Self-regulatory Processes Research Articles

Self-regulatory processes in early childhood as predictors of Hispanic children's BMI z-scores during the elementary school years: Differences by acculturation and gender

Over the last decade, longitudinal research has shown that children's general, top-down self-regulation during early childhood is negatively associated with children's weight status in elementary school. The samples in these previous studies have been primarily White, and no study to date has examined this issue in a sample of Hispanic children from low-income families—a population at high risk for childhood obesity. The present study followed 130 Hispanic children over a time period of three to just under five years, examining the degree to which multiple measures of general, top-down self-regulation, along with a measure of appetite regulation (eating in the absence of hunger), predicted children's BMI z-scores in the early elementary school years. Results showed that children's ability to delay gratification in the preschool years was negatively associated with later BMI z-scores and that children's eating in the absence of hunger was positively associated. In separate models by gender, these relationships were significant only for girls. Moreover, analyses run separately for children of mothers low or high on acculturation showed that the relationship between delay of gratification and later BMI z-scores was significant only for children whose mothers were low on acculturation. Possible socialization and environmental factors contributing to these findings are considered.

Reconceptualizing the value of peer and instructor feedback using a sequential structure

In this study, a micro-level approach was used to investigate how college students in an academic writing course interact with peer and instructor feedback at different stages of the writing process. Participants were 146 first-year students at a Singaporean university. A survey and focus group interviews concerning students’ feedback-adopting strategies were conducted. Results show that, for these students, revision was a reiterative self-regulated process sustained by the different functions of both types of feedback, which were found to serve different roles at different stages. Overall, peer feedback identifies initial issues with clarity and prompts divergent thinking while, at a later stage, instructor feedback challenges ideas and encourages evaluative thinking. It is concluded that the two feedback types are complementary and should be reconceptualized to be equally valuable and indispensable. The value of feedback should be seen as a sequential structure, where both sources of feedback play essential roles at different stages, rather than a hierarchical structure, in which instructor feedback is overwhelmingly prioritized.

PROBLEMS OF YOUNG ADOLESCENTS’ SELF-REGULATION

The article discusses the issues of self-regulation development in young adolescents. It reveals the structural elements of self-regulation process, characterizes the structural-functional and content-psychological aspects of self-regulation. The presented structure served as the basis for the analysis of self-regulation of children of early adolescence, taking into account the changes that occur with children at this age stage. The following features of self-regulation of young adolescents in different spheres of their personal development have been identified: a decrease in the ability of self-regulation due to changes occurring at the physiological level and in the functioning of the nervous system of the young adolescent; an increase in the young adolescent's ability to consciously and arbitrarily regulate the motivational sphere of personality in combination with weak arbitrariness of learning motivation; the emergence of the ability for independent volitional regulation of activity; a decrease in the ability for self-regulation in the emotional sphere due to the emergence of a tendency to self-reinforcement, a tendency to affectation in behavior; connection of the adequacy of the image of the "I" and the ability to self-regulation.

The pivotal role of monitoring for collaborative problem solving seen in interaction, performance, and interpersonal physiology

Being aware of the progress towards one’s goals is considered one of the main characteristics of the self-regulation process. This is also the case for collaborative problem solving, which invites group members to metacognitively monitor the progress with their goals and externalize it in social interactions while solving a problem. Monitoring challenges can activate group members to control the situation together, which can be seen as adjustments on different systemic levels (physiological, psychological, and interpersonal) of a collaborative group. This study examines how the pivotal role of monitoring for collaborative problem solving is reflected in interactions, performance, and interpersonal physiology. The study has foci in two central characteristics of monitoring interactions that facilitate groups’ regulation in reaching their goals. First is valence of monitoring, indicating whether the group members think they are progressing towards their goal or not. Second is equality of participation in monitoring interactions between group members. Participants of the study were volunteering higher education students (N = 57), randomly assigned to groups of three members whose collaborative task was to learn to run a business simulation. The collaborative task was video recorded, and the physiological arousal of each participant was recorded from their electrodermal activity. The results of the study suggest that both the valence and equality of participation are identifiable in monitoring interactions and they both positively predict groups’ performance in the task. Equality of participation to monitoring was not related to the interpersonal physiology. However, valence of monitoring was related to interpersonal physiology in terms of physiological synchrony and arousal. The findings support the view that characteristics of monitoring interactions make a difference to task performance in collaborative problem solving and that interpersonal physiology relates to these characteristics.

Predicting Physical Activity Behavior by Automatic and Reflective Self-Regulatory Processes.

In this study, we examined the interaction of automatic (i.e., automatic affective evaluations) and reflective [i.e., reflective intention and executive functions (EFs)] processes on physical activity (PA) behavior based on dual-process theories. We expected main effects as well as significant interaction effects between automatic associations, intention, and EFs on behavior. In particular, a well-controlled implicit-association-test (IAT) was applied to assess automatic affective evaluation. A prospective study with two points of measurement (N=212 students) was conducted. At t1, age, sex, PA behavior (control variables), automatic associations, EFs (shifting, updating, inhibition), and PA intention (predictors and moderators) were assessed with standardized questionnaires and tests. At t2 (4weeks later), PA behavior (dependent variable) was measured with a standardized questionnaire. A hierarchical multiple linear regression analysis including two- and three-way interactions between IAT results, intention, and EFs on PA behavior was conducted. Results showed that the interactions Intention x Shifting and IAT x Intention x Inhibition were significant. Moderation analyses revealed that participants with higher intentions and lower inhibition values (improved inhibition abilities) showed a negative association between IAT and PA, while those with lower intentions and lower inhibition values showed a positive association between IAT and PA, which was documented in a significant slope difference test between these two groups. Thus, both automatic and reflective processes contribute and interact in predicting PA. As well as fostering more positive affective evaluations towards PA, interventions to strengthen PA intentions and to improve EFs could help to increase PA behavior.

A Pilot Study of Self-Regulation and Behavior Problems in Preschoolers with ASD: Parent Broader Autism Phenotype Traits Relate to Child Emotion Regulation and Inhibitory Control.

Little is known about the development of self-regulation processes during the preschool period in autism spectrum disorder (ASD). How parental characteristics such as the broader autism phenotype (BAP) relate to children's self-regulation is not well understood. Preschool-aged children with (n = 24) and without ASD (n = 21) completed an inhibitory control task and mothers reported on child emotion regulation and their own BAP traits. Children with ASD had lower emotion regulation, and emotion regulation was a protective factor in the association between ASD and internalizing behavioral concerns. Lability/negativity was highly overlapping with externalizing. Maternal BAP characteristics were differentially associated with all self-regulation outcomes across groups. Parental factors should be considered in emotion regulation interventions for young children with ASD.

Linking soil organic carbon stock to microbial stoichiometry, carbon sequestration and microenvironment under long-term forest conversion

Forest conversion can drastically impact carbon (C) and nutrient processes and microbial stoichiometry, which will modify soil organic C (SOC) stock. However, SOC stock dynamics and its underlying mechanisms induced by long-term forest conversion remain unclear. Three well-protected plantations converted from natural forests for 36 years were compared, i.e., Cryptomeria fortunei (CF), Metasequoia glyptostroboides (MG) and Cunninghamia lanceolata (CL), with a natural forest (NF) as a control. SOC stock size and stability across three soil depths (0–10, 10–30 and 30–60 cm) were examined with aggregate-based method. Forest floors and fine roots were treated as C and nutrient inputs while soil respiration (Rs) was treated as C output. Soil microbial biomass C, nitrogen and phosphorus were measured to calculate microbial stoichiometry, as well as microenvironment and soil physicochemical properties. The relationships between SOC stock (size and stability) and these factors were explored using structural equation model. The results showed that microbial stoichiometry had strong or strict homeostasis at each soil depth. At 0–10 cm soil deep, SOC stock size varied with tree species (following the rank of CL > NF ≈ CF > MG) but its stability increased in all forest conversion types, regulated by forest floor quantity and quality associated with Rs; at 10–30 cm soil deep, the SOC stock sizes decreased in CF and MG, but SOC stock stability increased in MG, jointly driven by fine root quality and microenvironment; at 30–60 cm soil deep, SOC stock size decreased but its stability increased in MG, whereas both its size and stability had few changes in CF or CL, modified by soil physicochemical property associated with microbial stoichiometry and Rs. Overall, the effects of microbial stoichiometry and microenvironment on SOC stock were not pronounced. Thus, SOC stock size changed with soil depth and tree species but its stability tended to be steady at all depths varying with tree species. These results suggest that SOC stock size and stability are mainly determined by self-regulation process of forest ecosystems over more than three-decade after forest conversion, which will help us more accurately assess C sequestration strategies regarding long-term forest conversion.

The dynamic relationship between response processes and self-regulation in critical thinking assessments

Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed.

Lanxess raises iron oxide & chromium oxide prices for the third time this year

Self-assessment, or students’ evaluation of their own learning or performance in academic tasks, is a self-regulatory process that is intertwined with learners’ cognitive, behavioral, and motivational processes. Among the motivational beliefs that have been studied in relation to self-assessment is self-efficacy, which refers to beliefs about one's capability to learn or perform a specified task successfully. The current study describes the development and validation of the Self-Efficacy for Self-Assessment in Argumentative Writing (SEESA-AW) scale to measure college students’ self-efficacy beliefs for self-assessment in the domain of argumentative writing with two samples of undergraduate college students (N=335 and N=662). Exploratory and confirmatory factor analyses revealed three factors (grammar & mechanics, cohesiveness/flow, the presentation of arguments) that explained 65.4% of the variance. Evidence is also provided for convergent validity of the scale with regard to other writing self-efficacy scales. Educational implications are discussed.

Self- Regulated Learning (SRL) Strategies on Engineering Faculty Members, Executives, And Students

The Indian engineering faculty members need to be exposed to self-regulated learning strategies and adult learning methods to plan effective competency development programs for the engineering graduates. The engineering students need to be informed on the industry needs and the performance desired in the workplaces. Without a focus on improving skills analysis, planning, design concepts, and high-order cognitive skills, problemsolving abilities and critical thinking skills, many engineering students performed poorly in the basic and core engineering courses. Some of the students displayed a negative response for a few applied science courses. These are due to their self-regulated learning system. In this research, six batches of engineering faculties have been trained to focus on the students' self-regulated thinking, acting, behaving, and engaging in purposeful activities. The impact is that the engineering students actively manage their metacognition, motivation, and behavior after passing through the self-regulatory process. The trained faculties prepared their instructional design on the needs of the contextual knowledge and their utility onprofessional development. The increase in pass percentage after redesign improved to 16.17% in the basic courses, 17.37% in the core courses, and 5.99% in the advanced courses. When the faculty members are trained in the appropriate instructional design to meet the demands of the fast-growing and knowledgebased economy, this resulted in unprecedented students' success not only in their examinations but also in their performances in the workplace. Further, the executive and employee development programs are to be carefully planned and implemented to get maximum return on the investment (ROI) in the fastchanging manufacturing technology. Keywords: Self-Regulated Learners (SRL), Performance Management, Faculty Development Programs (FDP), Planning Executive Development Programs (EDP), Metacognition, & Intrinsic Motivation.

The Use of Mobile Devices in University Distance Learning

Mobile devices, primarily cell phones, smartphones, and tablet PCs, have gradually been introduced into the university campus and online education over the past few decades. Does the use of mobile devices in distance learning motivate students and affect the learning process? These are important questions that were raised more than a decade ago, but they are still unanswered. This research aims to answer these vital questions. A total of 323 valid and unduplicated responses from online students at a Midwestern university in the U.S. were used to examine the structural model, using SmartPLS v. 3.3.2. This study shows that the use of mobile devices positively affects the students' intrinsic and extrinsic motivation to learn, which in turn positively affects the cognitive learning process variables (student-student dialogue, student-instructor dialogue, and metacognitive self-regulated learning processes). Furthermore, the learning process variables positively affect the perceived learning outcomes.

The Social Online-Self-Regulation-Theory

Abstract. This review aims, first, to introduce a novel theory for social media use, the so-called social online self-regulation theory (SOS-T) by embedding it into an exhaustive literature review, second, to present correlational as well as experimental evidence for the model from our own lab and beyond, and, third, to discuss self-regulatory variables correlated with social networking site (SNS) use reflecting self-regulatory processes such as social comparisons and age, social comparison orientation and materialism, grandiose, and vulnerable narcissism, self-esteem, and depressive tendencies, and, finally, SNS use and emotion regulation. We will also suggest future studies and discuss differences and similarities of more private SNS use (e.g., Facebook, Instagram, or Snapchat) to other SNSs, such as the business-oriented SNS XING.

The Mediating Effect of Self-Regulation on the Association Between Growth Mindset About Work and Living a Calling Among Primary and Secondary School Teachers.

PurposeGiven that extensive studies have documented the wide-ranging benefits of living a calling, determining whether and how living a calling can be improved is of great importance. Although recent research implies that a growth mindset about work may link to self-regulatory processes and living a calling, little research to date has directly examined the relationships between these variables. Building on Burnette’s SOMA model, this study was designed to examine the premise that a growth mindset about work was a predictor of living a calling and to explore the mediating role of self-regulation in the growth mindset about work—living a calling link.MethodsThis cross-sectional study was conducted among educational professionals in China. Data were collected from 608 primary and secondary school teachers on growth mindsets about work, self-regulation and living a calling. A structural equation model was used to test the hypothesis that self-regulation would mediate the relationship between a growth mindset about work and living a calling.ResultsConsistent with our premise, a growth mindset about work was positively associated with living a calling. Also, a growth mindset about work was significantly associated with self-regulation strategies in terms of goal setting, perseverance, decision making, and learning from mistakes. As hypothesized, a growth mindset about work was related to higher levels of living a calling via goal setting, perseverance, and learning from mistakes.ConclusionThe findings contribute to the increasing breadth of the growth mindset literature across various contexts and its consequences for one’s living a calling, which expand the nomological web of correlates of growth mindset about work. Furthermore, these findings suggest that fostering a growth mindset about work may facilitate adaptive behaviors and, thereby, serve as a calling intervention.

Examining Neural Activity Related to Pitch Stimuli and Feedback at the Plate: Cognitive and Performance Implications.

This study investigated the relationships among neural activity related to pitch stimuli and task feedback, self-regulatory control, and task-performance measures in expert and novice baseball players. The participants had their event-related brain potentials recorded while they completed a computerized task assessing whether thrown pitches were balls or strikes and received feedback on the accuracy of their responses following each pitch. The results indicated that college players exhibited significantly larger medial frontal negativities to pitch stimuli, as well as smaller reward positivities and larger frontocentral positivities in response to negative feedback, compared with novices. Furthermore, significant relationships were present between college players' neural activity related to both pitches and feedback and their task performance and self-regulatory behavior. These relationships were not present for novices. These findings suggest that players efficiently associate the information received in their feedback to their self-regulatory processing of the task and, ultimately, their task performance.

Cultural group differences in the association of neural sensitivity to social feedback and social anxiety among diverse adolescents

Social anxiety disproportionately impacts individuals from certain cultural and developmental groups, namely those from Latinx and Asian American cultures and adolescents. Neural sensitivity to social feedback has been shown to vary across individuals and could contribute to this disparity by further exacerbating differences; thus, this could be an important phenomenon for understanding, preventing, and treating social anxiety. The goal of the present study was to examine the association of social anxiety with a neural correlate of feedback processing, the feedback-related negativity (FRN), and determine if there was a moderating effect of racial/ethnic group. A community sample of 104 Latinx (n = 41), Asian American (n = 24), and non-Latinx White (NLW; n = 39) adolescents (ages 13–17) completed a computerized peer feedback task while continuous electroencephalogram was recorded. Social anxiety and FRN measures were differentially associated as a function of race/ethnicity. NLW adolescents demonstrated greater FRN responses to acceptance feedback as social anxiety increased, whereas FRN responses to both rejection and acceptance feedback were related to greater social anxiety for Asian American adolescents. Notably, the Latinx group showed the greatest FRN responses yet endorsed the least amount of social anxiety, with no relation between social anxiety and FRN detected. Results highlight cultural variation in the relation between neural correlates of self-regulatory processes and social anxiety. This information could guide culturally-informed models of social anxiety that adopt a multiple units of analysis framework.

PROBLEMS OF RESEARCH OF SOCIAL INTELLIGENCE AS A PSYCHOLOGICAL PHENOMENON

The article analyzes the features of the study of social intelligence as a phenomenon of psychological science. It is noted that researchers are increasingly interested in the constructs that regulate personality behavior in society; analysis of real human life in specific socio-economic and historical conditions, including the social intelligence of the individual. The interrelation of the problems characterizing modern researches of social intelligence is opened; The main problems of its study are highlighted and analyzed, including insufficient development of existing scientific approaches to the study of social intelligence, difficulties in creating tools for measuring social intelligence, the difficulty of extracting social intelligence from the context of everyday life, the need to consider belonging to specific social groups. . And also in the article the most substantiated concepts of social intelligence are considered, their advantages, disadvantages are shown, the reasons of occurrence at researchers of social intelligence of feeling of a deadlock are analyzed. Particular attention is paid to the limited nature of basic information about social intelligence in the study of schoolchildren and students. It is noted that since the social intelligence of the individual develops in the process of socialization, it is qualitatively different at different stages of ontogenesis. Some perspective directions of research of social intelligence of the person are offered and proved. Social intelligence is defined as a global ability arising from a set of individual, personal, communicative and behavioral traits, including the level of energy security of self-regulation processes: these traits determine the prediction of interpersonal situations, interpretation of information and behavior, readiness for social interaction and decision making. It is noted that another problem in the scientific study of social intelligence is the limited tools for empirical research. One of the directions in obtaining an empirical description of social intelligence without theoretical justification, but with high motivation to go beyond the psychometric method, was the use in one study of several measurement procedures of different types: tests, questionnaires, self-assessments, self-reports and practical tasks. The main claim of the critics before this toolkit was the inadmissibility of the simultaneous use of fundamentally different methods of collecting empirical data. It should be noted that the studies of this group showed contradictory results. Such findings have led researchers to pose the problem of additional measurements aimed at studying the actual behavior of the individual in different situations. It is emphasized that modern researchers are actively using the test of J. Guilford and M. Sullivan "Diagnosis of social intelligence." The severity of the indicators of the four subtests determines the overall level of development of social intelligence of the individual: low, medium, high. Developed social intelligence allows you to communicate with other people, gives the opportunity to solve problems, where the condition for achieving the desired result is to take into account the human factor. Moreover, it allows a person to assess their own strengths and weaknesses, to correlate their actions with the requirements of moral and professional norms that have formed. And it is also a necessary condition for effective interpersonal interaction and successful social adaptation of the individual.

Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes

Much attention has been given to investigating specific self-regulatory processes within a single goal context, yet little is known about how students manage to pursue multiple goals. We adopted a multi-method approach to examine the content of college students’ (N = 365) multiple goals, interrelations of goals in a goal network, and the role of self-regulatory processes during multiple goal pursuit. First, using thematic coding of qualitative data, we identified different types of academic, social, and well-being goals that students pursue within a particular college course. Second, using data visualization, we illustrated how these goals are dynamically connected to each other within a goal network. Finally, using mediation analysis of quantitative data, we found that students’ perceptions of the interrelations of goals were associated with academic, social, and well-being outcomes, either directly or indirectly through the use of motivational regulation strategies.

Выраженность процессов саморегуляции у педагогов с разным видом профессионального самоотношения

The article, based on the presented empirical material, reveals the problem of professional self-attitude and its types among teachers with different levels of expression of conscious self-regulation. The study covered 157 teachers of comprehensive schools of the Khanty-Mansiysk Autonomous Okrug – Ugra. The age of the examined is from 31 to 45 years. We used the technique “Attitude to yourself as a professional” and the questionnaire “Style of self-regulation of behavior”. On the basis of the obtained results, it was proved that the processes of conscious self-regulation are interconnected with the magnitude of activity and positivity of professional self-attitude of teachers, as well as that subjects with different levels of self-regulation (high, medium and low) differ in the dominant types of attitudes to themselves as a professional. It has been shown that the more developed regulatory processes are, the more active and positive the professional self-presentation of teachers is – a higher level of claims, combined with a positive representation and acceptance of a professional, expressed by the installation on professional self-development. It was revealed that teachers with a low level of self-regulation are distinguished by a passive-negative attitude towards themselves as a professional, while teachers with a high level are characterized by an active-positive attitude towards themselves, with the dominance of positivity, and teachers with an average level of self-regulation have a pronounced balanced professional self-attitude. It has been established that for the regulatory process of “programming”, the installation on professional self-development is of leading importance, while for the regulatory process, “flexibility” is a significant indicator - the idea of oneself as a professional.

Остеохондроз: патогенетичні біорегуляційні можливості застосування препарату Дискус композитум

Лікування остеохондрозу залишається однією з актуальних проблем у терапії дегенеративно-дистрофічних захворювань опорно-рухового апарату [1]. У клінічних дослідженнях показано, що остеохондроз — хвороба всього організму і, відповідно, проблема міждисциплінарна, актуальна як для неврологів, так і для ортопедів та лікарів загальної практики [2]. Представлений короткий огляд клінічних досліджень, що демонструють актуальність застосування біорегуляційного підходу, препарату Дискус композитум та інших комплексних біорегуляційних препаратів (КБП) [3–6]. Особливість КБП — вміст надмалих доз (low dose, very-low dose antigen) діючих речовин, що сприяють відновленню процесів саморегуляції і детоксикації в організмі, активізації процесів метаболізму та регенерації/репарації. Біорегуляційна дія КБП доповнює дію інших лікарських засобів, що добре поєднуються з ними. Оскiльки надмалі дози не метаболізуються в організмі, у КБП відсутня фармакокінетика: вони не вимагають додаткових витрат енергії і не мають фармакологічного навантаження на організм [3–6]. У зв’язку з цим вони добре переносяться пацієнтами при тривалому прийомі. Також їх застосування актуально в тих випадках, коли є протипоказання, побічні дії і ризик розвитку ускладнень при прийомі препаратів інших груп.

Going far together by being here now: Mindfulness increases cooperation in negotiations

Integrating theorizing across the mindfulness and negotiation literatures, we hypothesize that mindfulness increases cooperation in negotiations. We further propose that processes of self-transcendence, self-regulation, and self-awareness mediate this effect. We test these hypotheses in five studies across different forms of cooperation, in both distributive and integrative negotiation contexts, and for both measured and experimentally induced mindfulness. In Study 1a, individuals higher on measured state mindfulness displayed greater cooperative orientation measured as preference for pareto-optimal agreements. In Study 1b, experimentally induced mindfulness led to greater cooperative orientation measured as the recall of cooperative heuristics. In Study 2, a distributive (fixed-sum) negotiation, dyads who engaged in a mindfulness practice before the negotiation were more likely to reach cooperative agreements with more equal distribution of the bargaining zone than control condition dyads. In Study 3, an integrative negotiation, dyads who engaged in a mindfulness practice before the negotiation were more likely to reach win–win agreements than control condition dyads. Finally, in Study 4, another integrative negotiation, we found that mindful dyads achieved greater joint gains and the effect was mediated by self-transcendence. Overall, results provide substantial evidence that mindfulness is an effective intervention for increasing cooperation in negotiations.