling was used. Seniors in high school with T1D (N = 207; 66% female) completed self-report (i.e., Behavioral Rating Inventory of Executive Functioning) and performance measures of EF (i.e., Delis-Kaplan Executive Function System). A 14-day daily diary assessing self-regulation failures, diabetes problems, affect, and indicators of diabetes management was completed at baseline and 1 year later. Correlations and multilevel modeling were conducted. Lower self-reported EF problems were associated with lower average levels of daily self-regulation failures, and these variables were associated with fewer daily diabetes problems. In contrast, better EF performance was unrelated to average daily self-regulation failures, and was unexpectedly associated with more frequent diabetes problems in year 2. Equally across years, on days participants reported lower than their average levels of daily self-regulation failures, they had fewer diabetes problems, regardless of EF. On days with lower than average diabetes problems, participants reported better diabetes management indicators. EF generally did not buffer daily associations in either year. Regardless of EF, promoting daily self-regulation may prevent diabetes problems and promote T1D management in daily life at this high-risk transitional time.