Self-regulation Task Research Articles

(Un)Locking self-motivation: Action versus state orientation moderates the effect of demanding conditions on self-regulatory performance

The present research examined whether individual differences in self-regulatory ability (action-state orientation) moderate the effect of demands on self-regulatory performance. Whereas state-oriented individuals consistently show a locking effect (impaired self-regulatory performance under demands), it is empirically less clear whether action-oriented individuals need at least some demands to unlock their self-motivation potential. We examined the impact of demanding conditions (Study 1: low positive affect; Studies 2 and 3: uncompleted intention) on action-state orientation in established self-regulatory tasks. Across all studies, action-state orientation moderated the effect of demands on self-regulatory performance. Specifically, action-oriented participants showed better self-regulatory performance under moderate compared to low demands. This shows that action-oriented individuals do not unlock their self-motivation potential unless there is some kind of demand.

Effects of Temporary Respiration Exercise with Individual Harmonic Frequency on Blood Pressure and Autonomic Balance

This study investigated the effects of modulated respiration on blood pressure and autonomic balance to develop a healthcare application system for stabilizing autonomic balance. Thirty-two participants were asked to perform self-regulated tasks with 18 different respiration sequences, and their electrocardiograms (ECG) and blood pressure were measured. Changes in cardiovascular system functions and blood pressure were compared between free-breathing and various respiration conditions. Systolic and diastolic blood pressures stabilized after individual harmonic breathing. Autonomic balance, characterized by heart rate variability, was also stabilized with brief respiration training according to harmonic frequency. Five machine-learning algorithms were used to classify the two opposing factors between the free and modulated breathing conditions. The random forest models outperformed the other classifiers in the training data of systolic blood pressure and heart rate variability. The mean areas under the curves (AUCs) were 0.82 for systolic blood pressure and 0.98 for heart rate variability. Our findings lend support that blood pressure and autonomic balance were improved by temporary harmonic frequency respiration. This study provides a self-regulated respiration system that can control and help stabilize blood pressure and autonomic balance, which would help reduce mental stress and enhance human task performance in various fields.

Early Teacher-Child Relationships Promote Self-Regulation Development in Prekindergarten.

Children’s experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher–child relationship quality to children’s performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children’s self-regulation was independently measured with a visual attention task in the spring of prekindergarten. In addition, teachers and parents rated children’s temperamental self-regulation (i.e., effortful control). Results indicate that greater teacher–child dependency predicted children’s longer time on the visual attention task, and greater teacher–child closeness predicted children’s lower accuracy on the visual attention task. In addition, children who were rated as more self-regulated by parents were more accurate on the visual attention task. The implications of the results are discussed.

A mixed methods approach to exploring grammar learning strategies in self-regulation task phases: Evidence from grounded theory and regression analysis

While research into various dimensions of language learning strategies has been thriving over the recent years, grammar learning strategies (GLS) have largely remained under-explored. The present mixed methods research aimed to explore GLS in the three stages of classroom grammar tasks, while striving to determine the sequence of GLS and their contribution to grammar proficiency. In the qualitative phase, 13 participants partook in stimulated recall and semi-structured interviews after completing consciousness-raising (CR) tasks. Then, the grounded theory (GT) methodology was applied to conceptualize a theoretical model. For the quantitative phase, a modified version of Pawlak’s Grammar Learning Strategy Inventory and a grammar proficiency test were administered to 249 participants. The theoretical model of GT indicated that learners set goals and expected an outcome in the ‘forethought’ phase. Then, they employed strategies to pay attention to the form or meaning of the grammatical feature. Learners also attempted self-instruction by using facilitators in the ‘performance’ phase. Furthermore, their self-evaluation played an essential role in the ‘self-reflection’ phase. The results also indicated an interplay between the forethought and self-reflection phases, whereas the interaction between the performance phase and the other two phases appeared to be unidirectional. Additionally, it was revealed that GLS in the forethought and self-reflection phases as well as ‘total grammar strategy use’ significantly predicted grammar proficiency. The findings will serve classroom pedagogy via contributing to the body of knowledge about strategy instruction in general and GLS in particular.

Examining relations between performance on non-verbal executive function and verbal self-regulation tasks in demographically-diverse populations.

Self-regulation is a widely studied construct, generally assumed to be cognitively supported by executive functions (EFs). There is a lack of clarity and consensus over the roles of specific components of EFs in self-regulation. The current study examines the relations between performance on (a) a self-regulation task (Heads, Toes, Knees Shoulders Task) and (b) two EF tasks (Knox Cube and Beads Tasks) that measure different components of updating: working memory and short-term memory, respectively. We compared 107 8- to 13-year-old children (64 females) across demographically-diverse populations in four low and middle-income countries, including: Tanna, Vanuatu; Keningau, Malaysia; Saltpond, Ghana; and Natal, Brazil. The communities we studied vary in market integration/urbanicity as well as level of access, structure, and quality of schooling. We found that performance on the visuospatial working memory task (Knox Cube) and the visuospatial short-term memory task (Beads) are each independently associated with performance on the self-regulation task, even when controlling for schooling and location effects. These effects were robust across demographically-diverse populations of children in low-and middle-income countries. We conclude that this study found evidence supporting visuospatial working memory and visuospatial short-term memory as distinct cognitive processes which each support the development of self-regulation.

Analysis of Pacing Strategies in AMRAP, EMOM, and FOR TIME Training Models during "Cross" Modalities.

Empirically, it is widely discussed in “Cross” modalities that the pacing strategy developed by an athlete or trainee has a significant impact on the endurance performance in a WOD in the AMRAP, EMOM, or FOR TIME model. We can observe at least six pacing strategies adopted during the cyclical modalities in the endurance performance in the scientific literature. However, besides these modalities, exercises of acyclical modalities of weightlifting and gymnastics are performed in the “Cross” modalities. These exercises may not allow the same pacing strategies adopted during cyclic modalities’ movements due to their motor characteristics and different intensity and level of effort imposed to perform the motor gesture. In addition to the intensity and level of effort that are generally unknown to the coach and athlete of the “Cross” modalities, another factor that can influence the adoption of a pacing strategy during a WOD in the AMRAP, EMOM, or FOR TIME model is the task endpoint knowledge, which varies according to the training model used. Thus, our objective was to evaluate situations in which these factors can influence the pacing strategies adopted in a self-regulated task with cyclic and acyclic modalities movements during an endurance workout in the AMRAP, EMOM, and FOR TIME model. Given the scarcity of studies in the scientific literature and the increasing discussion of this topic within the “Cross” modalities, this manuscript can help scientists and coaches better orient their research problems or training programs and analyze and interpret new findings more accurately.

Hybrid contracts in introductory linguistics

Wanting to shift the focus in the introductory linguistics classes in an access institution from teaching to learning, I created a tripartite (hybrid) contract that consists of three distinct tasks: labor-based tasks (collaborative forums and breakout activities); content-based tasks (assignments and final project on changing understandings about language) and self-regulated tasks (learning logs, metacognitive awareness surveys, capstone). This contract gives students agency and establishes a culture of “forgiveness” (while maintaining high standards), providing flexibility since my students’ life challenges can affect their academic performance.

Children's Attention and Self-Regulatory Behavior Before and During the COVID-19 Pandemic.

The goal of this study was to investigate changes in children's self-regulatory behavior before and during the COVID-19 pandemic. Participants were parents of children aged 4 to 13 years (n = 45, mean 7.5, SD: 2.6) who participated in the Baltimore Generations Study before the pandemic. They reported on their child's self-regulation (SR) using the Parent Observation of Child Adaptation. During the pandemic, they were recontacted to report on child SR, disruptions to family life (Coronavirus Impact Scale), and parenting stress (Parenting Stress Index). Prepandemic to pandemic changes in SR were compared with repeated measures analysis of variance. There were significant decreases in child SR (poorer concentration, attention, task engagement and persistence, and greater impulsivity) prepandemic to pandemic. During the pandemic, parenting stress was correlated with lower child SR (r range = -0.52 to -0.34, p < 0.05). Pandemic-related family disruptions were associated with changes in children's impulsivity (F [1, 42] = 5.28, p = 0.03); children with 4 or more disruptions (67%) showed less ability to wait their turn during the pandemic compared with prepandemic (M [SD] = 3.34 [0.93] vs. 4.41 [1.21], t [28] = 3.93, p < 0.001). There was no change in SR for children with fewer than 4 disruptions. Results highlight modest pandemic-associated decreases in child attention, task persistence, and task engagement alongside increases in impulsivity. We did not find evidence of broad or severe impacts; however, children whose families have been disproportionately affected by the pandemic may need focused support in school and at home to avoid widening prepandemic health and educational disparities.

Self-regulation task in young school age children born preterm: Correlation with early academic achievement

BackgroundChildren born preterm are at risk for difficulties in executive function (EF), however there are limited tools to assess EF in young children and it is not fully understood how these early deficits are related to emerging academic skills. AimsTo examine (a) early EF differences in young children born preterm, (b) how a measure of behavioral self-regulation correlates with other measures of EF in children born preterm, and (c) how this measure relates to academic outcomes in children born preterm. Study designLongitudinal cohort study. SubjectsThirty-three healthy children born preterm (25–32 weeks gestation) and 14 children born full term were assessed before starting kindergarten at age 5 and again at ages 6 and 7 years. Outcome measuresEach assessment included a measure of behavioral self-regulation, the Head Toes Knees Shoulders task (HTKS), performance-based measures of EF, parent rating scales of EF and behavior problems, a measure of motor ability, and academic measures. ResultsChildren born preterm performed worse on all measures of self-regulation, EF, parent-report, academic outcomes, and motor ability across time. The HTKS had weak to moderate correlations with parent-report and performance-based measures of EF, moderate to strong correlations with academic performance, and was not correlated with motor ability. ConclusionThis study shows the predictive value of early EF measures on functional academic outcomes and their potential as targets of effective interventions in this high-risk population.

Identifying Mobile Health Technology Experiences and Preferences of Low-Income Pregnant Women with Diabetes.

Rapid expansion of mobile technology has resulted in the development of many mobile health ("mHealth") platforms for health monitoring and support. However, applicability, desirability, and extent of tailoring of these platforms for pregnant women, particularly in populations who experience the greatest health inequities-such as women with diabetes mellitus (DM) and/or those with greater socioeconomic barriers-remains unknown. The objective is to understand low-income pregnant women's experiences and preferences for mHealth tools to support DM health and improve DM self-management during pregnancy. Low-income pregnant and postpartum women were included in individual interviews or focus groups; women with type 2 DM, gestational DM, or no DM were included. Analysis was performed with the constant comparison method. In this population of 45 (N=37 with DM) low-income, largely minority, pregnant and postpartum women, 100% reported access to smartphones and prior experience with apps. Interest in mHealth to support health and engagement during pregnancy was high. Preferences for general mHealth features included education that reduces uncertainty, support communities, visualizing progress, convenient access to information, and support for better management of pregnancy-related tasks. Preferred design elements included personalization, interactive features, and integrated graphics. Women with DM expressed multiple additional DM-specific needs, including support tools for DM self-management and self-regulation tasks. Pregnant and postpartum women, especially those with DM, desire mHealth technology to support engagement and to adapt lifestyle guidelines and treatment requirements for a healthy pregnancy. Further work to develop mHealth interventions tailored for target populations remains a key step in reducing health inequities and promoting access to evidence-based perinatal health interventions.

The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects

Measures of self-regulation may not capture adequate variability in children with low levels of self-regulation. This can limit a measure's ability to accurately demonstrate relations with other variables. The present study addressed this issue with a revised version of the Head-Toes-Knees-Shoulders task (HTKS-R), which includes a new downward extension with reduced task demands. Preschool children (N = 180; 53% Female) enrolled in Head Start programs were tested with the HTKS-R and other self-regulation tasks at 4 time points between fall of preschool and spring of kindergarten. Results demonstrated a substantial increase in variability in children's performance on the HTKS-R compared to prior versions of the task during the fall of preschool, and significant increases in the relation between the HTKS-R and other measures of self-regulation at all 4 time points. Additionally, item factor analyses revealed that the new downward extension captured the same underlying construct as the rest of the measure and that a 1 factor solution was optimal. Together, these findings illustrate that the HTKS-R improves upon prior versions of the task increasing its utility for researchers and practitioners.

Relating Subjective Workload and Effort to Performance During Stable and Shifting Task Demands: A Multilevel Approach

Interrelations between subsystems in control theories of self-regulation are frequently studied at the between- person level, despite being within-person phenomena. The current study models within-person variations of comparator, effector, and output subsystems through relationships in subjective workload, subjective effort, and objective performance on a complex decision-making task during stable and shifting task demands. Effects are examined at both immediate and downstream time points. Results provided mixed support for the proposed subsystem interrelationships, fully supporting the model during stable task demands, partially supporting it following an increase in task demands, but not supporting the model following a decrease in task demands. Results indicate dynamic within-person relationships between self-regulatory subsystem indicators and task performance, underscoring the importance of using longitudinal, multilevel approaches for disaggregating within-person and between-person components.

Self-Regulation in Children Born with Extremely Low Birth Weight at Four Years of Age: A Comparison Study

ABSTRACT Research Findings: This study examined performance on self-regulatory tasks, in addition to individual characteristics including cognitive ability, receptive and expressive language skills, planning, and behaviour as contributing factors to early learning difficulties. Twenty-nine children born with ELBW and 30 comparison children at four years of age completed self-regulatory tasks. Results indicated no differences between groups for the Gift task; however, comparison children performed better on the Delay of Gratification task than children with ELBW. Although similar numbers from both groups violated the delay protocol, comparison children were more likely to wait for the researcher to return and children with ELBW were more likely to recall the researcher for an immediate, lesser reward. Cognitive ability, language abilities and planning were correlated with Delay of Gratification. Group membership was the best predictor of performance on the Delay of Gratification task; however, maternal education, cognitive ability and expressive language were also significant predictors of Delay of Gratification. Practice or Policy: It is considered that the small sample size and exclusion of children with significant neurodevelopmental disabilities may have contributed to better performance on the self-regulatory measures in this study.

The role of whānau (New Zealand Māori families) for Māori children’s early learning.

The home-learning environment (HLE) is critical for young children's early learning skills, yet little research has focused on HLEs in indigenous communities. This study examined the role of the HLE of 41 whānau (New Zealand Māori families and community) in relation to their young children's (M = 4 years, 4 months) early learning skills. Parents were observed reading a picture book and reminiscing about past events with their children and reported on their cultural affiliation, literacy, and numeracy practices. Children completed vocabulary, narrative, early literacy, early numeracy, and self-regulation tasks. Principal components analyses revealed an early academic skills factor (story comprehension, story memory, phonological awareness, letter recognition, number recognition, counting, and self-regulation) and an oral language skills factor (receptive and expressive vocabulary and story comprehension). Parents' observed book reading and reminiscing correlated with children's early academic skills, and their observed book reading correlated with children's oral language skills. Parent-child reminiscing was a unique, positive predictor of children's early academic skills. Oral narratives such as reminiscing may be a less visible cultural practice that supports children's early learning. Yet reminiscing is a recognized skill within indigenous communities that have a strong emphasis of intergenerational oral transmission of culturally relevant information. Reminiscing is a source of resilience for whānau, and perhaps for other communities around the world, that needs to be highlighted and taken into account for theory and policy about children's early learning. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Uninhibited chickens: ranging behaviour impacts motor self-regulation in free-range broiler chickens (Gallus gallus domesticus).

Inhibiting impulsive, less flexible behaviours is of utmost importance for individual adaptation in an ever-changing environment. However, problem-solving tasks may be greatly impacted by individual differences in behaviour, since animals with distinct behavioural types perceive and interact with their environment differently, resulting in variable responses to the same stimuli. Here, we tested whether and how differences in ranging behaviour of free-range chickens affect motor self-regulation performance during a cylinder task. For this task, subjects must refrain from trying to reach a food reward through the walls of a transparent cylinder and detour to its open sides, as a sign of inhibition. Free-range chickens exhibited an overall low performance in the motor self-regulation task (31.33 ± 13.55% of correct responses), however, high rangers showed significantly poorer performance than the low rangers (23.75 ± 9.16% versus 40 ± 12.90%, respectively). These results give further support to the impacts of individual behavioural differences on cognitive performances. This is the first demonstration to our knowledge of a relationship between exploratory tendencies and motor self-regulation for an avian species.

The roles of perspective and language in children’s ability to delay gratification

Increasing psychological distance is an established method for improving children’s performance in a number of self-regulation tasks. For example, using a delay of gratification (DoG) task, Prencipe and Zelazo (Psychological Science, 2005, Vol. 16, pp. 501–505) showed that 3-year-olds delay more for “other” than they do for “self,” whereas 4-year-olds make similar choices for self and other. However, to our knowledge, no work has manipulated language to increase psychological distance in children. In two experiments, we sought to manipulate psychological distance by replicating Prencipe and Zelazo’s age-related findings and extending them to older children (Experiment 1) and also sought to manipulate psychological distance using the auxiliary verbs “want” and “should” to prime more impulsive preference-based decisions or more normative optimal decisions (Experiment 2). In Experiment 1, 96 3- to 7-year-olds showed age-related improvements and interactive effects between age and perspective on DoG performance. In Experiment 2, 132 3- to 7-year-olds showed age-related improvements and a marginal interaction between age and perspective on DoG performance, but no effect of auxiliary verbs was detected. Results are discussed in terms of differing developmental trajectories of DoG for self and other due to psychological distancing, and how taking another’s perspective may boost DoG in younger children but not older children.

Innovative Instrumental Technologies in the System of Clinical and Psychological Diagnosis and Rehabilitation

The article is devoted to the actual problem of introducing innovative technologies in the clinical and psychological diagnostics and rehabilitation. The results of the study of provocation of bodily sensations during the self-regulation task using biofeedback are discussed. The most important issue of the effectiveness of rehabilitation using technical tools related to the identification of possible complications and the description of the mechanisms of their occurrence is also considered. The program for diagnostics of short-term spatial memory violations using the virtual reality system (VR) is described. A scenario of patient interaction with VR is proposed for diagnosing the extent of memory volume disorders, as well as memory impairment. It also describes unique diagnostic protocols for detecting of vestibular dysfunction. A distinctive feature of the proposed technique is the applying of VR environments specifically adjusted for a particular patient, as well as the using of the eye tracking as a method of building rehabilitation technology.

Maternal Anxiety, Parenting Stress, and Preschoolers' Behavior Problems: The Role of Child Self-Regulation.

Maternal anxiety is a well-known risk factor for early childhood behavior problems. In this study, we explore (1) whether parenting stress mediates this relation and also (2) whether child factors, namely self-regulation, modify the influence of maternal well-being on child externalizing and internalizing problems at 4 years of age. Mothers taking part in the Growing Up in Singapore Towards Healthy Outcomes cohort completed the Spielberger State-Trait Anxiety Inventory when their children were 24 months of age. At 42 months of age, children performed a self-regulation task (n = 391), and mothers completed the Parenting Stress Index. When children were 48 months old, both parents completed the Child Behavior Checklist. As predicted, parenting stress mediated the relation between maternal trait anxiety and child externalizing and internalizing problems. This mediating effect was further moderated by child self-regulation. The indirect effect of maternal trait anxiety through parenting stress on child externalizing problems was stronger among children with low self-regulation. Parenting stress is an additional pathway connecting maternal trait anxiety and children's externalizing and internalizing behavior problems. The risk for child externalizing problems conveyed by elevated maternal trait anxiety and parenting stress may be buffered by better self-regulation in 4-year-olds. These results suggest that interventions that include decreasing parenting stress and enhancing child self-regulation may be important to limiting the transgenerational impact of maternal trait anxiety.

Self-regulation of ventromedial prefrontal cortex activation using real-time fMRI neurofeedback-Influence of default mode network.

The ventromedial prefrontal cortex (vmPFC) is involved in regulation of negative emotion and decision‐making, emotional and behavioral control, and active resilient coping. This pilot study examined the feasibility of training healthy subjects (n = 27) to self‐regulate the vmPFC activity using a real‐time functional magnetic resonance imaging neurofeedback (rtfMRI‐nf). Participants in the experimental group (EG, n = 18) were provided with an ongoing vmPFC hemodynamic activity (rtfMRI‐nf signal represented as variable‐height bar). Individuals were instructed to raise the bar by self‐relevant value‐based thinking. Participants in the control group (CG, n = 9) performed the same task; however, they were provided with computer‐generated sham neurofeedback signal. Results demonstrate that (a) both the CG and the EG show a higher vmPFC fMRI signal at the baseline than during neurofeedback training; (b) no significant positive training effect was seen in the vmPFC across neurofeedback runs; however, the medial prefrontal cortex, middle temporal gyri, inferior frontal gyri, and precuneus showed significant decreasing trends across the training runs only for the EG; (c) the vmPFC rtfMRI‐nf signal associated with the fMRI signal across the default mode network (DMN). These findings suggest that it may be difficult to modulate a single DMN region without affecting other DMN regions. Observed decreased vmPFC activity during the neurofeedback task could be due to interference from the fMRI signal within other DMN network regions, as well as interaction with task‐positive networks. Even though participants in the EG did not show significant positive increase in the vmPFC activity among neurofeedback runs, they were able to learn to accommodate the demand of self‐regulation task to maintain the vmPFC activity with the help of a neurofeedback signal.

Maturation of Brain Microstructure and Metabolism Associates with Increased Capacity for Self-Regulation during the Transition from Childhood to Adolescence.

Children ages 9-12 years face increasing social and academic expectations that require mastery of their thoughts, emotions, and behavior. Little is known about the development of neural pathways integral to these improving capacities during the transition from childhood to adolescence. Among 234 healthy, inner-city male and female youth (species Homo sapiens) 9-12 years of age followed by the Columbia Center for Children's Environmental Health, we acquired diffusion tensor imaging, multiplanar chemical shift imaging, and cognitive measures requiring self-regulation. We found that increasing age was associated with increased fractional anisotropy and decreased apparent diffusion coefficient, most prominently in the frontal and cingulate cortices, striatum, thalamus, deep white matter, and cerebellum. Additionally, we found increasing age was associated with increased N-acetyl-l-aspartate (NAA) in the anterior cingulate and insular cortices, and decreased NAA in posterior cingulate and parietal cortices. Age-associated changes in microstructure and neurometabolite concentrations partially mediated age-related improvements in performance on executive function tests. Together, these findings suggest that maturation of key regions within cortico-striatal-thalamo-cortical circuits subserve the emergence of improved self-regulatory capacities during the transition from childhood to adolescence.SIGNIFICANCE STATEMENT Few imaging studies of normal brain development have focused on a population of inner-city, racial/ethnic minority youth during the transition from childhood to adolescence, a period when self-regulatory capacities rapidly improve. We used DTI and MPCSI to provide unique windows into brain maturation during this developmental epoch, assessing its mediating influences on age-related improvement in performance on self-regulatory tasks. Our findings suggest that rapid maturation of cortico-striato-thalamo-cortical circuits, represented as progressive white-matter maturation (increasing FA and increasing NAA, Ch, Cr concentrations accompanying advancing age) in frontal regions and related subcortical projections and synaptic pruning (decreasing NAA, Ch, Cr, Glx) in posterior regions, support age-related improvements in executive functioning and self-regulatory capacities in youth 9-12 years of age.