Self-regulatory Processes Research Articles

Exploring the perceptions and experiences of diabetes management and self-regulation in young adults using a continuous glucose monitoring device

Young adults face many pressures as they start being independent and responsible for their own actions and decisions. The use of continuous glucose monitoring has been shown to improve medical outcomes in diabetes management, but the mechanism of these improvements needs further investigation. This study aimed to examine the self-regulatory experiences and behaviours of a group of young adults using continuous glucose monitoring to manage type 1 diabetes. An exploratory qualitative approach was taken, using six virtual semi-structured interviews with young adults living with type 1 diabetes and using continuous glucose monitoring. A thematic analysis was used to identify themes from the gathered data. In this study, three themes demonstrated reciprocal determinism in that the observation of the continuous glucose monitoring results led to changes in the behaviours of the participants. The concepts of feedback and feedforward were also evident in the information provided by continuous glucose monitoring and the adjustment of the participants to achieve their personal blood glucose goals. The results of this study thus support the fact that self-regulation of those living with type 1 diabetes can be improved using continuous glucose monitoring as a tool for observation of blood glucose fluctuations and can, as a result, lead to changes in diabetes management behaviours and health outcomes. Continuous glucose monitoring provides the opportunity to observe the consequences of diabetes management behaviours, which activates the self-regulation processes of feedback and feedforward. This process has the potential to improve diabetes management behaviours in this vulnerable group.

The Effects of Rubrics and Exemplars as Self-regulated Learning Tools on Students’ Development of Evaluative Judgement of Intercultural Competence: An Exploratory Study

This study aimed to explore the effects of a pedagogical intervention involving the combined application of rubrics and exemplars, as Self-Regulated Learning (SRL) support tools, on student’s development of the Evaluative Judgement (EJ) of Intercultural Competence (IC). A group of students from the General Required Courses department of a Saudi college participated in a quasi-experimental study involving the administration of an English writing module as part of an intensive English course. Coursework was designed based on Byram’s multidimensional IC model, guided by Liddicoat’s pathway model for IC development, framed within Panadero & Broadbent’s EJ framework, and mapped on Zimmerman’s Self-Reflection Phase (SRP) of the self-regulatory process. A mixed-method design was adopted to gain insights on the learning processes the students went through as well as their perceptions of and attitudes towards the learning experience. The results indicated a variety of SRP strategies at work and provided evidence for the positive effects of rubrics and exemplars on the enhancement of students’ EJ of IC. The results revealed several spheres where SRL, EJ, and IC relate and align to support students’ development and practice of sustainable skills that allow them to take control of their own learning and adapt in ever-changing environments.

On the right track: decoding self-regulated learning in young students’ log data with the digital train track task

Assessing self-regulated learning (SRL)—the interplay between monitoring and control behavior—remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, transparency, generalizability, validity, and reproducibility. This study introduces an innovative instrument, the digital train track task (TTT), for assessing SRL with log data in young learners, focusing on monitoring and controlling behavior. Log data of 85 primary school students (second to fifth grades, aged 7–13 years) performing one simple and one complex TTT were analyzed. As a novel method, finite state machines (FSM) were applied to extract SRL-related actions and states from the log data. To evaluate and explore the potential of the digital TTT, monitoring, and control behavior during simple and complex tasks were compared, employing frequency-based statistical analysis and transition graphs. Additionally, the log data were multimethodically linked with think-aloud data. The results revealed differences in monitoring and control behavior during the simple and the complex tasks regarding frequency, duration, and transitions between the SRL-related states. Extracted SRL-related states from log data and corresponding think-aloud data showed significant correlations. Adding to the growing body of log data research, this study offers an innovative task to validly assess the metacognitive self-regulation processes of young learners during problem-solving. The transparent, theory-based operationalization of SRL in this study, taking into account recent demands for SRL log data research, allows better reproducibility and transfer and adds to the generalizability of findings from SRL log data research.

A mixed-methods investigation into complex components of multilingual international students' self-regulated learning in English as a foreign language context: A social cognitive perspective

Self-regulated learning serves as a fundamental framework for understanding the cognitive, motivational, and emotional dimensions of learning. Recently, a growing body of studies on such cognitive processes appears in multilingual populations. Applying a mixed-methods approach, this study examined the key components of the self-regulated learning process among 233 multilingual international students in China, specifically within the context of English as a Foreign Language learning. Qualitative data was analyzed through Pearson's correlation analysis, structural equation modeling, and path analysis, while semi-structured interviews were conducted to further confirm the results of the qualitative data analysis. 15 students were purposefully selected through purposive sampling to participate in follow-up interviews. Within the framework of social cognitive theory, the findings revealed that metacognition, motivation, self-efficacy, and feedback loops are the primary components of self-regulated learning. Additionally, path analysis confirmed that the four factors are positive predictors of self-regulated learning proficiency of multilingual international students in China. The interview outcomes further validated the integral role of these primary components in the self-regulated learning process within the context of multilingual study. This study underscores the significance of incorporating translanguaging backgrounds into teaching strategies and language policy. Findings may offer some insights for multilingual international students, language teachers, and language policymakers in the field of Chinese language instruction.

Collective and Individual Self-Regulation Processes During a Project-Based Learning Process

In higher education, students are faced with group tasks, such as project-based learning. However, research on self-regulated learning has paid little attention to the details of collective self-regulation. In this framework, the objective of this research was to determine the impact of the feeling of collective efficacy on the performance of groups of students involved in self-regulation processes in project-based learning. The quantitative approach was adopted. The type of descriptive research and field design. The 45 volunteer participants of an education program at the National University of the Altiplano completed a questionnaire that explored different aspects of self-regulation: Use of human resources, setting objectives, collective efficacy, expression of disagreements, and quality of interactions. The questionnaire comprised 20 items rated on a Likert-type scale, ranging from 1 (strongly disagree) to 6 (strongly agree), and included two open-ended questions aimed at understanding strategies for managing doubts and maintaining interest int the project. The results show that the feeling of collective efficiency is a significant predictor of the final grade in the project and that the group’s ability to define the objectives precisely and prioritize them contributes significantly to the development of the feeling of collective efficacy. The conclusion exposes the pedagogical implications of these results, emphasizing the essential role of tutors in fostering an environment conducive to collective efficacy by guiding students in defining, prioritizing objectives, and managing doubts effectively. This guidance is crucial, especially in the early phases of project implementation, to establish a dynamic of collective efficacy and develop individual interest in the project.

Playful enactive interventions can enhance agency, empathy and social integration in children

Theoretical frameworkPlay is vital for children's healthy development and growth. According to the enactive framework, play can foster socialization, self-regulation and cognitive processing. When children become active participants in pleasurable activities, they engage with their environment in diverse ways, engendering new meanings and transforming existing ones. Previous studies have shown that social integration and agency can be cultivated from an early age. Purpose or motivationIn the current study we review prior research, taking into consideration the enactive approach. From this perspective, we revalue play as a particularly fruitful activity, which enables embodied interactions between peers, contributing to participatory sense-making processes. This study examines the impact of playful enactive interventions on transformative agency and social integration. MethodsThe study involved 161 children aged 6–8 years, who attended four schools in Bariloche, Argentina. We conducted enactive interventions which propitiated playful affective instances through non-competitive play and self-awareness practices. Quantitative and qualitative analyses were performed to evaluate changes in social integration and agency in children. ResultsThe children showed changes both in the social domain - including peer relationships, empathy and classroom climate - and in their capacity for agency and emotional regulation. In addition, most children reported that they continued to use the self-awareness practices in stressful situations outside of school. ConclusionThe present study reveals that playful enactive interventions can foster agency and empathy during childhood. Embodied experiences within playful contexts may have enabled participatory sense-making processes that contributed to the recreation of peer relationships.

Empirical evidence of the role of executive functions in tolerance of emotional distress

ABSTRACT Executive functions are domain general and therefore coordinate other processes, such as emotion regulation. One emotion regulation skill that has gained interest in the last decade is distress tolerance (DT), but its relationship with executive functions has been poorly explored. The aim of this study is to investigate the relationships between executive functions and self-perceived and behavioural DT. A total of 196 university students (age: M = 22.63 years; SD = 3.26) completed a Reading Span Task, the Five Digits Test, the Paced Auditory Serial Addition Task, and the Distress Tolerance Scale. Better executive functioning was related to higher self-perceived DT. Regarding behavioural DT, students with high DT showed greater cognitive flexibility and greater inhibition than students with low behavioural DT (no differences were found for working memory). The study contribute to the knowledge of the relationships between cognitive and emotional self-regulatory processes and provides a starting point for future research.

The Multiple Challenges of Handling Scientific Integrity in the Swiss Higher Education System.

Scientific integrity is the most important aspect that higher education institutions have to take care of, as it conveys credibility and acceptance of science to the public. Although science has a very powerful built-in self-regulation process for detecting and correcting scientific misconduct, there is a need for clear guidelines that have to be adapted on regular intervals to the rapidly changing world caused by scientific developments themselves. Outlined here are recent advances in how Switzerland increases awareness and transparency of scientific misconduct and how it handles cases of misconduct to improve the quality of science.

Self-regulated learning processes of advanced musicians: A PRISMA review

This systematic review aimed to provide a comprehensive and up-to-date understanding of the current state of empirical research in self-regulated learning (SRL) and music, investigating learning strategies planned and employed by advanced musicians and evidence to support the benefits of SRL training for this population. Using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, we initially identified 3323 records related to our search, spanning the period from 2001 to 2023. Inclusion criteria consisted of peer-reviewed empirical articles reporting studies involving the participation of advanced (i.e., undergraduate and postgraduate student and professional) musicians using Zimmerman’s cyclical model of SRL and published in English, Spanish, Portuguese, or French. Forty-eight articles met all the inclusion criteria and were included in the review. We divided them into three types: reports of observational studies, descriptive-correlational, and intervention studies. We discuss the findings according to the three phases of Zimmerman’s cyclical model: forethought, performance/volitional control, and self-reflection, including the processes of goal setting, selection and adaptation of learning strategies, help seeking, time management, and self-evaluation and adaptation. Our analysis identified trends in the behavior of advanced musicians, particularly regarding practice quantity and musical achievement. Suggestions for future research indicate the need to invest in the training of instrumental and vocal teachers, so that they become familiar with SRL learning strategies that they can pass on to their students.

The Biological and Genetic Mechanisms of Fruit Drop in Apple Tree (Malus × domestica Borkh.)

The apple tree (Malus × domestica Borkh.) belongs to the Rosaceae. Due to its adaptability and tolerance to different soil and climatic conditions, it is cultivated worldwide for fresh consumption. The priorities of apple growers are high-quality fruits and stable yield for high production. About 90 to 95 percent of fruits should fall or be eliminated from apple trees to avoid overcropping and poor-quality fruits. Apple trees engage in a complex biological process known as yield self-regulation, which is influenced by several internal and external factors. Apple buds develop in different stages along the branches, and they can potentially give rise to new shoots, leaves, flowers, or fruit clusters. The apple genotype determines how many buds will develop into fruit-bearing structures and the capacity for yield self-regulation. Plant hormones such as ethylene, cytokinins, auxins, and gibberellins play a crucial role in regulating the fruit set, growth, and development, and the balance of these hormones influences the flowering intensity, fruit size, and fruit number on the apple tree. Apple growers often interfere in the self-regulation process by manually thinning fruit clusters. Different thinning methods, such as by hand, mechanical thinning, or applying chemical substances, are used for flower and fruit thinning. The most profitable in commercial orchards is the use of chemicals for elimination, but more environmentally sustainable solutions are required due to the European Green Deal. This review focuses on the biological factors and genetic mechanisms in apple yield self-regulation for a better understanding of the regulatory mechanism of fruitlet abscission for future breeding programs targeted at self-regulating yield apple varieties.

The functional state of the body in workers engaged in mining in the Arctic zone

Introduction. The functional state and adaptive potential in workers employed at mining enterprises in the Arctic territories are influenced both harmful environmental factors and specific climatic conditions, age and work experience in contact with harmful working conditions. Assessing the impact of work experience on the health in employees to reduce occupational risks and prospects for preserving and strengthening the health of workers at mining enterprises remains an extremely relevant and timely task. Materials and methods. A cross-sectional study of workers was based on a mining and processing plant for the extraction of loparite ore in the Murmansk region. Two hundred one male employee participated in the study. Cardiohemodynamic and somatometric indices were evaluated, on the basis of which integrative indices for assessing functional changes were calculated. The subjects were ranked into groups by work time and age. Results. The analysis of somatometric indicеs, depending on work experience, revealed significant intergroup differences in body mass index, index of physical changes, blood pressure and heart rate. The analysis of heart rate variability showed that with an increase in work experience, there is a unidirectional, negative change in time indices and the wave structure of the heart rhythm towards suppressing the activity of the autonomous regulation circuit with an increased contribution of sympathetic influences on the heart rate. Limitations. Difficult access to medical information and employees’ fears of participating in the study due to fear of dismissal for health reasons. Conclusion. With an increase in work experience, negative changes in the functional state of the body of mining workers in the Arctic zone of the Russian Federation are comprehensively manifested (overweight, an increase in the index of functional changes, an increase in blood pressure). The increased influence of sympathetic influences on the heart rhythm, with the suppression of self-regulation processes, is reflected in the tension of regulatory mechanisms leading to a decrease in adaptive potential and the development of a premorbid state.

A stochastic and analytical model of hierarchical fragmentation

Context. Molecular clouds are the most important incubators of young stars clustered in various stellar structures whose spatial extension can vary from a few AU to several thousand AU. Although the reality of these stellar systems has been established, the physical origin of their multiplicity remains an open question. Aims. Our aim was to characterise these stellar groups at the onset of their formation by quantifying both the number of stars they contain and their mass using a hierarchical fragmentation model of the natal molecular cloud. Methods. We developed a stochastic and predictive model that reconciles the continuous multi-scale structure of a fragmenting molecular cloud with the discrete nature of the stars that are the products of this fragmentation. In this model a gas structure is defined as a multi-scale object associated with a subregion of a cloud. Such a structure undergoes quasi-static subfragmentation until star formation. This model was implemented within a gravo-turbulent fragmentation framework to analytically follow the fragmentation properties along spatial scales using an isothermal and adiabatic equations of state (EOSs). Results. We highlighted three fragmentation modes depending on the amount of fragments produced by a collapsing gas structure, namely a hierarchical mode, a monolithic mode, and a mass dispersal mode. Using an adiabatic EOS we determined a characteristic spatial scale where further fragmentation is prevented, around a few tens of AU. We show that fragmentation is a self-regulated process as fragments tend to become marginally unstable following a M ∝ R Bonnor–Ebert-like mass-size profile. Supersonic turbulent fragmentation structures the cloud down to R ≈ 0.1 pc, and gradually turns into a less productive Jeans-type fragmentation under subsonic conditions so hierarchical fragmentation is a scale dependant process. Conclusions. Our work suggests that pre-stellar objects resulting from gas fragmentation, have to progressively increase their accretion rate in order to form stars. A hierarchical fragmentation scenario is compatible with both the multiplicity of stellar systems identified in Taurus and the multi-scale structure extracted within NGC 2264 molecular cloud. This work suggests that hierarchical fragmentation is one of the main mechanisms explaining the presence of primordial structures of stellar clusters in molecular clouds.

Research on metacognitive strategies of children's self-regulated learning.

Learning involves numerous self-regulatory processes, and self-regulated learning includes a few metacognitive strategies. Metacognitive skills start to develop at a very young age, though preschool children face some challenges while using metacognitive strategies. The study primarily aims to explore how young students are using metacognitive strategies in their daily activities and how effective they are. The sample of the study is 15 students from a public kindergarten in China, with ages ranging from 3 years to 6 years. The investigation is qualitative in nature and has employed a case study research design. It involves an observational study along with an interview with the teachers. From observational data and content analysis of the interviews, it is revealed that young children do use metacognitive strategies in their regular class activities, which vary according to their age. Teachers' support is found to be essential, especially for this age group of children, for effective use of these strategies. Moreover, it is also seen that metacognitive strategies are also important in developing social skills among young children. Consequently, the findings of this research have significant implications, especially for the teachers and parents who support the children and use metacognitive interventions for their holistic development.

From state financial control to modern audit: evolutionary development in Russia and other countries

The article is devoted to the study of the evolution of state financial control and audit. The historical facts of their origin in the Great Roman Empire, China, India, Great Britain, the USA and Russia are given. Four stages of audit development in modern Russia are identified and a fairly detailed description of each stage is given. The necessity of modernizing the process of self-regulation of the auditing profession is substantiated, taking into account the recommendations of the International Forum of Independent Regulators of Auditing, the development and effective implementation of a new Concept and a new Strategy of Russian audit, the implementation of which will create conditions for the consolidation of the audit professional community, contributing to the development and functioning of mechanisms for involving the audit community in the processes of solving strategic tasks aimed at improving the efficiency of functioning modern models of state financial control and audit, the development of the national economy and ensuring the economic security of the country. Special attention is paid to taking measures to increase the level of demand and value of the audit.

Influence of learning strategies and motivation on anatomy test performance of undergraduate medical students

To learn and comprehend the large amount of information in gross anatomy, undergraduate students must self-regulate their learning to be properly prepared for the exams within the available time. Even though there are many studies on learning strategies and their influence on test results and motivation, the aim of this study is to investigate characteristics of learning strategies in detail and in relation to the anatomy course of first semester students and how their use is related to anatomy test performance. For assessing the learning strategies, we used the short version of the questionnaire “Learning Strategies of University Students” (LIST-K) (Klingsieck, 2018). Further, we investigated potential influences of motivation and resources used during the self-regulated learning process. The participants in this study (N = 108) filled in the above-mentioned questionnaire LIST-K and a written multiple-choice anatomy test. A k-means cluster analysis revealed three groups of students differing in their self-reported use of learning strategies. Students used either (1) predominantly metacognitive and resource-related strategies, (2) predominantly cognitive strategies, or (3) no specific learning strategies at all. We found no significant overall relationships between the use of learning strategies and test performance. A stepwise linear regression identified the use of cognitive learning strategies (β =.269) as a significant predictor for test performance (R² =.149, p =.003), possibly as these specific learning strategies help with a systematic and effective approach while studying anatomy and retrieving large amount of memorized information. Further, motivation was identified as a negative predictor (β = −.277), which might be a result of the short time periods students have to study for exams. Overall findings underline the importance of self-regulated learning as a positive predictor for academic performance. By understanding these factors, a more student-centered approach could be adopted by educators to improve medical education and equip students with valuable approaches for their continuous education, even beyond university.

Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes

Beyond goal setting and planning: An examination of college students’ self-regulated learning forethought processes

Self-Regulated Assembly and Disassembly of Gold Nanoparticles for Low-Temperature Time Indication.

The color-changing self-assembly and autonomous disassembly of colloidal gold nanoparticles (AuNPs) is reported by simply mixing negatively charged phosphine ligand-capped AuNPs with partially oxidized polyethylene glycol (PEG). The assembly of AuNPs is initiated by PEG adsorption, which disrupts the hydration layer of AuNPs, leading to depletion attraction and reduction of hydration repulsion among the AuNPs. The oxidative species in PEG subsequently oxidize and remove the charged ligands from the AuNP surface, resulting in a decrease and reversal of the negative surface charge. This causes the PEG to adsorb on AuNPs in a tighter and more direct manner, providing strong steric shielding to the AuNPs, thereby triggering the disassembly of the AuNP assemblies. The self-regulated assembly-disassembly process can be tuned widely by controlling chemical conditions of PEG, nanoparticle concentration, and the environmental conditions, suggesting potential applications as colorimetric time-temperature indicators for food and medicine storage conditions. As a proof of concept, it is demonstrated that the lifetime of the color-changing assembly-disassembly process can be extended from tens of minutes to weeks when subjected to a refrigerated environment, with tunability achievable through varying polymer conditions and storage atmospheres.

A design layer to support self and social regulation processes of learning in MOOC

Open, social and networked approaches to learning pose challenges for learners, who must assume the role of actively directing their own learning, in interaction and collaboration with others, in an increasingly complex environment. In this context, concepts such as self-direction and self-regulation of learning have attracted renewed interest as umbrella terms for a skill set and provisions that allow subjects to independently guide their own learning process and assume responsibility for it. Moreover, many authors have pointed out various problems regarding MOOC design and quality from a pedagogical perspective. This raises the need for a greater and more holistic understanding of learning regulatory processes and for developing models and instruments to support learners in this regard. This research aims to analyse how to support learning regulation processes as a whole in MOOC environments. This means paying attention to both social and individual dimensions of regulation, by studying how processes of self-regulation, co-regulation and socially shared regulation can be supported and promoted in this type of learning contexts. To this end, we apply the methodology of design-based research in order to intervene directly in the pedagogical practice through an iterative cycle based on stages of design, intervention, reflection and redesign of a design layer to support learning regulation in a MOOC. In this paper we present the design of the regulation support layer proposed in the first research iteration. We begin by presenting its theoretical foundations and then describe the support layer that has been designed as well as the empirical case of an xMOOC were it has been implemented. Finally, some conclusions and recommendations for the design and practice of learning regulation in MOOC are drawn from the results obtained in the first research iteration.

Romantic Attachment and Emerging Adults’ Future Expectations: Moderation Role of Self-Regulation

The characteristics of Western societies pose significant challenges to how emerging adults view their futures. In the present study, we analyzed the associations between romantic attachment, self-regulation, and future expectations of emerging adults controlling the sex and age of participants. More specifically, we analyzed the moderating role of goal-setting, decision-making, and learning from mistakes (self-regulation dimensions) in the links between trustful, dependent, avoidant, and ambivalent romantic relationships and future expectations. The sample, collected by convenience in Portugal, includes 571 emerging adults (76.2% were female and 23.8% were male) aged between 18 and 30 years ( M = 23.31; SD = 3.35). Our results indicate significant associations between trust, dependent, avoidant, and ambivalent romantic relationships, with different dimensions of future expectations. Findings indicated that goal-setting moderates the association between dependent and avoidant romantic relationships and pessimism. We discuss these findings based on attachment theory, considering the relevance of emotional bonds and self-regulatory processes in future planning.

Relating distractor suppression to problematic drinking behavior

BackgroundImpaired cognitive control has been linked to weakened self-regulatory processes underlying compulsive substance intake. Previous research has provided evidence for impaired task performance in substance-abusing groups during Stroop and Go/No-Go tasks. Mechanisms of distractor suppression in visual search might also involve overlapping regulatory components that support goal-directed behavior by resolving the attentional competition between distractors and the target of search. However, the efficiency of learning-dependent distractor suppression has not been examined in the context of drug abuse and a direct comparison between cognitive control and distractor suppression is lacking. MethodA total of 84 participants were assigned either to the heavy drinking group (ALC, n = 42) or the control group (CTL, n = 42) based on self-reported substance use. Participants completed the Alcohol Use Disorders Identification Test (AUDIT) and Barratt Impulsiveness Scale (BIS). After that, participants completed a computerized version of the Stroop task, Go/No-go task, and a visual search task measuring learning-dependent distractor suppression. ResultsThe Stroop effect and the frequency of no-go errors did not differ between groups. However, learned distractor suppression was significantly blunted in the ALC group compared to the control group. Across participants, performance on the Stroop and Go/No-go task were correlated, while the magnitude of distractor suppression was related to neither. ConclusionsOur findings support a divergence of mechanistic processes underlying cognitive control and attentional control, and demonstrate impaired learning-dependent distractor suppression in heavy drinkers relative to a control group. Impaired distractor suppression offers new insight into why drug cues can be difficult to ignore.