Self-regulatory Processes Research Articles

The antecedents, regulation and maintenance of anger on the road: A qualitative investigation on the factors influencing driver anger and aggression

Aggressive driving behaviour (ADB) is an ongoing road safety issue that has proven difficult to deter. The purpose of this study was to: qualitatively investigate the antecedents of ADBs, document the self-regulatory processes and metacognitive beliefs associated with ADBs, and explore how metacognitive facets might influence the progression and expression of anger. An online sample of Queensland (Australia) motorists who had recently engaged in ADBs (N = 34) were interviewed and inductive thematic analysis was applied to the response data. The results showed that firstly, ADBs were primarily triggered by discrepancies in drivers’ mentality. Several perceptual, situational, internal and experiential factors were found to influence the likelihood and severity of the response to the triggering behaviour. Trait aggressive drivers tended to have lower perceptions of risk, and resistance to deterring events (e.g., fines; near misses). The self-regulation of ADBs appeared to be contingent on participants’ metacognitive awareness to recognise when their behaviour was being influenced by anger, and the ability to utilise appropriate cognitive-behavioural regulatory strategies when required. Following ADBs, participants reported different forms of evaluation, including anger, depressive, fearful, and reflective rumination styles, and these processes were perceived to influence future driving behaviours in different ways. However, trait aggressive drivers in particular tended to demonstrate a lack of evaluation following ADBs. The findings of this study may provide a framework for future research applying the concept of self-regulation to the topic of ADB and may also help inform road authorities of alternative and effective approaches for reducing driver aggression.

Clinical decision-making and adaptive expertise in residency: a think-aloud study

Clinical decision-making (CDM) is the ability to make clinical choices based on the knowledge and information available to the physician. It often refers to individual cognitive processes that becomes more dependent with the acquisition of experience and knowledge. Previous research has used dual-process theory to explain the cognitive processes involved in how physicians acquire experiences that help them develop CDM. However, less is known about how CDM is shaped by the physicians’ situated cognition in the clinical environment. This is especially challenging for novice physicians, as they need to be adaptive to compensate for the lack of experience. The adaptive expert framework has been used to explain how novice physicians learn, but it has not yet been explored, how adaptive expertise is linked to clinical decision-making amongst novice physicians.This study aimed to analyse how residents utilize and develop adaptive expert cognition in a natural setting. By describing cognitive processes through verbalization of thought processes, we sought to explore their CDM strategies considering the adaptive expert framework.We used concurrent and retrospective think-aloud interviews in a natural setting of an emergency department (ED) at a university hospital, to query residents about their reasoning during a patient encounter. We analysed data using protocol analysis to map cognitive strategies from these verbalizations. Subsequently in a narrative analysis, we compared these strategies with the literature on adaptive expertise.Fourteen interviews were audio recorded over the course for 17 h of observation. We coded 78 informational concepts and 46 cognitive processes. The narrative analysis demonstrated how epistemic distance was prevalent in the initial CDM process and self-regulating processes occurred during hypothesis testing. However, residents who too quickly moved on to hypothesis testing tended to have to redirect their hypothesis more often, and thus be more laborious in their CDM. Uncertainty affected physicians’ CDM when they did not reconcile their professional role with being allowed to be uncertain. This allowance is an important feature of orientation to new knowledge as it facilitates the evaluation of what the physician does not know.For the resident to learn to act as an adaptive decision-maker, she relied on contextual support. The professional role was crucial in decisional competency. This supports current literature, which argues that role clarification helps decisional competency. This study adds that promoting professional development by tolerating uncertainty may improve adaptive decisional competency.

True grit and brain: Trait grit mediates the connection of DLPFC functional connectivity density to posttraumatic growth following COVID-19

BackgroundThere is increasing interest in identifying factors to predict posttraumatic growth (PTG), a positive psychological response following traumatic events (e.g., the COVID-19 pandemic). Grit, a psychological trait of perseverance and passion to pursue long-term goals, has emerged as a promising predictor for PTG. This study aimed to examine the functional connectivity markers of grit and the potential brain-grit mechanism in predicting PTG. MethodsBaseline brain imaging scans and grit scale and other controlling measures were administered in 100 normal young adults before the COVID-19 pandemic, and follow-up PTG measurement was obtained during the period of community-level outbreak. Whole-brain correlation analysis and prediction analysis were used to identify the brain regions whose functional connectivity density (FCD) related to individuals' grit scores. Mediation analyses were performed to explore the mediation relation between FCD, grit and PTG. ResultsGrit was positively related to FCD in the right dorsolateral prefrontal cortex (DLPFC), a core hub implicated in self-regulation and reward-motivation processes. Furthermore, grit mediated the effect of right DLPFC FCD on COVID-related PTG. These results survived controlling for self-control and family socioeconomic status. LimitationsOur study is limited by only one-session neuroimaging data and self-reported behavioral measures in a sample of normal adults. ConclusionsThis study indicates grit and right DLPFC FCD as neuropsychological contributors for the development of PTG. It deepens our understanding of the neural bases of grit, and may have clinical potential to develop targeted brain interventions aimed at improving grit to raise PTG and mental health during the pandemic.

Entering into a self-regulated learning mode prevents detrimental effects of feedback removal on memory

Incentives can decrease performance by undermining intrinsic motivation. How such an interplay of external reinforcers and internal self-regulation influences memory processes, however, is less known. Here, we investigated their interaction on memory performance while learning the meaning of new-words from their context. Specifically, participants inferred congruent meanings of new-words from semantic context (congruent trials) or lack of congruence (incongruent trials), while receiving external feedback in the first or second half of trials only. Removing feedback during learning of congruent word meanings lowered subsequent recognition rates a day later, whereas recognition remained high in the group, which received feedback only in the second half. In contrast, feedback did not substantially alter recognition rates for learning that new-words had no congruent meanings. Our findings suggest that external reinforcers can selectively impair memories if internal self-regulated processes are not already established, but whether they do so depends on what is being learned (specific word-meanings vs. unspecific incongruence). This highlights the relevance of self-regulated learning in education to support stable memory formation.

Homeostatic glucocorticoid signaling in airway smooth muscle: A roadmap to asthma pathogenesis.

Homeostasis is the self-regulating process by which the body maintains internal stability within a narrow physiological range (i.e., "normality") as it dynamically adjusts to disruptive influences. Thus, whereas homeostasis maintains bodily health, disrupted homeostasis at the tissue or systemic level leads to disease. Airway smooth muscle (ASM) is the pivotal site of disrupted homeostasis in asthma. While extensive research has greatly expanded our understanding of ASM behavior under pro-asthmatic conditions, the cellular signaling mechanisms that underlie ASM homeostasis under these conditions remain elusive. Based on a broad collection of published studies, a homeostasis mechanism intrinsic to ASM and exhibited under inflammatory and non-inflammatory pro-asthmatic conditions is identified herein. Central to this mechanism is the novel unifying concept that the pro-asthmatic-exposed ASM can independently generate its own active glucocorticoid (i.e., cortisol), produce its own newly activated glucocorticoid receptors for the steroid, and, accordingly, use this molecular strategy to homeostatically prevent induction of the asthmatic state. This article addresses the experimental evidence that underlies the proposed homeostatic glucocorticoid signaling mechanism in ASM, followed by a discussion and depiction of the feed-forward and feedback intrinsic ASM signaling circuitry that constitutes the homeostatic state. The proposed mechanism offers a practical roadmap for future basic and translational research aimed at identifying potential key site(s) of disrupted ASM homeostasis leading to asthma.

Relationship between styles of self-regulation and aggression in alcohol addictied individuals

Objective. The article considers and confirms a statically significant relationship between styles of self-regulation and aggression in alcohol-addicted individuals. The revealed relationship made it possible to determine the violation of the process of self-regulation and the spontaneous manifestation of various types of aggression common to persons with alcohol addiction.Materials and methods. The study sample included 295 men with alcohol addiction syndrome (F10.2) aged 21 to 60 years, mean age 40.7±8.9 years, and alcohol consumption averaged 13.5 years. The following materials were used for the study: the methodology “Types of aggressiveness” developed by L. G. Pochebut (2012); questionnaire “Style of self-regulation of behavior” (SSRM). Statistical package SPSS 19.0 was used for statistical analysis. The Spearman correlation coefficient for independent samples was used, and the difference between two independent samples was estimated using the Mann-Whitney U-test.Results. Identified difference between persons in LTP (group I) and persons in hospital (group III) in parameters of “Planning” and “Independence” (p <0.01) The noted average level in all groups I, II and III in the parameters of the scale “General indicator of self-regulation” and revealed weak and moderate negative relationships of the scale “General indicator of self-regulation” with the scale “General level of aggression”. There was a significant decrease in indicators below the average level in persons of group III on all scales: “Planning”, “Programming”, “Flexibility”, “Modeling”, “Evaluation of results”, “Independence” and “General indicator of self-regulation”. The revealed difference between groups I and III in terms of “Planning” and “Independence” (p <0.01) showed that as they stop consuming alcohol in isolation, people in group I gradually regain access to awareness, adaptive restraint, perspective thinking and selfregulation.Conclusion. The main rehabilitation work in the conditions of the penitentiary system should be aimed at increasing volitional self-regulation, the formation of positive attitudes, the restoration of social and normative qualities and skills of prosocial interaction.

Interventions to reduce academic procrastination: A systematic review

Procrastinating is a common phenomenon that consists of postponing or delaying an activity for later, replacing it with another of lesser importance. This behavior is associated with different variables (psychological, personal and pedagogical) that affect the subject and lead him/her to postpone activities, influencing both academic and well-being levels. In education, this behavior directly affects the teaching-learning processes of students, also affecting their academic performance linked to a failure in the students' self-regulation processes. This research aims to systematize the scientific production on educational interventions aimed at reducing academic procrastination in the classroom. To this end, a systematic review of the literature (PRISMA-P) of the interventions carried out in the last decade (n = 32) was conducted. The results of this study show that, although many variables are worked on in the classroom, self-regulation stands out as the central dimension detailed in the interventions and that there are fundamental aspects, such as personality or anxiety, on which there are fewer studies focused on working on these dimensions. The findings of this study could be helpful to evaluate the potential of existing interventions and serve as a theoretical corpus for the design of future interventions.

The idea of self-regulation in Russian psychology

The research is devoted to the issue of ideas about self-regulation in Russian psychological science. The purpose of the study is to consider the concept of self–regulation and the current state of the topic of selfregulation in Russian science, also from the point of view of including a spiritual and moral component in its structure. A person is put in conditions where it is necessary to make an informed choice every day, so the skill of self-regulation is becoming more and more relevant in terms of survival in the circumstances of the world around them. From the perspective of the relevance of considering the topic of selfregulation, the importance of studying it in connection with the spiritual and moral qualities of the individual is emphasized. The concepts of selfregulation, definitions of self-regulation, terms, self-regulating capacities, psychophysiological and psychological concepts of self-regulation, levels of self-regulation, effects of self-regulation, spiritual aspects of selfregulation are considered. Thanks to the achievements of domestic researchers in the topic of self-regulation, the elaboration of certain aspects of the topic of self-regulation, the promotion of self-regulation concepts, their systematization of different approaches and paradigms, it was possible to see the place and role of the spiritual aspect of selfregulation in the overall process of self-regulation, continuing and sharing the idea stated by G.V. Ozhiganova.

Emergence of biological transportation networks as a self-regulated process

We study self-regulating processes modeling biological transportation networks. Firstly, we write the formal $L^2$-gradient flow for the symmetric tensor valued diffusivity $D$ of a broad class of entropy dissipations associated with a purely diffusive model. The introduction of a prescribed electric potential leads to the Fokker-Planck equation, for whose entropy dissipations we also investigate the formal $L^2$-gradient flow. We derive an integral formula for the second variation of the dissipation functional, proving convexity (in dependence of diffusivity tensor) for a quadratic entropy density modeling Joule heating. Finally, we couple in the Poisson equation for the electric potential obtaining the Poisson-Nernst-Planck system. The formal gradient flow of the associated entropy loss functional is derived, giving an evolution equation for $D$ coupled with two auxiliary elliptic PDEs.

Evaluating components of the active view of reading as intervention targets: Implications for social justice.

Inequality in reading outcomes is perhaps the single greatest social justice issue faced by school psychologists, and school psychologists need a better understanding of reading theory and its application to intervention to better combat the important issue. The present study examined the active view of reading (AVR; Duke & Cartwright, 2021), by computing effect sizes from 333 studies that were reported in 26 meta-analyses. Interventions that targeted word recognition (effect size = 0.44) and language comprehension (effect size = 0.62) had statistically significant effects for striving readers, and interventions that targeted active self-regulation (effect size = 0.46) and bridging processes (effect size = 0.70) had medium-to-large median effects on reading. We found (a) large effects of interventions for striving readers focused on text structure, verbal reasoning, and vocabulary; (b) moderate effects for fluency, language structure, motivation, and phonics; and (c) limited research included in meta-analyses for several components of the AVR, including cultural and other content knowledge. The components unique to the AVR added significant variance in reading. Analyses suggest there are many intervention targets available to school psychologists as they work toward social justice in reading outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

PECULIARITIES OF SOCIAL INTELLIGENCE OF A FUTURE TEACHER

Social intelligence plays an important role in the process of socialization and professional development of the individual in modern society. The problem of social intelligence is important for the teaching profession. Social intelligence requires the teacher to understand himself, behavior, actions and effective interaction of other people, as well as the development of knowledge, skills and abilities to achieve the goal. Social intelligence is a global ability formed on the basis of intellectual, personal, communicative and behavioral skills, providing the power of the process of self-regulation, which helps to predict the development of interpersonal situations, explain the readiness of the individual for social interaction and decision-making. The total number of scientists conducting research in this area is huge. Like many other scientific concepts, scientists cannot understand what social intelligence is. However, the urgency of the problem is largely due to insufficient study of the features of social intelligence of future teachers. On the other hand, the level of development of the teacher's social intelligence in Kazakhstan has not yet been studied. There have been practically no empirical studies on social intelligence in Russian psychological science. Despite the various methods available in foreign sources aimed at determining the level of intelligence, not all of them have been translated into Kazakh.

Supplemental Material for Self-Regulatory Processes in Striving for Identity Goals: Self-Incompleteness Shields Eco-Friendly Vegans From Temptations

Supplemental Material for Self-Regulatory Processes in Striving for Identity Goals: Self-Incompleteness Shields Eco-Friendly Vegans From Temptations

Современные тенденции в развитии психологических исследований труда и трудящегося в динамичной профессиональной и организационной среде

Background. [e introductory article of the thematic issue examines main prospects for changes in the world of professions, as well as the main trends in a working person’s development. Objective. It is shown that the speci\city of modern work is associated with the deployment of innovation processes, and the emergence of new “employee-organization” relationship. Results.[e “employee-organization” convergence of interests leads to the increase in work autonomy, and determines changes in “psychological contracts” — the role of responsibility and mutual support is enhancing. [e article identi\es the key factors that increase the importance of self-regulation processes, contributing to work performance and professional success in dynamic organizational environment. Rapid digitalization processes are indicated as one of the main trends in modern work, providing apparent advantage during the forced transition of various work spheres into the information space. Developed self-regulation leads to successful adaptation under tensed work conditions. Conclusion. It is emphasized that new challenges are bound to bring adjustments to the goals and methods of work psychology, though without changing its role and purpose, which consists in studying the processes of development and functioning of a modern person in a professional environment. Finally, the results of studies, presented in the thematic issue, are summarized as four clusters of acute research issues in work domain.

Strategies for Self-regulated Learning and Associated Impact on Academic Achievement in an EFL Context

This study set out to investigate the effectiveness of self-regulated learning techniques. With a sample size of twenty students each, a quasi-experimental pre-test post-test control group design was adopted. A self-regulated learning questionnaire was used in addition to students’ marks in essay and writing subjects that were obtained and considered the reference of the academic achievement. The study's pedagogical ramifications were examined. The overall results showed improvement in the students’ self-regulated learning and academic achievement as measured by the study’s instruments. They agree with the studies which refer that students can control their learning behavior through their beliefs and therefore produce positive results. The self-regulated process helps make changes in students’ learning behavior.

Automated credit assessment framework using ETL process and machine learning.

In the current business scenario, real-time analysis of enterprise data through Business Intelligence (BI) is crucial for supporting operational activities and taking any strategic decision. The automated ETL (extraction, transformation, and load) process ensures data ingestion into the data warehouse in near real-time, and insights are generated through the BI process based on real-time data. In this paper, we have concentrated on automated credit risk assessment in the financial domain based on the machine learning approach. The machine learning-based classification techniques can furnish a self-regulating process to categorize data. Establishing an automated credit decision-making system helps the lending institution to manage the risks, increase operational efficiency and comply with regulators. In this paper, an empirical approach is taken for credit risk assessment using logistic regression and neural network classification method in compliance with Basel II standards. Here, Basel II standards are adopted to calculate the expected loss. The required data integration for building machine learning models is done through an automated ETL process. We have concluded this research work by evaluating this new methodology for credit risk assessment.

What is related to the choice of coping strategies? - functional relationship between a sense of self-efficacy, self-regulation and strategies for coping with stress

Self-efficacy can affect an individual’s thoughts and emotions. It can be related to self-regulation processes and coping strategies. The aim of the study was to try to answer the question of whether there are correlations between the mentioned variables. To test this, an online survey was designed on the Google Forms platform, which included sociodemographic questions and three questionnaires: General Self-Efficacy Scale, COPE Inventory, Self Regulation Formative Questionnaire. The survey was prepared in English. The survey included 470 participants from Poland and Spain. The study was conducted during increased stress, which is the exam session. The result of the statistical analysis confirmed the accepted hypothesis. Strategies used in coping with stress are related to the level of selfregulation and self-efficacy. The higher the sense of self-efficacy, the more frequent the selection of favorable coping strategies, as well as the higher the level of self-regulation, the more frequent the selection of adaptive strategies and the rarer the selection of adaptive coping strategies. The results obtained are discussed in relation to the literature on the topic and previous studies, and it is suggested that further studies be conducted in a different context, taking into account that the results of self-efficacy or self-regulation could be different during intensified stress, for instance before or after an exam.

Predicting individual differences in behavioral activation and behavioral inhibition from functional networks in the resting EEG

The behavioral activation system (BAS) and behavioral inhibition system (BIS) are thought to underly affective dispositions and self-regulatory processes. The BAS is sensitive to reward and involved in approach behaviors, and the BIS is sensitive to punishment and involved in avoidance behaviors. Trait BAS and BIS relate to distinct behavioral profiles and neural activity, but little is known about how trait BAS and BIS relate to functional networks in EEG. We applied a data-driven method called connectome predictive modeling (CPM) to identify networks relating to trait BAS and BIS and tested whether the strength of those networks predicted trait BAS and BIS in novel subjects using a leave-one-out cross-validation procedure. Adult participants (N = 107) completed a resting state task with eyes closed and eyes open, and trait BAS and BIS were measured via Carver and White’s (1994) BIS and BAS scales. We hypothesized distinct positive (more synchronization) and negative (less synchronization) networks would relate to trait BAS and BIS. For eyes closed, we identified two negative networks, one in theta and one in alpha predicted BIS. We identified three positive networks, one in theta and one in beta predicted Fun Seeking and one in theta predicted Drive. For eyes open, negative theta and alpha networks predicted BIS, a positive theta network predicted Fun Seeking, and a negative gamma network predicted mean BAS. Visualization of the networks are presented. Discussion centers on the observed networks and how to advance application of CPM to EEG, including with clinical implications.

Finding a Secure Place in the Home during the First COVID-19 Lockdown: A Pattern-Oriented Analysis.

In challenging times, home is frequently the primary basis of environmental self-regulation processes, individual and relational coping, and well-being. This study aimed to identify multiple types of security experiences at home during the first lockdown period of the COVID-19 pandemic. We used data from 757 Hungarian adults who completed the online, modified form of the Emotional Map of the Home Interview method in 2020 after the outbreak of the COVID-19 pandemic. Participants imagined their homes, chose the place of security in their homes and rated their personal experiences (i.e., experiences of agency, communion, self-recovery, and distress) related to these places. Latent profile analysis of personal experiences revealed four types of relational-environmental self-regulation in secure places: "security in active self-recovery," "security in detachment," "security in doing and feeling good enough," and "security in stress and compensation." Profile membership was predicted by age, gender, and indices of psychological support and well-being. Results suggest that finding psychological security in the home is a multifaceted phenomenon that may be partly affected by the perception of the broader social-ecological context. Identifying subpopulations vulnerable to the challenges of the pandemic may help researchers and practitioners provide better support in times of local and global crises.

Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education

Self-regulation is relevant to understanding the teaching–learning process; however, few studies have focused on teachers’ self-regulatory processes. The aim of this study was to characterize and analyze the relationship between teachers’ and students’ self-regulation. The design was cross-sectional and correlational. The sample consisted of 1481 participants (students n = 1123 and teachers n = 358) from 25 secondary schools in 17 cities of the Biobío region of Chile. In students, self-regulatory strategies were found to be deployed only half of the time; women were more self-regulated, and there was no difference in the levels of self-regulation according to grade. Teachers, it was found, almost always self-regulate their teaching, and the variables that influence their self-regulation are motivation, gender, and age, explaining between 25% and 28% of the variance. Positive and small correlations were evidenced between teacher role disposition with learning performance (rho = 0.10, p < 0.05) and teacher role self-evaluation with both learning performance and self-evaluation of learning in their students (rho = 0.12, p < 0.05). This study provides relevant evidence and proposes changes that could have a positive impact on teacher training and improve current teaching–learning practices in Chile, which would contribute to the quality of education.

Motivational and self-regulatory processes associated with weight-related parenting behaviors

BackgroundParents play an influential role on their child’s eating and physical activity. How maternal personality and individual differences, such as motivation and self-regulation, are associated with their weight-related parenting has yet to be studied. The current study examined relationships of mothers’ motivational and self-regulatory characteristics with weight-related parenting practices. MethodsMothers (N = 149, MAge = 42.78 years, 49% Hispanic/Latino) of school-aged children (ages 10-14 years, 55.7% female) completed questionnaires assessing behavioral inhibition system/behavioral activation system (BIS/BAS), self-control, and weight-related parenting practices (i.e., role modeling, food restriction, rule enforcement, limiting, discipline, pressure to eat). Structural equation modeling examined associations of BIS, BAS, and self-control with parenting practices. ResultsAmong mothers, higher avoidance motivation was associated with difficulty with rule enforcement. Higher approach motivation was associated with less limiting of unhealthy food and sedentary behavior. Higher self-control predicted more role modeling and less difficulty with rule enforcement. ConclusionFindings support associations of maternal motivational and self-regulatory processes with weight-related parenting behaviors. Results may inform tailored strategies based on individual differences for family-based interventions for parenting.