Self-regulation Practices Research Articles

The 3-D Skills Model: a Randomised Controlled Pilot Study Comparing a Novel 1\u20131 Near-Peer Teaching Model to a Formative OSCE with Self-regulated Practice

IntroductionNear-peer teaching is a popular pedagogical teaching tool, with well-recognised benefits for students and tutors. There are multiple existing models to structure these interventions, but it is often unclear how they translate to academic attainment. We designed a novel near-peer teaching model that expands on previous research.MethodsOur model was piloted in a formative Objective Structured Clinical Examination (OSCE) setting, trialled on 22 pre-clinical medical students to establish feasibility, acceptability and descriptive outcomes that could inform the design of a larger study. Students were randomly assigned to intervention or control cohorts. Each cohort undertook 5 min formative OSCE assessments with either 3 additional minutes of structured teaching or 3 min of self-regulated practice before reattempting the first OSCE station. Checklist marking sheets for 1st and 2nd sittings were collected by independent external markers, in addition to a global assessment rating in which we used the Borderline Regression Method to establish the station pass mark.ResultsA quantitative and qualitative result analysis was performed, demonstrating that students gained on average 3 additional marks after teaching with this model. Students and student-tutors reported increased confidence, high course satisfaction and evidence of reflective practice.DiscussionWe established acceptability and feasibility outcomes. The descriptive outcomes will support the design of a larger, adequately powered study required to demonstrate translation to summative exam performance.

A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class

This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining information regarding students' awareness of their metacognitive skills and self-regulation habits. The participants were students from a pre-determined private university in Yogyakarta, where the reading classes are known to be student-centered. The results showed that while the students could create strategies and reflect upon said strategies, they still lacked a critical component of self-regulation, namely the preparation phase. This discovery means that the students need to be aware of the importance of preparing to meet specific goals and self-motivation.

What makes practice perfect? How tertiary piano students self-regulate play and non-play strategies for performance success

Self-regulated practice is critical to musicians’ development, but it is unclear what components of practice contribute to performance quality. This study aimed to explore tertiary music students’ practice using performance evaluations as indicators of practice efficacy. Five tertiary piano students prepared a quick study task of two pieces for a mock performance, in 2 hours over 2 days. An expert panel evaluated the mock performances and performers were ranked accordingly. Practice session recordings and interview transcripts were analysed according to the three phases of Self-Regulated Learning (forethought, performance, self-reflection) and linked to the pianists’ final performance evaluations. Successful pianists planned their practice and set interpretative goals, while their less successful peers practiced reactively without planning. The highest-ranked pianist’s self-regulation was facilitated by non-play practice which involved taking long pauses and using strategies such as score study, mark score, and listen to own recording. The lowest-ranked pianist failed to identify problems or self-evaluate effectively. Future studies should explore the use and content of non-play practice strategies, especially self-recording, to empower music students to develop and self-regulate their practice. The quick study task provided an effective practice assessment tool and could be used to diagnose and track practice approaches.

Right Broca’s area is hyperactive in right-handed subjects during meditation: Possible clinical implications?

Broca’s area, conventionally located in left (categorical) hemisphere of brain, is responsible for integrating linguistic and non-linguistic processing however, functionality of its right homolog remains partly understood and explored. This perception is based on the fact that in 96% of right-handed individuals, who constitute 91% of human population, the left hemisphere is dominant or categorical hemisphere. Here, we introduce novel scientific-based hypothesis that the right homolog of Broca’s region which we observed hyperactive during attention focused meditation, might further play an important role in patients with attention deficits and language and speech disorders. Meditation includes self-regulation practices that focus on attention and awareness to achieve better control on mental processes. The positron emission tomography of brain in twelve (12) apparently healthy male, right-handed long-term meditators showed that the right Broca’s area was significantly hyperactive (p = 0.002) during Meditation vs. Baseline while there was only a subtle increase in the activity of left Broca’s area. Our results suggest that hitherto partly explored and understood right homolog of the Broca’s area (referred to as right Broca’s area) may have some important role, especially during meditation which needs to be explored further.

Effects of Combining Meditation Techniques on Short-Term Memory, Attention, and Affect in Healthy College Students.

Meditation refers to a family of self-regulation practices that focuses on training attention and awareness to foster psycho-emotional well-being and to develop specific capacities such as calmness, clarity, and concentration. We report a prospective convenience-controlled study in which we analyzed the effect of two components of Preksha Dhyāna – buzzing bee sound meditation (Mahapran dhvani) and color meditation (leśyā dhyāna) on healthy college students. Mahapran and leśya dhyāna are two Preksha Dhyāna practices that are based on sound and green color, respectively. The study population represents a suitable target as college students experience different stress factors during the school year. This study measures the individual and combined effects of two techniques (one focusing on sound and one focusing on color), on short-term memory, attention, and affect, in novice meditators. We used a battery of cognitive, performance, and compared results with baseline and control values. We found improved cognition, especially attention, short-term memory, and affect in terms of positivity and reduced negativity. Overall, the two techniques produced variable benefits and subjects showed improved scores over baseline for short-term memory, cognitive function, and overall wellbeing. Further studies are required to understand underlying mechanisms for the observed differences between the two techniques and to elucidate mechanisms underlying the more pronounced and global benefits observed with the combined techniques. These results underscore a need to examine individual components of meditation practices in order to individualize treatment approaches for attention disorders in young adults.Clinical Trail Registration:ClinicalTrials.gov Identifier: NCT03779269.

Video feedback and the choice of strategies of college-level guitarists during individual practice

Developing musicians are expected to accumulate many hours of self-regulated practice to attain expertise on a musical instrument. The ability to choose appropriate strategies based on the internal and external feedback obtained while performing in the absence of the teacher’s support constitutes an important aspect of self-regulated practice. Nevertheless, performing and simultaneously monitoring the performance for feedback represents a challenge for any learner, therefore possibly affecting the resulting choice of strategies. A possible solution to this problem might be to videotape the performance and watching it afterwards to fully concentrate on each task. Studies that have used video feedback in the domain of sports suggest that there may be many similar potential benefits of self-recording for musicians’ self-regulation practices. In our study, we examined how video feedback might affect the choice of strategies of intermediate–advanced musicians ( n = 16) while practising a new piece of music. To attain this objective, we compared the number of qualitative text entries coded against an observation framework derived from observations of a group of musicians who used video feedback four times over a period of ten practice sessions with the number of coding entries of a group of musicians who did not use video feedback. Our results indicated that musicians who used video feedback practised at a slow tempo more often and that they played longer segments of the piece earlier in the learning process than the musicians who did not use video feedback.

Examining the role of Parent Emotional Self-Regulation and Feeding Practices in Preschool aged Child Emotional Eating: a Path Analysis

Examining the role of Parent Emotional Self-Regulation and Feeding Practices in Preschool aged Child Emotional Eating: a Path Analysis

Exploring Parental Self-regulation and Feeding Practices: a qualitative study of Parents of Pre-school aged Children’s Emotional Eating.

Exploring Parental Self-regulation and Feeding Practices: a qualitative study of Parents of Pre-school aged Children’s Emotional Eating.

The voice of community: self-care from the perspective of vulnerable populations. Brazil, 2019

Abstract Background Social vulnerabilities influence the beliefs and practices of people about care, resulting in worse health rates, including those related to self-care. Multidimensional care and the complexity of social vulnerability converge to lack of health resources and human rights violations. In this context, how do people perceive practices that promote individual and collective well-being? Methods Using qualitative methods, theoretically based on the notion of care as a way of being-in-the-world, according to Leonardo Boff. We conduct 24 interviews with participants belonged to the Parelheiros region and from Non-Governmental Organizations, in a Center of Excellence in Early Childhood in São Paulo. For data collection, focus group technique was used with material transcribed, and analyzed with thematic content analysis. Results Two themes emerged (1) Meanings of self-care: related to sense of agency, self- perception and self-regulation (2) Practices to promote self-care: related to promote friendship, voluntary work, psychotherapies, spirituality, breathing exercise, emotional regulation and dialogue. Conclusions Social vulnerability sometimes normalize lack of self-care in people's daily lives and work, due to perpetual social injustice The perceptions of self-care are broad and plural, based on the concept of care as a particular way of being-in-the-world. These results have implications in the field of public health, with regard to teaching and health promotion practices, reflecting the living conditions of social subjects. Key messages The research contributes to reflection on how the vulnerable populations, especially in the contexts of social and political crisis, organize themselves to care for their own through self-care. Promotion of individual and collective well-being in social vulnerability scenarios is in line with Global Health and involves reflecting on sustainable interdependence to maintain life with equity.

Creating, practicing, and reacting to music: A content analysis of research

Psychology of music, a science of the relations between humans and sound structures, is continuously developing. Given the growing number of publications in this domain, reviews of the literature are of value, as they integrate knowledge, informing and guiding future research endeavors. This article presents the results of a 47-year (1973–2019) content analysis of research on creating, practicing, and responding to music featured in The Psychology of Music journal. The purpose of our study was to identify and describe the themes in research on creating, practicing, and responding to music, indicating which study topics were the most often present in publications. We identified 17 categories of research topics and found that the largest number of publications dealt with predictors of music creating, self-regulated practice, or affective responses to music. Suggestions for developing and bolstering research and practice are provided.

Unpacking China’s Social Credit System: Informatization, Regulatory Framework, and Market Dynamics

Background China, with a population of 802 million internet users, a handful of the world’s largest internet companies, and an unfolding Social Credit System (SCS), is often criticized for exerting its data power to surveil and discipline its population.Analysis This article first provides a historical and situated analysis of the SCS as a part of China’s informatization and datafication processes. It then highlights problems in the current legal and regulatory data-protection framework and discusses the self-regulation practices of the private sector.Conclusions and implications Overall, this case study provides a historical and contextualized understanding of China’s SCS and related big data developments and assesses the implications of these development for the globalizing Chinese internet, technology companies and the Chinese public.

Getting stuck in writing: exploring elementary students’ writing self-regulation strategies

ABSTRACT To understand the self-regulatory strategies children used while writing, we asked 780 elementary school students in the United States, “What do you do when you get stuck in your writing?” Using an inductive approach to content analysis, we analysed their responses to an open-ended item on a survey on student motivation for patterns of self-regulatory behaviour. We examined how their responses differed according to gender, grade level, achievement, and writing self-regulation aptitude. Overwhelmingly, students described strategies like reviewing prewriting, brainstorming, and help-seeking– strategies proven effective for improving writing performance. Chi-square analysis revealed female, upper-grade level, and high-achieving students were significantly more articulate in reporting their strategies. Descriptive analysis revealed these students also reported regulating their behaviours and emotions such as taking a break or persisting at the task. There were no differences in strategy use based on self-regulation scores. We conclude with implications for writing self-regulation theory, research, and practice.

Driver Self-Regulation Practices in Older Drivers with and Without Mild Cognitive Impairment.

ObjectiveTo assess the impact of cognitive, socio-demographic and driving-related characteristics on self-regulation practices in older drivers with mild cognitive impairment (MCI) (determined by the Telephone Cognitive Screen (T-CogS) score), compared with drivers with no cognitive impairment.Design, Setting, ParticipantsA cross-sectional study collected information from 362 drivers with MCI and 611 drivers with no cognitive impairment, who were aged 65+ years, and were living in Western Australia between November 2018 and February 2019.MeasurementsSelf-reported self-regulation driving practices.ResultsThe majority of drivers with MCI (62.4%) and those with no cognitive impairment (57.1%) reported self-regulating their driving in at least one situation, in the past three months. The most common situations that both groups of drivers self-regulated in were “driving at night in the rain”, “parallel parking”, and “driving when raining”. Drivers with MCI were only significantly more likely to self-regulate when “making turns across oncoming traffic” and “driving at night”. They also had 39% greater odds of self-regulating in at least one driving situation, compared with drivers with no cognitive impairment (OR: 1.39, 95% CI=1.04–1.85, p=0.02). Females also had 2.3 times greater odds of self-regulating (OR=2.34, 95% CI=1.76–3.12, p<0.001). Drivers aged 75+ years had 1.6 times greater odds of self-regulating, compared with drivers aged 65–69 years (OR=1.58, 95% CI=1.12–2.23, p=0.01).ConclusionOlder drivers with MCI were more likely to self-regulate their driving, compared to drivers with no cognitive impairment, particularly in complex driving situations. This suggests that some drivers with MCI may be able to recognize their cognitive limitations and adjust their driving accordingly. However, several drivers with MCI, particularly males, did not self-regulate their driving. This highlights the importance of advising patients about the impact of MCI on driving ability, suitable self-regulation strategies, as well as monitoring their driving ability.

Психолого-педагогические ресурсы воинской йоги как инструментарий психофизической саморегуляции музыканта

The article discusses actual problem of musician’s psychophysical self-regulation in the modern world. The increase in the “degree of extreme” in musician’s profession puts forward increased requirements to his health and psychophysical stability, which is comparable to the requirements in combat sports and martial arts. The answer to these challenges is a “body-oriented” system of psychophysical self-regulation based on warrior yoga adapted for musicians. This system is being developped in the Problem laboratory of the Moscow Conservatory by the author professionally educated in music, sports and martial arts. The essence of the approach is described in the sections of the article, where yogic origins of modern bodyoriented systems, phenomenon and resources of warrior yoga are considered and conceptual guidelines are given, providing “navigation” in the content of adapted “warrior” methods and practices of psychophysical self-regulation.The latter are specified through links to the author’s publications and other sources. In conclusion, we touched upon the conduct of pilot master classes on the adapted complex of warrior yoga in the regions of Russia. It shows the relevance of such practices of psychophysical self-regulation in the musical and pedagogical community. It opens up prospects for their use in targeted consulting programs for teachers and students.

Decentralized Virtual Reality Training of Mastoidectomy Improves Cadaver Dissection Performance: A Prospective, Controlled Cohort Study.

Virtual reality (VR) simulation training can improve temporal bone (TB) cadaver dissection skills and distributed, self-regulated practice is optimal for skills consolidation. Decentralized training (DT) at the trainees' own department or home offers more convenient access compared with centralized VR simulation training where the simulators are localized at one facility. The effect of DT in TB surgical training is unknown. We investigated the effect of decentralized VR simulation training of TB surgery on subsequent cadaver dissection performance. Prospective, controlled cohort study. Otorhinolaryngology (ORL) teaching hospitals and the Danish national TB course. Thirty-eight ORL residents: 20 in the intervention cohort (decentralized training) and 18 in the control cohort (standard training during course). Three months of access to decentralized VR simulation training at the local ORL department or the trainee's home. A freeware VR simulator (the visible ear simulator [VES]) was used, supplemented by a range of learning supports for directed, self-regulated learning. Mastoidectomy final-product scores from the VR simulations and cadaver dissection were rated using a modified Welling Scale by blinded expert raters. Participants in the intervention cohort trained decentrally a median of 3.5 hours and performed significantly better than the control cohort during VR simulation (p < 0.01), which importantly also transferred to a 76% higher performance score during subsequent cadaver training (mean scores: 8.8 versus 5.0 points; p < 0.001). Decentralized VR simulation training of mastoidectomy improves subsequent cadaver dissection performance and can potentially improve implementation of VR simulation surgical training.

Comparison between elderly and young drivers’ performances on a driving simulator and self-assessment of their driving attitudes and mastery

Elderly people are often considered dangerous drivers due to a decline in visual exploration and cognitive functions. The purpose of this study was to look into 18 young (between 21 and 35 years old) and 12 elderly (between 65 and 78 years old) drivers’ behaviour. We compared their self-assessment of driving as well as their visual and cognitive competencies. Then we assessed their driving competencies and self-regulation practices by using different scenarios on a driving simulator. These scenarios were designed to test drivers in situations that were intended to solicit the cognitive competencies identified as problematic for elderly drivers (attention, executive functions: anticipation, planning, mental flexibility). Results showed that, although elderly drivers did not always perform as well as young drivers, they could put in place compensatory strategies which may reduce their risk of being injured and future research should explore ways of enhancing those strategies. In particular, more should be done in order to strengthen elderly’s understanding regarding their driving difficulties and help them set up coping methods with respect to these difficulties.

From Offline to Online: A Study on the Practice of Learners' Self-Regulated Learning Based on Bourdieu's Theory

The research is financed by Reform of the Practical Teaching Mode of Enterprise Resource Planning Based on the Cultivation of Students' Learning Ability(55611219) Abstract At present, the migration of learners from offline classroom to online learning space faces the problem of high dropout rate. Previous research suggested that self-regulated learning practice is a key factor affecting the effectiveness of online learning, but the research on the driving causes of self-regulated learning is still in the exploration stage. In the study, the impact on self-regulated learning practice is investigated. Based on the practice theory of Bourdieu, a large number of interviews was conducted by the grounded theory methodology. The results indicated that the impact on learners' self-regulated learning practice was accomplished by four aspects, i.e., online field structured, capitals reproduced, new habitus generated and practice of self-regulated learning. The managerial implications from our study are discussed finally. Keywords: Bourdieu theory; self-regulated learning; practice DOI : 10.7176/EJBM/11-32-01 Publication date: November 30 th 2019

Paradoxical effects of local regulation practices on common resources: evidence from spatial econometrics

ABSTRACT This paper innovatively applies a spatial lagged model to investigate the consequences of the devolution of environmental regulation in the absence of knowledge-based, sustainability-oriented nested institutions. Chinese provinces are taken as self-organising social groups sharing a common resource of air quality. The spatial measurement shows that air quality has a positive spatial spillover effect on neighbouring provinces. Due to a tragedy-of-the-commons vicious cycle, however, the estimated direct, indirect and overall spatial spillover effects of the provinces’ self-regulation practices on the common resource are all negative. That is, local regulations through investments for waste gas treatment exert paradoxical counter-productive effect on common resource of air quality in the local province and neighbouring provinces. These findings confirm that, in the absence of nested institutions that are based on system-level, sustainability-oriented knowledge management, even commons-protecting actions at individual provincial level may result in jeopardised common resources at the system level.

Video feedback and the self-evaluation of college-level guitarists during individual practice

Developing musicians typically engage in self-regulated practicing during the time that passes between lessons with their teachers. An important aspect of self-regulated practice is the ability to identify and correct areas of development in performance in the absence of a teacher’s feedback, but the effort required to perform as well as monitor a performance represents a challenge for any learner. Videotaping the performance and watching it afterwards to fully concentrate on each task could constitute a solution to this problem. In our study, we verified how video feedback could affect the self-evaluation of intermediate-advanced musicians while practicing a new piece of music. To attain this objective, we analyzed and coded the self-evaluative comments of 16 classical guitarists while practicing. We then compared the number of coding entries in each category of a group of participants who used video feedback ( n = 8) on four occasions over a period of ten practice sessions with those of a group of musicians who did not use video feedback ( n = 8). Our results indicate that musicians who used video feedback modified the way they formulated their self-evaluative comments while practicing, and that these changes were more marked with higher-performing musicians.

Традиционные и нетрадиционные методы оптимизации функциональных состояний государственных служащих

The article analyzes the peculiarities of the problem of the states of human life: functional, mental and psycho-physiological. The question of the characteristics of the professional activities of civil servants and the level of stressful influences in it are discussed. Consider methods of optimizing functional states, both medical and psychological. Special attention is paid to the practices of self-regulation from transpersonal psychology, which are non-traditional for practical psychology, which, on the one hand, offer a wide range of opportunities to overcome stressful influences, and on the other, it is a potential reserve for spiritual and personal development, expansion of world view, development of creativity and internal integrity.