Behavioral Self-regulation Research Articles

Stress and self-regulation behaviors in preterm neonates hospitalized at open-bay and single-family room Neonatal Intensive Care Unit

The Neonatal Intensive Care Unit (NICU) could be a risk factor for the development of preterm neonates due to the stressful procedures they undergo. Stress-related behaviors must be managed through environmental strategies that support regulating the neonates' biobehavioural system to minimize the negative impact on their development. The study aimed to compare the NICU environment's stressful procedures and developmental care strategies and the stress and self-regulation behaviors of preterm neonates in groups differentiated by the NICU environmental design. The sample comprised 20 preterm neonates hospitalized in a NICU with an open-bay model (OB NICU) and 20 preterm neonates hospitalized in a single-family room model (SFR NICU). The stressful procedures were assessed by the Neonatal Infant Stressor Scale (NISS). The developmental care strategies and the preterm neonates' stress and self-regulation behaviors were assessed using a structured observational protocol. The between-group comparison was performed by the Mann-Whitney test, and the significance level was set at 5%. Both NICUs had similar stressful procedures and developmental care approaches. However, the preterm neonates hospitalized in the SFR NICU exhibited significantly fewer total stress behaviors, and specifically in the motor system, compared to those in the OB NICU. Additionally, the preterm neonates hospitalized in the SFR NICU exhibited significantly more total self-regulation behaviors, and specifically in the behavioral state system, compared to those in the OB NICU. The findings showed that the single-family room NICU model was consistent with the environmental protection of biobehavioural regulation in preterm neonates hospitalized in the NICU.

Efficient removal of Cr(VI) by mechanochemically modified pyrites: Self-regulated neutralization behaviors

The pH of the aqueous environment commonly occurs during the application of natural/modified pyrite in water/soil remediation. In this study, mechanochemical modification of natural pyrite (M−pyrite) was employed to remove Cr(VI) over a wide pH range. Self-regulated neutralization was observed during Cr(VI) removal by M−pyrite in the initial pH range of 2.0–12.3. The reductive immobilization of total Cr occurred effectively when the solution self-regulated to a circumneutral pH (pH 5.0–9.0), but only efficient Cr(VI) reduction occurred under strongly acidic or alkaline conditions. Three pathways, i.e., Fe(II) removal, surface sulfide reduction and both combinations, could be revealed for Cr(VI) removal by M−pyrite at circumneutral pH and under strongly alkaline and acidic conditions. As Cr(VI) is reduced by ferrous and sulfide species, the protons generated from pyrite oxidation by O2 are consumed, causing neutral restoration to resist the initial sharp decrease in pH. Effective immobilization of the reduced Cr(VI) was confirmed at an initial pH of 5.0–9.0, but this immobilization did not occur at more acidic and alkaline pH values due to strong Fe(II) dissolution or surface precipitation. The M−pyrite was successfully applied in treating four types of saline industrial Cr(VI) wastewaters, demonstrating the advantage of self-regulated neutralization resistance in complex wastewater matrices.

Особенности волевой регуляции поведения у осужденных женщин, имеющих наркотическую зависимость

The article presents a study of the features of volitional self-regulation of convicted women with drug addiction in conditions of social isolation. The purpose of the study was to study the characteristics of volitional regulation of convicted women with drug addiction. The subject of the study is the peculiarities of volitional regulation of convicted women with drug addiction. The hypothesis of the study is the assumption that the volitional regulation of convicted women with drug addiction differs from the volitional regulation of convicted women who do not have drug addiction. The study was carried out using the following diagnostic tools:
 – a methodology for studying stylistic self-regulation of behavior (SSP) aimed at the emotional-volitional sphere;
 – the methodology for studying volitional regulation (VVR) is aimed at studying the emotional-volitional and motivational-need spheres of the individual;
 – the “Volitional Personality Qualities Questionnaire” (VQL) technique designed to assess the volitional qualities of an individual.
 60 respondents took part in the study. The subjects were divided into two groups. 30 convicted women with drug addiction were selected for the experimental group. The control group consisted of 30 convicted women who did not have drug addiction.
 The results obtained during the study indicate that convicted women with drug addiction are extremely dependent on the opinions and assessments of others, are unable to independently develop plans and programs of action, and often and uncritically follow other people’s advice. In the absence of outside help, they inevitably experience regulatory failures. The stylistic features of self-regulation of activity reveal uncertainty in a rapidly changing environment; they have great difficulty getting used to changes in life and are extremely dependent on the opinions and assessments of others. They also have a reduced ability to consciously overcome obstacles on the path to their goals and conflict-free behavior; they are characterized by low initiative, independence, suggestibility, and dependence on the opinions of groups.

Cognitive, emotional, and social factors promoting psychosocial adaptation: a study of latent profiles in people living in socially vulnerable contexts.

Social adaptation is a multifaceted process that encompasses cognitive, social, and affective factors. Previous research often focused on isolated variables, overlooking their interactions, especially in challenging environments. Our study addresses this by investigating how cognitive (working memory, verbal intelligence, self-regulation), social (affective empathy, family networks, loneliness), and psychological (locus of control, self-esteem, perceived stress) factors interact to influence social adaptation. We analyzed data from 254 adults (55% female) aged 18 to 46 in economically vulnerable households in Santiago, Chile. We used Latent profile analysis (LPA) and machine learning to uncover distinct patters of socioadaptive features and identify the most discriminating features. LPA showed two distinct psychosocial adaptation profiles: one characterized by effective psychosocial adaptation and another by poor psychosocial adaptation. The adaptive profile featured individuals with strong emotional, cognitive, and behavioral self-regulation, an internal locus of control, high self-esteem, lower stress levels, reduced affective empathy, robust family support, and decreased loneliness. Conversely, the poorly adapted profile exhibited the opposite traits. Machine learning pinpointed six key differentiating factors in various adaptation pathways within the same vulnerable context: high self-esteem, cognitive and behavioral self-regulation, low stress levels, higher education, and increased social support. This research carries significant policy implications, highlighting the need to reinforce protective factors and psychological resources, such as self-esteem, self-regulation, and education, to foster effective adaptation in adversity. Additionally, we identified critical risk factors impacting social adaptation in vulnerable populations, advancing our understanding of this intricate phenomenon.

Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes

It is well-established that formative assessments with accompanying feedback can enhance learning. However, the degree to which additional formative assessments on the same material further improve learning outcomes remains an open research question. Moreover, it is unclear whether providing additional formative assessments impacts self-regulated learning behavior, and if the benefits of such assessments depend on students' self-regulated learning behavior. The current study, conducted in a real-world blended learning setting and using a Learning Analytics approach, compares 154 students who completed additional formative assessments with 154 students who did not. The results indicate that the additional formative assessments led to an improvement in learning outcomes, but also had both positive and negative effects on students' self-regulated learning behavior. Students who completed additional formative assessments performed better on the assessments but reported lower levels of subjective comprehension and devoted more time to completing exercises. Simultaneously, they devoted less effort to additional learning activities (additional investment), such as class preparation and post-processing. Furthermore, the impact of additional formative assessments on learning success depended on students' self-regulated learning behavior. It was primarily the students who invested above-average time during formative assessments (time investment) who benefited from the additional exercises. Cluster analysis revealed that high-effort students (those with above-average time investment and above-average additional investment) gained the most from the extra exercises. In contrast, low-effort students and those who achieved high performance with relatively low effort (efficient students) did not benefit from additional formative assessments. In conclusion, providing students with additional formative assessments can enhance learning, but it should be done with caution as it can alter self-regulated learning behavior in both positive and negative ways, and not all students may benefit from it equally.

Awareness of the disease and attitude to treatment in patients with various mental disorders at the initial stages of the disease

IntroductionAn important aspect in providing effective psychiatric care and treatment is the formation of an adequate perception of their mental disorder in patients and awareness of the need for treatment, especially at the initial stages of the disease. Patients’ misunderstanding of their own psychopathological manifestations can act as a serious obstacle to their compliance and lead to an increase in the frequency of exacerbations and repeated hospitalizations.ObjectivesTo assess the attitude to the disease and treatment in patients with various mental disorders at the initial stages of the disease.MethodsClinical and psychopathological, psychological, statistical. The following scales were used: Drug Attitude Inventory (DAI, Hogan T.P. et al., 1983); Insight Scale for Psychosis (ISP, Birchwood M., 1994); Questionnaire “Style of self-regulation of behavior” (SSPM, V.I. Morosanova, 1988) and others. 17 patients with a diagnosis of bipolar disorder (BD, F31.xxx, ICD-10) were examined, the average age of patients was 25.52±4.55 years and 39 patients with a diagnosis of schizophrenia (F20.1xx and F23.1xx, ICD-10), the average age of patients was 29.29±9.71. The duration of the disorder in both groups of patients was 0.5-3 years.ResultsA comparative analysis of the average scores of the scale of attitude to the disease revealed significant differences in the groups (p≤0.01). Patients with schizophrenia had a lower awareness of their disease (2.31±0.91 points) than patients with bipolar disorder (3.59±0.76 points). Correlation analysis revealed reliable connections (p≤0.01) between the scales of attitude to the disease and drugs and the self-regulation questionnaire. In patients with schizophrenia, deeper violations were found in the links of self-regulation, such as programming and planning when assessing the presence of a mental disorder and deterioration of their condition due to discontinuation of medication (r=0.38 and r=0.36, respectively). The low level of self-regulation in general and the rigidity of negative attitudes in awareness of the disease and the need for treatment also have a negative impact on compliance with the medication regimen. No such correlations were found in patients with bipolar disorder: they were more aware of the presence of a mental disorder and the need for treatment, but the degree of compliance with the medication regimen was not high enough.ConclusionsThe treatment of patients with mental disorders requires an integrated approach with the mandatory inclusion of a psychoeducational component in order to form an adequate model of their disease and an understanding of the expected risks when therapy is discontinued. Psychoeducation is especially relevant in the early stages of the disease, both for patients with schizophrenia and with BD.Disclosure of InterestNone Declared

How and When Resilience can Boost Student Academic Performance: A Weekly Diary Study on the Roles of Self-Regulation Behaviors, Grit, and Social Support

Resilience has been found to have positive impacts on college students’ well-being and mental health. However, we still lack knowledge on how and under what conditions resilience can help to facilitate college students’ academic performance. Based on the conservation of resources theory, this study investigated how resilience could be positively linked to college students’ academic performance through increasing self-regulation behaviors, and to what extent this indirect effect could be strengthened by individual grit and social support. Using 74 Chinese college students with a four-week longitudinal survey (296 observations in total), we confirmed our hypotheses. The results of multilevel moderated mediation showed that weekly self-regulation behaviors mediated the positive relationship between weekly resilience and college students’ weekly academic performance and that this positive indirect effect became stronger for those who had a higher level of grit and perceived a higher level of social support. Further, we found that weekly resilience was also positively related to the next week’s self-regulation behaviors, which in turn, increased next week’s academic performance. Social support can strengthen such a carry-over impact of resilience on next week’s self-regulation behaviors (but not for grit). To conclude, our study uncovered the short-term fluctuations of resilience and its impacts on students’ study outcomes. We highlight the important roles of personal resources (grit) and social resources (social support) that can leverage the positive effects of resilience on students’ weekly basis.

Permissive Parenting, Self Regulation and Risk-Taking Behavior among Adolescents

The purpose of this study was to find out the relationship among permissive parenting, self-regulation and risk-taking behaviour among adolescents. Parents displaying a permissive parenting style often let their adolescents choose what to do. Due to the lack of boundaries and rules set under permissive parenting, adolescents may view their parents as more of a friend or an equal rather than a person of authority and this leads to poor self-regulation abilities among adolescents. A stratified random sampling technique was used in this study. 180 College students from the public and private colleges of Toba Tek Singh between the age range 12-18 were included in the study. PAQ developed by Buri (1991), ASRI developed by K.L (2007) Moilanen and RTSHIA by Vrouva (2010) were used. The Pearson correlation coefficient and regression analysis were used to examine correlation and the predictive relationship among the variables under investigation. The results of this study showed that there is a significant correlation between permissive parenting and self-regulation among adolescents. Permissive parenting strongly predicts self-regulation among adolescents.

Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation.

(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs-one focused on classic attentional practices and another focused on the recognition and expression of emotions-on attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental paradigm was used. A sample of 74 children aged between 8 and 12 years old were randomly assigned to three experimental conditions: (1) an MBI with a focus on attentional practices, (2) an MBI with a focus on recognition and expression of emotions, and (3) a control group. The interventions lasted 8 weeks, with a weekly, 1 h online synchronous session plus home practices. Children were evaluated before starting the intervention and at the end of the 8-week period. The assessed outcomes were (1) mindfulness; (2) emotional regulation; (3) attentional regulation, and (4) behavioral regulation. (3) Results: Children who participated in both intervention programs increased their mindfulness and emotional and behavioral regulation scores. Only children who participated in the MBI with a focus on attention showed significant changes in their ability to self-regulate attention. (4) Conclusions: The use of online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills for attention, emotions, and behavior in early adolescence.

Implications of early attentional and behavioral regulation for adolescent flourishing: Variations in pathways across family income status

The current study examined preschoolers’ attentional and behavioral regulation as unique predictors of adolescent flourishing. Additional interests included the role of social competence and academic competence as mediators and poverty-status as a moderator of these pathways. Data were drawn from the Future of Families and Child Wellbeing Study and included an analytic sample of 2,266 ethnically and economically diverse families. Children’s attentional regulation and academic competence were directly assessed during in-home visits, behavioral regulation and social competence were parent-reported, and adolescent flourishing was self-reported. Overall, results from multiple linear regression indicated that behavioral self-regulation at age 5 was associated with adolescent flourishing at age 15. In addition, the findings from structural equation models that examined mediation and moderation simultaneously indicated specificity in the pathways; attentional regulation positively predicted social competence for the poor and the near-poor groups, while lack of behavioral regulation was found to be negatively correlated with social competence for all three income groups. Furthermore, both attentional regulation and behavioral regulation were associated with academic competence for the poor and near-poor groups, but not for the non-poor group. Lastly, mediation analyses indicated that higher behavioral regulation at age 5 was positively associated with social competence at age 9, which further were associated with adolescence flourishing at age 15, for the non-poor group only. Implications of these findings for interventions targeting early attentional and behavioral regulation among at-risk children are discussed.

Development and psychometric properties of an instrument to measure sleep behavior self-regulation in adolescent students

BackgroundThe prevalence of inadequate sleep among adolescents is a significant worry due to its potential to adversely affect their health and academic performance. Addressing this matter necessitates a comprehensive grasp of the underlying factors influencing sleep regulation and the formulation of evidence-based interventions to counteract its detrimental consequences. Hence, the central objective of this study is to create and assess a dependable questionnaire designed to evaluate adolescents' self-regulation of sleep behavior. MethodsIn this cross-sectional study, data from 401 high school students randomly selected from west Iran were incorporated and subjected to psychometric assessments. The average age of the participants was 16.5 ± 0.92. Initially, 136 preliminary items were formulated, drawing from a contextual framework and comprehensive literature review. The subsequent steps involved specialized analyses, including content validity analysis, item analysis, exploratory and confirmatory factor analysis, as well as convergent validity analysis. ResultsBoth exploratory and confirmatory factor analyses support a strong structural model, including factors like self-control, outcome expectation, goal setting, and self-efficacy, which are linked to regulating sleep behavior. The model fit was satisfactory. The instrument had 22 items which demonstrated good internal consistency, adequate test-retest reliability, and evidence of convergent validity. ConclusionIn future studies exploring sleep behavior, the present questionnaire, which has demonstrated initial validity and reliability, holds the potential to provide valuable assistance in evaluating and enhancing self-regulation in sleep behavior, particularly within school environments.

Employee’s Spiritual Well-Being: Diminishing the Negative Fibs of Job Stress, Ego Depletion and Cyberloafing

Purpose: The present study aims to empirically examine a research model that investigates the impact of job stress and ego depletion on cyberloafing behavior. Also examining the role of Islamic workplace spirituality as a moderating factor in the relationship between job stress and ego-depletion, with cyberloafing and its consequences on employees’ spiritual well-being. Theoritical Framework: This study used the theory of self-regulation and control. Although there may be slight differences in the conceptualization of self-regulation of behavior but if a discrepancy is detected, the behavior is performed, or expectations are modified to mitigate the mismatch. It is the basis for examining the impact of work-related stress and ego depletion on human behavior. Design/methodology/approach: This research was conducted with 271 employees out of 547 population’s members of Islamic-based universities located in Banyumas Regency, Indonesia. The sampling technique used was purposive sampling, and the distributiin of questionnaires to employess was conducted haphzardly. Data were then analyzed using Partial Least Squares (PLS). Findings: The finding indicates a favorable relationship between job stress, ego depletion, and cyberloafing. A noteworthy finding also indicates that engaging in cyberloafing should nourish employes spiritual well-being. The presence of Islamic workplace spirituality did not seem to have a moderating effect on the association between job stress and cyberloafing. In contrast, Islamic workplace spirituality serves as a moderating factor in the relationship between cyberloafing and spiritual well-being. Research, Pratical & Social Implication: This finding does not align with previous research on job stress and cyberloafing. However, researchers have expanded the research model related to cyberloafing by including ego depletion and spiritual well-being variables. They have also examined the moderating influence of Islamic workplace spirituality on the relationship between cyberloafing and spiritual well-being. The purpose of this study is to incorporate academic literature regarding the impact of cyberloafing. This trend is not inherently negative but is associated with the value of spiritual well-being. The anticipated outcomes of this study encompass both theoretical and practical contributions to the fields of spiritual well-being and workplace deviant behavior. Originality/value: This research examines the impact of cyberloafing behavior on the spiritual well-being of individuals in a professional setting. Following the research subject, researchers also incorporate a spiritual value to the concept of well-being, as the study is conducted within an Islamic university that adheres to Islamic principles in its practices.

Features of student's behavioral control with different university study success

Introduction. In this article, we studied students psyche features, which are significant characteristics in achieving university study success. As these characteristics we studied features of behavioral control, which contain three levels: cognitive, volitional and emotional. To determine the role of behavioral control in university study success, we classified the represented in the sample students for three levels of success. After that we compared their indicators of behavioral control.Materials and Methods. Sample: 256 students from three different universities, studying in different educational directions and different courses. The age from 17 to 23 years, 189 women and 67 men. Data collection: testing method and peer review method. Methods: «Morphological test of life values» by V. Sopov, L. Karpushina, Questionnaire of satisfaction with educational activity by L. Mishchenko, Questionnaire of various types of educational work needs by O. Osipova, «The style of self-regulation of behavior – SSP-98» by V. Morosanova, «Action-control Scale» by Yu. Kul, «Ways of Coping» by R. Lazarus adapted by T. Kryukova and E. Kuftyak. Data processing: hierarchical cluster analysis to classify respondents according to the level of their university study success. H-Kruskal-Wallace and U-Mann-Whitney to compare indicators of behavioral control.Results. As a result of the classification, we identified three groups of students, which corresponding low, medium and high levels of the university study success. We found significant difference (p < 0,05) at all levels of behavioral control between students of different university study success levels. After pairwise comparison between students from three levels of success we found mixed picture in behavioral control indicators.Discussion and Conclusions. We can conclude, that behavioral control is a significant characteristic of the university study success. Successful students showing the characteristic features of behavioral control, which allows them to act as subjects of educational and professional activities.

Features of Self-Regulation in Young Pople with High Social Anxiety

The features of self-regulation of behavior and emotion management in the structure of emotional intelligence in 18‑22 year old young people with high anxiety (17 respondents) compared to young people with moderate social anxiety (18 respondents) were investigated. Respondents with high social anxiety have less flexibility in self-regulation of behavior and ability to manage emotions, but more programming of behavior. They do not note a decrease in understanding their own and other people’s emotions, which may indicate a connection of social anxiety with deficit in ability to trim behavior under specific conditions and decrease in adaptive strategies for regulating their own and other people’s affective states, or even an increase in attention to them, but not with reduced ability to understand the emotional component of communication

Unveiling the dynamics of self-regulated learning in project-based learning environments

Project-based learning (PBL) has been found to exert a positive influence on learners' academic achievements, while also fostering their intrinsic motivation and playing a crucial role in nurturing sustainable learning capacities. Understanding individual differences in self-regulated learning (SRL) within project-based foreign language learning can guide language teachers in delivering personalized instruction. This study utilized a blended learning management system to collect and analyze data on SRL from 95 learners enrolled in a project-based College English course. Through microanalysis, latent profile analysis (LPA), and epistemic network analysis (ENA), the study identified distinct learner profiles and traced their developmental trajectories in project-based language learning. The findings revealed that PBL facilitates the occurrence of SRL behaviors and strengthens connections across different regulation phases. Notably, learners with diverse profiles displayed variations in their SRL epistemic network structures and developmental trajectories. These results highlight the dynamic nature of SRL within the PBL context, underscoring the significance of considering individual differences and supporting learners’ evolving self-regulatory behaviors and strategies throughout their engagement in PBL activities. To enhance SRL in PBL, educators are encouraged to provide scaffolding support, promote help-seeking behaviors, and implement interventions targeting metacognitive processes and reflective practices.

친사회적 그림책 내용 기반 종이접기놀이가 유아의 자기조절능력과 친사회적 행동에 미치는 영향

Objectives The purpose of this study is to develop origami play based on prosocial picture books to develop children's self-regulations and pro-social behavior and to analyze its effects.
 Methods For this purpose, we applied origami play based on the contents of prosocial picture books to 40 4-year-old children (20 experimental group, 20 comparison group) attending kindergarten B in W city, K province, and conducted an experiment to verify its effectiveness. Pre- and post-tests were conducted on the group and comparison group. Data analysis was performed using a t-test using the SPSS 22.0 statistical program.
 Results There were significant differences in self-regulation and its sub-factors, and pro-social behavior and sub-factors between the experimental group that applied origami play based on the content of pro-social picture books and the comparison group that performed origami play based on picture book content related to daily life topics.
 Conclusions Origami play based on prosocial picture book content had a positive effect on the development of children's self-regulation and prosocial behavior. It was confirmed that reading picture books with prosocial content and origami are friendly and accessible educational activities that help young children learn self-regulation and develop pro-social behavior to form harmonious social relationships at home or in educational institutions.

Preschoolers' Self-Regulation and Behavior Problems in the Midst of Caregiver Depression and Chaos.

Preschoolers' self-regulation is partially developed through home and child care routines. COVID-19-related child care closures increased caregiver depressive symptoms, household chaos, and children's behavior problems. This longitudinal study examined how preschoolers' prepandemic self-regulation was related to behavior problems early in the pandemic, including buffering against the adverse effects of caregiver depressive symptoms and household chaos. A sample of 264 caregivers of preschoolers reported on their children's self-regulation (Behavior Rating Inventory of Executive Function-Preschool Version Inhibitory Self Control Index) before the pandemic and caregiver depressive symptoms (Center for Epidemiological Studies), household chaos (Confusion, Hubbub, and Order Scale), and children's behavior problems (Behavior Rating Index for Children) during the pandemic. We used linear mixed models to examine predictors of children's behavior problems, including prepandemic self-regulation, and further examined moderation by pandemic-related caregiver depressive symptoms and household chaos. Children were 64% non-Hispanic White and 24% non-Hispanic Black, with mean pandemic age 5.9 years. Prepandemic self-regulation significantly predicted early pandemic behavior problems (β = -0.38 [95% confidence interval, -0.69 to -0.07]). This association was moderated by pandemic-related caregiver depressive symptoms and household chaos; the protective association was maintained at high levels of caregiver depressive symptoms or household chaos, although the association diminished when these co-occurred. The protective association between prepandemic self-regulation and subsequent behavior problems suggests longitudinal benefits of preschoolers' inhibitory and emotional control. Despite reduced protection associated with co-occurring caregiver and household challenges, self-regulation continued to demonstrate protection against subsequent behavior problems, even in the midst of a pandemic.

Digital, Self-Regulated Vocabulary Learning and Device Control In Out-Of-Class, Higher Education Settings

Self-regulation of learning behaviour is particularly important when it comes to vocabulary learning for academic purposes in a second language because it often needs to be done on a regular and consistent basis and mostly in out-of-class, self-directed settings to be successful. Self-regulation is also vital when this learning takes place using digital activities on smartphones because these are now ubiquitous devices and deeply embedded in both daily life and higher education settings. Features such as notifications from social media applications can end up distracting students from their academic tasks unless they have the capacity to manage and control their behaviour. This naturalistic, mixed methods study conducted with students on an academic English foundation course in a higher education context aimed to measure their capacity for self-regulated vocabulary learning through technology before and after 10 weeks of intentional digital vocabulary learning in out-of-class settings and to see if there was any difference between learning on a laptop and a smartphone. The purpose of this study was to find out if device control was a relevant dimension of self-regulation, which is an under-researched area. The study collected quantitative data through a recently developed self-report survey tool, and differences in scores were measured using Wilcoxon signed-rank tests. Qualitative data was also collected from students through paired-depth interviews, and this was analysed using typological analysis. The results revealed that the students’ self-reported capacity for self-regulated vocabulary learning through laptops was significantly higher than their capacity for self-regulated vocabulary learning through smartphones. In addition, commitment regulation when using a smartphone decreased significantly over the 10-week period primarily due to distractions from social media notifications. At the same time, students were aware of when to use each device for different types of learning activities and under different temporal and spatial conditions. Overall, this study showed that device control should be considered an additional dimension of a model of digital, self-regulated vocabulary learning and should also be incorporated into future research in the field of e-learning. In addition, students in higher education need to be given more guidance about the benefits and drawbacks of different devices and how to develop their capacity and strategies for greater device self-regulation.

Development and validation of the physical effort scale (PES)

ObjectivesPrevious literature has primarily viewed physical effort as an aversive experience. However, recent research suggests that effort can also be valued positively. These differences in approach and avoidance tendencies toward physical effort may play a key role in the self-regulation of physical activity behaviors. The aim of this study was to develop a scale that measures these tendencies and contributes to a better understanding of physical effort and how it affects behavior. MethodsThe Physical Effort Scale (PES) was developed in Study 1 based on expert evaluations (n = 9) and cognitive interviews (n = 10). In Study 2 (n = 680, 69% female), content validity and dimensional structure were examined using principal component analysis and confirmatory factor analysis. Item reduction was conducted using item response theory. Preliminary construct validity was explored using regression. Study 3 (n = 297, 71% female) was used to validate dimensional structure, internal consistency, and construct validity, and to assess test-retest reliability. ResultsIn Study 1, 44 items were rated for content validity, of which 18 were selected and refined based on cognitive interviews. Analyses from Study 2 allowed reducing the scale to 8 items with a two-dimension structure: tendency to approach (n = 4) and to avoid physical effort (n = 4). The two subscales showed high internal consistency (α = 0.897 for the approach dimension and 0.913 for the avoidance dimension) and explained usual levels of physical activity, providing preliminary evidence of construct validity. Study 3 confirmed the two-dimension structure with high internal consistency (α = 0.907 and 0.916 for the approach and avoidance dimension, respectively) and revealed acceptable test-retest reliability (intraclass correlation >0.66). Patterns of associations with other constructs showed expected relationships, confirming the concurrent, convergent, and discriminant validity of the scale. ConclusionsThe PES is a valid and reliable measure of individual differences in the valuation of physical effort. This scale can assess the propensity to engage in physically demanding tasks in non-clinical populations. The PES and its manual are available in the Supplementary Material.

Maternal depression and children’s behavioral self-regulation: the role of parenting and children’s screen time

Family processes such as maternal parenting and family screen exposure are significantly related to children’s gains in behavioral self-regulation, but the potential mechanism of these relations remains unknown. In this study, we investigated how maternal depression is associated with children’s behavioral self-regulation through the mediating role of maternal supportive parenting and children’s family screen time. A total sample of 657 Chinese children and their mothers was recruited. Results from structural equation models indicated that supportive parenting and screen time partially mediated the effect of maternal depression on children’s behavioral self-regulation by the sequential, after controlling for child demographic variables. Furthermore, supportive parenting played a partially mediating role in associations between maternal depression and children’s self-regulation. The findings provide insights into parenting practices for early childhood development in the Chinese family environment.