Self-regulation Practices Research Articles

Flying Free? Risk and Regulation in Recreational Flying Trapeze

ABSTRACT Legal and regulatory theory has been fascinated by the relationship between law and other forms of regulation in a differentiated society. While some scholars have pointed out the benefits of local regulation, especially when managing the risks of modern society, others have seen regulation in Foucauldian terms as discipline, the dark underside of liberal society. Law, in a Foucauldian approach, is usually understood as another form of constraint. There have, however, been recent suggestions that an enabling law could contain possibilities for openness and agency – much like Foucault’s concept of ‘technologies of the self’. At the same time, sociologists have used the technologies of the self to describe voluntary risk-taking, or ‘edgework’, as a form of escape from the disciplinary society. In this article, I examine these possibilities by investigating the operation of law and regulatory techniques in flying trapeze. Recreational flying trapeze is the kind of risky activity that was facilitated by the enabling law of the 2002 tort reforms. Recreational flyers, who are usually women, appear to experience a moment of freedom. Yet flyers are subject to local regulations and their own practice of self-regulation. As such, this activity provides a practical opportunity for examining the intersection of law, regulation, and the technologies of the self, and considering what they mean for the possibilities and limitations of freedom.

Relationships between perceived parenting styles and the self-regulated music practice of Chinese music majors

Parents influence their children’s music learning and practice. This study examines relationships between perceived parenting styles and the self-regulated music practice of Chinese university students majoring in music. A survey was administered to Chinese music majors ( N = 880) studying in mainland China. It examined relationships between the parenting styles participants perceived themselves to have experienced, authoritative and authoritarian, and the six dimensions of self-regulated music practice: motivation, method, behavior, social factors, physical environment, and time. The results suggest that both authoritative and authoritarian parenting styles are positively associated with most dimensions of self-regulated music practice, with authoritative parenting showing a more beneficial effect on learners’ self-regulated music practice. All paths from perceived parenting styles and self-regulated music practice were found to be structurally invariant across gender. The findings contribute to a better understanding of parental influence on the self-regulated practice of Chinese music majors. The limitations of the study and possible future research directions are discussed at the end of the article.

Bullying and Cyberbullying in School: Rapid Review on the Roles of Gratitude, Forgiveness, and Self-Regulation.

This study aims to assist decision-making in anti-bullying interventions by highlighting the importance of positive factors such as gratitude, forgiveness, and self-regulation in mitigating the negative impacts of bullying/cyberbullying. The objective was to examine and synthesize available evidence on the impact of gratitude, forgiveness, and self-regulation practices in the school context regarding bullying/cyberbullying phenomena. Three databases were consulted (Web of Science, Scopus, and Scielo), and the results include 14 articles. The three character strengths were associated with psychological well-being, life and school satisfaction, improved mental health, increased likelihood of engaging in pro-social behavior, and reduced involvement in bullying/cyberbullying situations. These strengths have the potential to enhance overall well-being and decrease risk behaviors, leading to more positive outcomes in experiences of violence. These results underscore the importance of considering students' individual strengths and the possible interventions to promote healthy school environments.

Practice of networked content self-regulation in Malaysia: From industrial players to media users

Practice of networked content self-regulation in Malaysia: From industrial players to media users

Work Environment's Impact on Student Self-Regulation in Learning

This study examines the self-regulation practices of accounting students at Muhammadiyah College of Sidoarjo who work while studying, focusing on their transition from online to offline learning. Using qualitative methods, including interviews, observations, and documentation, the research found that students with flexible work conditions manage their study time better and have stronger self-regulation skills. In contrast, those in inflexible work environments struggle with self-regulation, often handling study tasks spontaneously. These findings highlight the need for targeted support to enhance the self-regulation skills of working students, especially those in rigid job conditions. Highlight: Flexible jobs improve students' self-regulation and study management. Inflexible jobs result in poor self-regulation and spontaneous studying. Targeted support needed for students in rigid work conditions. Keyword: Self-regulation, working students, offline learning, online learning transition, qualitative study

Learner Autonomy Transfer: The Need for Explicit Teacher Training

Autonomous learning in EFL refers to learner involvement, reflection and target language use. Teachers play a vital role of mediators and facilitators in self-regulated method. Thus, their perception of self-regulated practices dictates their implementation of this approach. While research has predominantly focused on inadequate management of autonomous learning in school mostly due to lack of appropriate teacher training, this study examined whether novice teachers who were exposed to extensive autonomous practices were likely to implement this method in their teaching. Twelve novice teachers were interviewed to examine their perception of learner autonomy and their management of this method. It was found that three-thirds of the respondents experienced a gap between familiarity with autonomous learning and a favorable attitude to this approach and their deficient integration of self-regulated learning. Although learner-related and institution-oriented factors played a role in this gap, it was mostly caused by the respondents’ not being genuinely autonomous. This may be due to indirect exposure rather than explicit introduction of the learner autonomy approach. The insights of this research may assist curriculum designers and heads of teacher training programs to rethink course composition to guarantee the transfer of methodologies into EFL classes.

Metacognitive Reading Awareness Among Freshmen EFL Students

Purpose. This study investigated the levels of three different strategies of metacognitive awareness: global reading strategy, problem-solving strategy, and support reading strategy among university students in a Business English class during the COVID-19 pandemic.
 Methods. The methodology is based on a survey, which was conducted among 192 freshman university students in their specialized courses of Business English as a foreign language. The research instrument was a metacognitive reading strategies awareness (MARSI) questionnaire.
 Results. The findings reveal that the students used problem-solving strategies the most, followed by global and support reading strategies the least. The results also indicate a difference between male and female students at individual levels of reading strategies.
 Conclusions. The study proposes a set of recommendations with an alliance of COVID-19 learning environment based on the results such as taking notes while reading and highlighting the most important information with an emphasis on details or showing the importance of previewing the text, asking questions/making predictions about the text, and most importantly paying attention to self-regulation practices in a new school environment.

PSYCHOLOGICAL TRAINING AS A TOOL FOR PROFESSIONAL RESOURCEFULNESS DEVELOPMENT OF FUTURE PSYCHOLOGISTS IN WAR CONDITIONS

The article explores the development of professional resourcefulness among future psychologists in the context of the Russian-Ukrainian war. Drawing on theoretical frameworks and empirical research, the authors identify the main components of professional resourcefulness, including emotional intelligence and its elements, constructive coping strategies, and self-assessment of the professional development level. They highlight the importance of developing these resources through psychological training, utilizing techniques from cognitive-behavioural therapy, positive psychology, practices of emotional self-regulation and mindfulness. The authors present a training program designed to activate and enhance these professional internal resources. This study explores the effectiveness of a training program among psychology students. A quantitative and qualitative analysis was conducted to evaluate the program's impact on participants. Results indicate significant improvements in coping strategies, emotional intelligence elements, and self-assessment of the professional development level and its components among participants. Notably, the training program demonstrated efficacy in providing psychoemotional support during societal crises and psychologically traumatic events. These findings underscore the importance of psychological training in the resource provision of the psychology students' professional development.

Investigating the effects of different levels of students' regulation support on learning process and outcome: In search of the optimal level of support for self-regulated learning

Students in higher education who actively manage and control their own learning processes have better learning outcomes, more efficient learning progress, and other non-academic benefits than those who do not. However, students often have poor self-regulation practices, lack reflective thinking, and fail to monitor their learning against defined goals. Therefore, a variety of advanced learning technologies and features have been developed to support students with regulation. Nevertheless, the optimal level of regulation support and the most effective combination of these features remain unestablished in the existing research literature. Therefore, this study employs quantitative research to examine the effectiveness of two learning environments with different levels of self-regulation support (less and more) on students' learning academic outcomes, learning process, and satisfaction. Both variants combine the elements of learning dashboards, goal-setting activity, self-assessment task, reflection support, and personal recommendation, with differences in the level of supporting students' regulation. Our findings reveal that students who received higher levels of self-regulation support tended to be more active readers and visited online learning materials and course overviews more frequently. While they outperformed students in the control group, it's noteworthy that these students did not necessarily outperform their peers who received less support, particularly in the context of self-assessment tasks. This study has also highlighted the need for further research in this area (e.g., self-assessment accuracy), including the development of an instrument that can objectively measure and evaluate the level of self-regulated learning support.

A vision to enhance self-regulation in children: The promise of pediatric hypnosis

ABSTRACT Pediatric hypnosis practices are a valuable tool for enhancing emotional self-regulation and promoting resilience. Hypnotically informed materials, toys, and language are simple ways to encourage relaxation and stress management. By learning hypnosis skills such as becoming imaginatively absorbed in imagery, “belly breathing,” and using simple toys to promote muscle relaxation, children can access natural and novel ways to navigate life’s challenges. An example of these hypnotically informed materials and skills training exercises can be found in Comfort Kits (developed by Dr. Karen Olness circa 1996 and widely distributed by Drs. Culbert and Olness since 2004, used by thousands of children in hospitals and in community settings following natural disasters and wars. Extending this supportive tool and self-hypnosis training into schools presents an opportunity to introduce children to self-directed stress management skills in a practical and convenient manner. Training children to use hypnotically informed self-regulation skills begins to fill the gap between the need for mental health services and available resources. By incorporating hypnotically informed stress management training and self-hypnosis practices into schools, we can equip children with essential tools for improved mental well-being, particularly when they need psychological first aid. Using hypnotic practices and skills can help children manage difficult experiences and develop a sense of comfort and control. Next steps include looking at the feasibility and efficacy of positioning self-directed self-regulation practices (like those found in Comfort Kits and used by clinicians trained in therapeutic pediatric hypnosis) in schools, including through consultation with experts in curriculum development and assessment.

Cripping the Story of Overcoming: An Analysis of the Discourses and Practices of Self-Regulation in Early Childhood Education and Care (ECEC)

This paper applies crip theory (McRuer, 2006, 2018) as well as other key conceptual tools from disabled childhood studies (Runswick-Cole et al., 2018) and disability studies in education (Cousik & Maconochie, 2017) as a tactic intended to question and resist the story of overcoming as it manifests itself within the discourses and practices of self-regulation in early learning classrooms. This paper offers a brief overview of the range of self-regulation strategies enacted within educational settings in Ontario, Canada, that purport to support young children in overcoming themselves on their way to normalcy. This paper also engages in crip theory as a strategy to both question and disrupt the taken for granted assumption that self-regulation entails a return towards or a sustaining of the efficient and productive neoliberal individual in school systems. Finally, this paper considers how we might not only invite but embrace the disruptions that occur when embodied differences refuse to be overcome by demands to self-regulate. Ultimately, a key aim of this paper is to resist how discourses and practices of self-regulation in Early Childhood Education and Care (ECEC) establish the overcoming narrative as a means to cure, fix or exclude embodied differences while contemplating the vibrant possibilities embedded within learning with and from disabled childhoods.

Absent Boundaries; Immaterial Bodies

The process ofnaturalising the country will be examined as a practice of domestication andregulation and ultimately a consolidation of both domestic and colonialauthority. With reference to Jane Austen’s MansfieldPark, the paper will focus on domestic order, as it was sustained throughnineteenth-century educational literature, foregrounding the premise on whichdomestic authority and the household became intangible strongholds ofputatively political power.Acting as agents of another body, women ofnineteenth-century domestic novels assume their role as the ambassadors ofabsolute power exercising a moderated supervision within the domestic sphere.Surrendering their individual selves and relinquishing their subjectivity andmaterial presence, they practice an internalised form of domestic authority,effectively regulating the household to the degree that they have disciplinedthe self. Shifting between the authority of the domestic woman and thepatriarch, the novel reveals how the overt force of patriarchal oppression, aswell as practices of undetectable self-regulation, are capable of eitherrelinquishing or sustaining power within the domestic realm. The paper willexplore how the processes of domestication and “ordaining” of the protagonistsbecome a way of augmenting patriarchal power as well as of maintaining theeffective regulation of the household.

THE RELATIONSHIP ANALYSIS BETWEEN ENVIRONMENTAL PERFORMANCE AND ECONOMIC VALUE OF THE COMPANY

The importance of environmental sustainability is becoming greater due to its contribution to greater value for customers and convergence of the circular economy and Industry 4.0, which can improve the efficiency of limited resource use. Based on the information from environmental accounting, managers can more effectively assess the economic impacts that corporate environmental performance generates on the company's operations. Environmental performance can be improved by developing new products and production processes in order to minimize the potential negative environmental impact. Many companies have introduced the practice of corporate self-regulation, which includes environmental management systems and reporting on the company's non-financial performance. The obtained results of the conducted empirical research could help managers make optimal decisions at the right time, and perform effective monitoring and rank of environmental and economic business indicators during the time.

Exploring Teachers' Knowledge and Practices of Self-Regulated Learning: A Case Study in China

This paper reports the knowledge and practice of self-regulation of English teachers in public primary and secondary schools in South-East China. The data were collected from multiple classroom observations of and in-depth interviews with two English language teachers working in Chinese schools. This study reported that despite limited knowledge of Self-regulated learning teachers’ classroom practices reflected an extensive use of SRL strategies positively impacting students’ learning engagment. However, the workload and the traditional grade-focused assessment systems influenced teachers’ consideration of self and their students’ learning motivation, metacognition, and cognition. These findings indicate a need to strengthen English teachers’ metacognition, cognition and motivational-emotional regulation to support student learning.

Executive functions, self-regulation and social media for peace-based inclusive education

This article comprehensively explores the critical interplay between executive functions (EFs), self-regulation, and social media in promoting a peaceful and inclusive educational environment. The study emphasizes the significance of EFs in regulating cognitive processes and coping with new challenges, focusing on the prefrontal cortex (PFC) and its interconnected neural circuits. Addressing the relevance of EFs in conflict resolution, emotional regulation, and metacognitive practices, the research investigates how they contribute to constructive conflict-resolution, emotional maturity, and responsible online behavior in educational settings. Furthermore, the bidirectional relationship between prosocial behaviors and EFs is explored, revealing their mutual reinforcement during early childhood and beyond. The article discusses the benefits and challenges of social media in educational contexts, highlighting the importance of mindful usage to promote positive interactions and empathy among students, educators, and stakeholders. Adopting a holistic approach, the study examines successful self-regulation practices and approaches that empower individuals to navigate negative emotions and cultivate positive relationships within groups. Additionally, the review sheds light on the potential implications of EFs and self-regulation in neurodevelopmental disorders, such as autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). It identifies shared genetic bases and neurobiological underpinnings, offering valuable insights for developing targeted interventions to enhance executive function skills in affected populations. The findings have practical implications for professionals in education, parents, and policymakers, emphasizing the importance of nurturing emotional regulation, promoting metacognitive practices, and ensuring responsible social media use to create a harmonious and inclusive educational environment. The article aims to provide valuable insights for researchers and practitioners seeking to cultivate empathy, support positive conflict resolution, and facilitate the holistic development of students and stakeholders in educational and intimate learning environments.

Higher education students’ learning perception in the blended learning community of inquiry

AbstractScholars have asserted that the community of inquiry framework is a robust framework in which teaching presence, social presence, and cognitive presence integrate to attain successful learning experiences. Therefore, researchers have shown a growing interest in extending it by adding learning presence to reflect students’ self-regulation practices in online and blended learning environments, which is important in such learning environments. Despite this, there is an ongoing debate about whether the additional presence is structurally related to the existing community of inquiry counterparts. Furthermore, empirical evidence is required to investigate the contribution of the extended community of inquiry framework to fostering students’ learning experiences. Attempting to fill these gaps, this study examines the structural relationships among the extended community of inquiry components and investigates their impacts on students’ learning perceptions (as an outcome). This study’s data were collected from 198 students enrolled in courses taught using the blended learning approach. The results of structural equation modelling revealed that students’ learning presence is significantly influenced by teaching presence and social presence. Moreover, students’ cognitive presence is significantly influenced by the social presence and learning presence. Learning presence was found to be the most important driver of students’ learning perceptions. Furthermore, many significant mediation roles of social presence, learning presence, and cognitive presence were statistically proven. This study provides the literature with deep insights into the extended community of inquiry framework. Moreover, its findings provide practitioners with a better understanding of how to conduct a well-designed blended learning community of inquiry that fosters students’ learning perceptions.

Kukaa Salama (Staying Safe): a pre-post trial of an interactive informational mobile health intervention for increasing COVID-19 prevention practices with urban refugee youth in Uganda.

Tailored coronavirusdisease 2019 (COVID-19) prevention strategies are needed for urban refugee youth in resource-constrained contexts. We developed an 8-wk interactive informational mobile health intervention focused on COVID-19 prevention practices informed by the Risk, Attitude, Norms, Ability, Self-regulation-or RANAS-approach. We conducted a pre-post trial with a community-recruited sample of refugee youth aged 16-24 y in Kampala, Uganda. Data were collected before (T1) and immediately following (T2) the intervention, and at the 16-wk follow up (T3), to examine changes in primary (COVID-19 prevention self-efficacy) and secondary outcomes (COVID-19 risk awareness, attitudes, norms and self-regulation practices; depression; sexual and reproductive health [SRH] access; food/water security; COVID-19 vaccine acceptability). Participants (n=346; mean age: 21.2 [SD 2.6] y; cisgender women: 50.3%; cisgender men: 48.0%; transgender persons: 1.7%) were largely retained (T2: n=316, 91.3%; T3: n=302, 87.3%). In adjusted analyses, COVID-19 prevention self-efficacy, risk awareness, attitudes and vaccine acceptance increased significantly from T1 to T2, but were not sustained at T3. Between T1 and T3, COVID-19 norms and self-regulation significantly increased, while community violence, water insecurity and community SRH access decreased. Digital approaches for behaviour change hold promise with urban refugee youth but may need booster messaging and complementary programming for sustained effects.

Panic buying in the second wave of COVID-19: the moderating effect of past buying experience

PurposeWith the advent of the second wave of COVID-19 pandemic, there is a need to analyse the scenario of panic buying (PB) behaviour of the customers which was evident in the first wave. This paper aims to examine the PB scenario as well as the moderating effect of past buying experience (PBE) on PB in the second wave of the COVID-19 pandemic.Design/methodology/approachThis study is based on the theories of stimulus–organism–response model and the competitive arousal model. Based on these theories, this paper investigates how panic situation created by external stimuli such as perceived scarcity (PS), perceived risk (PR), news in media (NM) and social learning affect the perceived arousal (PA) among people which in turn influence the PB behaviour of customers. Data were collected from 253 customers from different parts of India. Structural equation modelling is used to analyse the moderating effect of PBE on the PB in the second wave of COVID-19 pandemic.FindingsThe results indicate that the PS, PR and NM continue to be strong predictors of a buyer for PA. However, the PB is not reinforced by the moderation effect of PBE.Research limitations/implicationsThis paper investigates the consumers’ PB behaviours in the wake of third wave of COVID-19 pandemic which add to the existing literature of COVID-19 pandemic. Moreover, this study also examines how previous buying experience can moderate the PB behaviour of the customers in subsequent phases of COVID-19 pandemic. This supports the potential effectiveness of self-regulation as an intervention strategy for reducing PB behaviours during the COVID-19 pandemic.Practical implicationsThis study emphasises the impact of external stimuli like PS, PR and media coverage on PB behaviour, marketers and policymakers should manage to avoid triggers. Although PBE may not moderate PB during a pandemic, it can play a significant role in future buying behaviour. Anticipating potential triggers and designing effective marketing strategies that cater to customers' needs can help manage PB behaviour during disasters or pandemics. In addition, promoting conscious consumption awareness and self-regulation practices among customers can help manage PB behaviour, benefit the environment and society and make customers more responsible buyers.Originality/valueTo the best of the authors’ knowledge, this study examines the PB behaviour of customers during the second wave of COVID-19 pandemic for the first time. This study also investigates the moderating effect of PBE on the PB behaviour of customers during a pandemic which is new and significant that extends the literature on PB behaviour during a pandemic.

Энергосбережение и повышение энергетической эффективности: баланс государственного надзора и саморегулирования

The article presents an analysis of the theory and practice of state regulation and market selfregulation in the field of energy saving and energy efficiency improvement, their evolution and balance changes, the periodization of the development of domestic legislation and control, analysis of the practice of implementing control and supervisory measures in Russia and the Volgograd region. The current trend in the field of energy saving and energy efficiency improvement is characterized by a shift in priority from state supervision and administrative regulation to digital monitoring and market self-regulation, in which appropriate measures can achieve the set goals faster and at a lower cost. The coverage of the self-regulation processes of the entire business community, rather than its individual representatives, will not only ensure more reliable and high-quality fulfillment of contractual obligations but also increase the competitiveness of the domestic energy sector as a whole. The tasks of self-regulatory organizations in the energy sector may include participation in the development of a regulatory framework, information support, consulting in the field of personnel training, and voluntary agreements in the field of ecodesign. It is revealed that in Russia and the EAEU countries, there is a significant potential for energy saving and energy efficiency improvement through the formation and development of a largely self-regulating ecodesign system for energy-consuming goods.

Mindfulness as an Adjunct or Alternative to CBT-I.

Mindfulness-based interventions (MBIs) are programs that teach mindfulness concepts through guided meditation and self-regulation practices. MBIs have been found to improve sleep and reduce cognitive arousal, which are central to the development and perpetuation of insomnia. In this article, we review theoretic frameworks and clinical trial effectiveness data supporting MBIs for insomnia. Based on this review, we provide suggestions for using MBIs as an adjunct or alternative treatment option to CBT-I with regard to how, when, and for whom. We conclude with an agenda for future directions that can clarify the use of mindfulness as a treatment option for insomnia.