Behavioral Self-regulation Research Articles

Managing self-regulatory behaviour in young autistic children in the Western Cape, South Africa

Managing self-regulatory behaviour in young autistic children in the Western Cape, South Africa

Bidirectional Relationship between Positive Parenting Behavior and Children's Self-Regulation: A Three-Wave Longitudinal Study.

In this study, we used a cross-lagged design to explore the relationship between children's self-regulation and positive parenting behaviors. Children aged 3 years (N = 84) were tested individually three times a year for their hot and cool self-regulation, while their parents' positive parenting behaviors (warmth, structure, and autonomy support) were collected through questionnaires. In the structural equation panel model, bidirectional relations between children's inhibitory control and parental positive parenting were found. Children's inhibitory control and positive parenting predicted changes in each other for the first six months. Such a reciprocal relationship also existed between parental autonomy support and children's inhibitory control. There was a cross-lagged effect between parental warmth and children' inhibitory control rather than a simultaneous relation. Children's inhibitory control positively predicted parental structural behaviors rather than vice versa. Children's delayed waiting and positive parenting (autonomy support) were only positively correlated, rather than having a lagging effect. All the relationships faded over time.

Ответственность как индивидуально-психологическая предпосылка осознанного поведения личности

The problem of the conscious, independent, flexible and responsible behavior of a person acts as an urgent and insufficiently researched one. The need for the conscious self-regulation of the behavior and activity is especially important when making the decisions in the uncertain life situations, in the dynamically changing conditions of the human existence. The purpose of the study is to identify differences in the components of locus of control and self-regulation in individuals with different levels of responsibility. Methodological complex: test “Express diagnostics of responsibility”, “Locus of control” E.G. Ksenofontova, questionnaire “Style of self-regulation of behavior” by V. I. Morosanova. Processing methods: Kruskal - Wallis H -test and Mann - Whitney U -test. It was revealed that subjects with a high level of responsibility have an internal locus of control in almost all areas of life. They are inclined to plan and program their activities and their results, respond flexibly when conditions change, and have a high level of self-regulation of behavior and activity. Subjects with an average level of responsibility have an internal locus of control in the sphere of achievements and in the sphere of interpersonal communication, showing an external type in the sphere of health. They are prone to passivity, denial of activity in the case of assessing results as unattainable, and in situations where difficulties arise, they are not ready to change their activities. Subjects with a low level of responsibility predominantly have an external locus of control in various areas of life and a low level of self-regulation. The obtained results state that the level of the responsibility of an individual determines the system of his regulatory capabilities. The ability to behave responsibly affects the direction of a person's life, the possibilities of carrying out the activities, the quality of this activity and its results.

Police engagement with football fans online during the English 2022/23 season

ABSTRACT Dialogue policing favours constructive forms of police-fan engagement, and there is overwhelming evidence that it leads to greater trust and self-regulation behaviours amongst fans. However, little is known about if and how dialogue policing can be facilitated online. To this end, five police football accounts in England were studied on the social media platform X across the 2022/23 season. Research findings show that the police used three key tactics, linked to chatting about congenial subject matter, influencing fans’ movements and behaviour, and tackling crime and disorder. On one hand, police football accounts used a soft communication approach, and yet two-way communication was rare. This is significant because it shows that the police incorporated elements of dialogue-based policing, although more must now be done by the police to speak with and not to fans.

An analysis of technological resources to encourage self-regulated learning behaviour in virtual learning environments in the last decade

An analysis of technological resources to encourage self-regulated learning behaviour in virtual learning environments in the last decade

An analysis of technological resources to encourage self-regulated learning behaviour in virtual learning environments in the last decade

An analysis of technological resources to encourage self-regulated learning behaviour in virtual learning environments in the last decade

Self-regulation and risk behavior of adolescents aged 15-20

Self-regulation and risk behavior of adolescents aged 15-20

Профиль саморегуляции и социальной активности в портрете учащейся российской молодежи

Background. The relevance of studying the social activity of young people in the context of self-regulation is determined by the vulnerability of young people in difficult conditions of a transforming society subject to uncertainty. In social activity, young people socialize, manifest themselves, and therefore it is necessary to understand its factors, motives for inclusion in one or another of its forms, obstacles to its implementation, as well as risks and threats to the safety and well-being. Objectives. The aim is to establish the role of self-regulation in the involvement of young people in social activity, considering regional and gender specifics. Study Participants. This study involved 1492 respondents (Mage = 19.2; 1013 women), students of various majors from Russian regions. Methods. The research had a survey design, the questionnaires and scales were used in this work for collecting data: V.I. Morosanova's “Style of self-regulation of behavior”, Eysenck's three-factor model, FIRO-B, British scale of well-being, Scale of Russian parties and socio-political organizations attractiveness, Assessment of social contacts intensity and participation in events, and informal associations, a socio-demographic survey. Methods of descriptive statistics, cluster (k-means method) and comparative (t-Student and H-Kraskel-Wallis criterion) analyses were used for data processing. Results. It is established that the leading regulatory processes and properties in the profile of self-regulation of young people are persistence, programming of actions, and flexibility. Self-regulation has a greater impact on such forms of social activity of young people as leisure activities, participation in clubs, spontaneous events as the organizer of these forms with a predominant value for girls rather than for boys. Conclusions. The study showed the typical features of the self-regulation profile of young people. This profile is mostly conditioned by the age specifics of this social group. The limited influence of the processes and properties of self-regulation on the forms of social activity, especially in relation to young men, suggests the need to consider other factors of social activity in a complex.

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The article describes the standardization procedure of the express methodology "Determination of Servicemen's Self-Regulation Peculiarities." It identifies the features of professional self-regulation among servicemen, its differences, and its correlation with general self-regulation. The article also provides data on the professionalization of self-regulation in cadets and its characteristics in combatants. Additionally, it presents indicators of internal consistency of the express methodology structure (Cronbach's alpha and intercorrelation) and its validity (correlation with the scales of methods for determining servicemen's self-regulation characteristics and the style of self-regulation of behavior). The article concludes by demonstrating the expediency of its use in rehabilitation centers for servicemen who are participants of intense combat operations. The methodology was standardized for servicemen undergoing a program of psychological recovery after participation in combat operations.

Особенности саморегуляции у студентов, использующих с различной частотой ненормативную лексику

In modern society, profanity has an ambivalent status: its public use remains taboo, but at the same time its functional meaning is expanding and the degree of permissibility of its use in colloquial speech is increasing. The problem of using profanity is most acute among young people. Despite the large number of works on this topic, there are very few studies devoted to the relationship of the use of profanity with various personal characteristics. The purpose of this study is to identify the features of self-regulation in students who use profanity with varying frequency. The study sample: 80 students of St. Petersburg humanities, average age 20,2 years. Research methods: questionnaire “Style of self-regulation of behavior - SSP-98” by V. I. Morosanova and an author's questionnaire aimed at identifying the frequency of use of profanity by students and their environment, as well as to identify the attitude of students to the use of profanity in various situations. As a result of the conducted research, it was revealed that the use / non-use of profanity by the family and the reference group (friends) acts as a risk factor / protection factor in relation to their own frequency of use of profanity. A tendency to decrease the frequency of use of profanity among students with increasing age has been revealed. The frequency of profanity usage correlates with the students' self-regulation style. The regulation of one's own behavior is related to an external factor - the model of behavior of friends in relation to profanity. The results obtained allow us to formulate possible ways to reduce the frequency of use of profanity.

Development of self-regulation in youth through online and offline training

Relevance: Modern youth faces a multitude of complex challenges that are integral to their lives: academic and professional demands, personal growth challenges, achieving work-life balance, and separating from parental influence. In the face of constant time and resource constraints, maintaining high productivity across all life spheres while avoiding burnout becomes a critical task. Mastery of self-regulation skills can contribute to solving this problem by helping young men and women cope with stress, effectively manage time and resources, and achieve harmony across different aspects of their lives. Objective: This research is aimed at theoretically analyzing the issue of self-regulation, determining the effectiveness of its development among young men through psychological training in online and offline formats. Methods: To achieve the stated objective, a combination of methods was employed: theoretical methods including analysis, synthesis, and summary of psychological literature; empirical methods involving observation; psychodiagnostic methods utilizing V.I. Morosanova's "Behavioral Self-Regulation Style" questionnaire; and statistical methods including Fisher's angular transformation. The study involved 36 participants aged 18 to 25 years. Results: The results of the empirical study on the development of self-regulation in youth showed higher effectiveness in developing self-regulation skills among young men through offline training. Future prospects for further research include investigating components of self-regulation and studying volitional self-regulation.

Self Regulation and Sexual Behavior in Adolescent Visitors

<p style="text-align: justify;"><em>The research aims is to determine the relationship between self-regulation and sexual behavior among teenage visitors to PT. Jakabaring Sport City Palembang. The total population in this study was 150 teenage visitors and the samples were 105 teenage visitors to PT. Jakabaring Sport City obtained through purposive sampling technique. The measuring instruments used in this research are the self-regulation and sexual behavior scales. For analysis techniques, use simple regression analysis techniques. The results of research data analysis using the SPSS version 25 for Windows program show a correlation coefficient (R) of -0.433, a coefficient of determination (R square) of 0.188 and a p value = 0.000 (p<0.01). This shows that there is a negative relationship between self-regulation and sexual behavior among teenage visitors to PT. Jakabaring Sport City. The contribution of the two independent variables to the dependent is 18.8%.</em></p><p style="text-align: justify;"><strong><em>Keywords: </em></strong><em>self regulation, sexual behavior, adolescent </em></p>

Психологические барьеры принятия цифровой образовательной среды студентами российских университетов

The implementation of digital educational environment (DEE) in higher education is a complex and multifaceted process, often accompanied by opposition. The opposition may be due to various reasons, among which psychological barriers can be mentioned, for example, negative experiences in educational activity, personality traits that prevent DEE acceptance, an insufficient level of behavioral self-regulation. The identification of such barriers by university students was the main aim of present research. Using a sample of students from various universities (N=1059, age 22.3 ± 7.1 years), the following indicators were measured: attitude towards educational activity (Activity-Related Experiences Assessment technique); the resources of self-regulation (Self-Activation and the Style of Behavior Self-regulation questionnaires); personality traits (Big Five Inventory-2), and the attitude towards learning in DEE (AUDEE Scale). Cluster analysis (k-means method) allowed to identify two contrasting groups of students, differing in their assessments of the university DEE: acceptance group and resistance group. The selected groups differ in agreeableness and conscientiousness, and both of these qualities are higher in the group that has positive attitude towards learning in DEE. Acceptance group also has a higher level of self-activation and self-regulation: its members better plan goals, program their actions and model significant conditions for achieving goals. Students from resistance group make more efforts in learning activities with less pleasure, they are characterized by such experiences as meaninglessness and emptiness (void). At the same time, psychological barriers are of transient nature, and students are able to overcome them over time with appropriate support.

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.

Pretend play as the space for development of self-regulation: cultural-historical perspective.

Self-regulated behavior is a prerequisite for learning and success in life. Considerable research confirms that mature forms of play support the development of self-regulation in the early years. This study explores the relationship between (3-6-year-olds) children's pretend play and self-regulation skills. Teachers filled out a child's play and self-regulation checklist evaluating the level of children's play and self-regulation skills. The findings revealed that the levels of children's play and self-regulation skills are statistically significantly linked: the better the child performs an assumed role in play activity, the higher the level of their self-regulation. The results also suggest that a child's playing skills, gender, and age predict children's self-regulation skills manifested in play activity.

Self-regulation Development in Disabled People with Mental Disorders in the Process of Rehabilitation Using Auditory Correction

The article discusses the problem of self-regulation of young disabled people with mental disorders in the process of complex rehabilitation with the use of audio correction. Insufficient formation of various structural components of self-regulation of young people with mental disorders is noted. The importance of audio correction technologies for activating not only intellectual functions, optimizing mental state, but also the development of self-regulation of behavior and activity is emphasized. The purpose of the article is to study the dynamics of self–regulation of young people with mental disorders during complex rehabilitation with the use of audio correction. Methodology and methods of research. The study of self-regulation of young people with mental disorders was carried out during the implementation of the program of correctional and developmental assistance “Vozrozhdenie” using the technology of audio correction “RuListen” in a rehabilitation center. The study involved 72 people with mental disorders aged 18 to 40 years. To study the self-regulation of young people with disabilities, conversation, observation during a conversation and performing diagnostic tasks, a survey, an experiment, and a questionnaire of people from the immediate environment were used. At the ascertaining and control stages of the study of self-regulation of young disabled people with mental disorders, the following methods were used: “Well-being. Activity. Mood”, “Questionnaire of actual mental state”, “Test of color choices”. The results of the study. The results of the study indicate a positive dynamics of self-regulation in the disabled of working age in the process of applying the audio correction “RuListen” in combination with other methods of psychological correction in the process of complex rehabilitation in a specialized institution. Conclusion. The development of self-regulation among young disabled people of working age with mental disabilities will contribute to their positive socialization, integration into society, development of communication skills, successful self-realization in professional activities.

Digitally Assisted Mindfulness in Training Self-Regulation Skills for Sustainable Mental Health: A Systematic Review.

The onset of the COVID-19 pandemic has led to an increased demand for mental health interventions, with a special focus on digitally assisted ones. Self-regulation describes a set of meta-skills that enable one to take control over his/her mental health and it is recognized as a vital indicator of well-being. Mindfulness training is a promising training strategy for promoting self-regulation, behavioral change, and mental well-being. A growing body of research outlines that smart technologies are ready to revolutionize the way mental health training programs take place. Artificial intelligence (AI); extended reality (XR) including virtual reality (VR), augmented reality (AR), and mixed reality (MR); as well as the advancements in brain computer interfaces (BCIs) are ready to transform these mental health training programs. Mindfulness-based interventions assisted by smart technologies for mental, emotional, and behavioral regulation seem to be a crucial yet under-investigated issue. The current systematic review paper aims to explore whether and how smart technologies can assist mindfulness training for the development of self-regulation skills among people at risk of mental health issues as well as populations with various clinical characteristics. The PRISMA 2020 methodology was utilized to respond to the objectives and research questions using a total of sixty-six experimental studies that met the inclusion criteria. The results showed that digitally assisted mindfulness interventions supported by smart technologies, including AI-based applications, chatbots, virtual coaches, immersive technologies, and brain-sensing headbands, can effectively assist trainees in developing a wide range of cognitive, emotional, and behavioral self-regulation skills, leading to a greater satisfaction of their psychological needs, and thus mental wellness. These results may provide positive feedback for developing smarter and more inclusive training environments, with a special focus on people with special training needs or disabilities.

Engineering Students’ Perception of Learner Agency Development in an Intercultural PBL (Problem- and Project-Based) Team Setting

<italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Contribution:</i> This study explores the elements engineering students perceive as important for developing their learner agency in the context of intercultural project-based learning (PBL) teams. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Background:</i> The concept of learner agency has recently gained prominence due to its relevance for student-centeredness, autonomy, self-regulation, and collaboration. Certain pedagogical approaches are known to specifically support the development of learner agency, including PBL, in which learners are provided with active, self-directed, and collaborative learning tasks. PBL practice is also increasingly diverse, emphasizing intercultural collaboration in teams. However, learner agency has received little research attention in PBL settings, and even less in intercultural PBL. This study contributes to the existing literature on the development of learner agency in intercultural PBL teams. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Research Question:</i> What elements do engineering students consider important for supporting their learner agency development in an intercultural PBL team context? <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Methodology:</i> Theoretically, learner agency is framed within three interrelated dimensions, namely, intrapersonal, behavioral, and environmental. Based on this framework, a survey instrument with 31 items was constructed and responses were obtained from 310 engineering students. The survey used expert review, student piloting, exploratory factor analysis (EFA), and Cronbach’s alpha to test content validity, construct validity, and reliability. The descriptive and demographic statistics were examined through <inline-formula xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink"> <tex-math notation="LaTeX">$t$</tex-math> </inline-formula> -test and the analysis of variance test. <italic xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">Findings:</i> Five factors emerged from EFA: 1) interest and motivation; 2) self-efficacy; 3) self-regulated behaviors in teams; 4) team dynamics; and 5) external support. The statistical analysis shows that the interest and motivation factor was perceived by the engineering students as the most important. Furthermore, several demographic variables, including gender, nationality, year of study, and type of PBL learner based on their level of experience with PBL, were found to impact engineering students’ agency development.

Using teacher-supported peer feedback to develop student feedback literacy in L2 writing: An instructional model

To realize the potential of feedback, students need to possess feedback literacy. Frequently implemented in writing classrooms, peer feedback activities carry unique potential for developing student feedback literacy. This paper proposes an instructional model of teacher-supported peer feedback in relation to the enhancement of student feedback literacy from a self-regulatory perspective. The paper conceptualizes student feedback literacy as learners’ capabilities to carry out core activities in feedback processes, including seeking, generating, processing, and using feedback during self-regulation. It outlines pertinent teacher support before, during, and after peer feedback activities to facilitate student writers’ seeking, generating, processing, and using of feedback during their behavioral self-regulation of writing encompassing self-observation, self-judgement, and self-reaction. The instructional model highlights teacher support to foster an active learner role in feedback processes by giving students opportunities to conduct several rounds of feedback calibration by themselves before seeking teacher feedback. Future studies may investigate the implementation and effectiveness of the instructional model.

The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle

The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzing trace data. The study analyzed trace data from 1523 English language learners in a Moodle course and identified several behavioral factors. The final course point in English language learning is significantly predicted, including the number of completed quizzes, middle course points, engagement with course materials, time spent on tasks, completion score quizzes, access time in total, and pacing. The study found that completing quizzes was the strongest predictor of the final course point, followed by time spent on task, access time in total, and middle course point. The findings suggest that educators can use the identified behavioral factors to promote self-regulated learning online and develop interventions to support students struggling with self-regulated learning. The studies include using trace data to analyze behavioral patterns and focusing on self-regulated learning factors in online language learning. The study provides important insights into self-regulated learning factors and behaviors in English language learning through Moodle LMS, which can inform the development of effective interventions to support students in online language learning environments.