Self-regulation Skills Research Articles

The Role of Self-Regulation Skills and Digital Game Addiction Tendencies in Predicting Preschool Children's Prosocial Behaviors

In the study, the role of self-regulation skills and digital game addiction tendencies in predicting the prosocial behavior of preschool children was examined. The study group of the research, which was conducted using the correlational model, consisted of 255 children aged 5-6 years who were studying in the kindergartens of the primary schools affiliated to the Ministry of National Education in the Efeler district of Aydın province in the 2022-2023 academic year. The data of the study were collected through the General Information Form filled by their parents for their children, The Digital Game Addiction Tendency Scale, The Self-Regulation Skills Scale for 4-6 Years-Old Children-Mother Form and The Child Prosociality Scale-Teacher Form filled by their teachers for children. In the research findings, a negative significant weak relationship was determined between the prosocial behaviors of preschool children and the conflict and reflection sub-dimensions of digital game addiction tendencies. A positive and significant weak relationship was determined between pre-school children's prosocial behaviors and the sum of their self-regulation skills and sub-dimensions of attention, working memory, inhibitory control-emotion, and inhibitory control-behavior. As a result of regression analysis, it was determined that self-regulation skills and digital game addiction tendencies of 5-6 year old children together predicted prosocial behavior variability by 14%. The findings showed that the most powerful predictors of the child's prosocial behavior are self-regulation skills, attention and inhibitory control-behavior sub-dimensions, and the tendency for digital game addiction to be the conflict sub-dimension. The findings were discussed in the light of the literature, and suggestions were made to those concerned that prevention and intervention studies should be given importance to the negative effects of digital games that contain negative elements and are exposed for long periods of time, and that it would be effective to address self-regulation skills in interventions and programs aimed at encouraging children's prosocial behaviors.

Examination of the Relationship between Self-regulation Skills and Psychological Help Needs of University Students Receiving Sports Education

The objective of study is to examine connection among self-regulation skills and psychological help needs of university students receiving sports education. Survey model has been used in research. The population of study comprises of a sum of 1569 students from Selcuk University Faculty of Sport Sciences and Necmettin Erbakan University Faculty of Education Physical Education and Sport Department in 2020-2021 Academic Year in Turkey. The sample of research consisted of 420 university students who were selected from this population by using the purposive sampling method. In research “Personal Information Form”, “Self-Regulation Questionaire (SRQ)” and “Psychological Help Needs Determination Scale (PHNDS)” have been used. Analysis of data was performed via t test, ANOVA test, Pearson Product Moments Correlation test, Tukey for homogeneous distribution and Tamhane's T2 test for non-homogeneous distribution were preferred. In accordance with results it has been specified that there is a negative and low-level significant connection among the need for psychological help and self-regulation skills.

Leveraging Social Media Platforms to Enhance Students' English Proficiency: A Comprehensive Analysis

This study aims to examine the use of social media as a medium to enhance students' understanding of English, while also exploring the challenges, particularly the distractions caused by entertainment content. The method used in this research is qualitative with a literature review approach, analyzing various relevant literature, scholarly articles, and previous studies to investigate the impact of social media on English learning. The results show that social media platforms such as YouTube, TikTok, and Instagram provide wide access to educational content that helps students improve their English skills, including listening, speaking, grammar, and vocabulary. However, social media also presents a significant distraction risk, where students tend to be diverted to entertainment content rather than learning. This phenomenon is explained through various theories, such as Social Learning Theory, Cognitive Load, and Self-Regulated Learning. The study concludes that while social media holds great potential in supporting English learning, more directed strategies are needed to manage its use to maximize benefits and reduce the risk of distraction. Utilizing distraction control features, time management, and developing students' self-regulation skills are identified as key factors in enhancing the effectiveness of learning through social media.

Navigating Academic Challenges: Self-Regulated Learning Analysis of Academic Procrastination Students

The study aims to understand the correlation between self-regulated learning and academic procrastination. By examining responses from 104 students through comprehensive questionnaires, it provides insights into how students manage their learning and delay tasks. The use of simple regression analysis underscores the statistical significance of the findings, highlighting that improving self-regulated learning skills can directly reduce academic procrastination. This research not only contributes to the academic understanding of these concepts but also offers practical guidance for educators and policymakers. By focusing on enhancing self-regulated learning abilities, educational strategies can be developed to address and mitigate procrastination, ultimately improving the overall quality of student learning experiences.

Investigation of Self-Regulated Online Learning According to Demographic Variables and Their Relationship to Learning Approaches

Self-regulation in online learning environments is of great importance in terms of ensuring effective learning since it makes the learner autonomous. In this context, the research aims to compare the self-regulated online learning of education faculty students according to certain variables and to reveal the relationship between their self-regulated online learning and learning approaches. The research is conducted using a correlational research design. Firstly, the general view of students' self-regulated online learning and learning approaches was determined. After that, self-regulated online learning averages were compared according to their gender and academic averages, and finally, the relationship between self-regulated online learning and learning approaches was presented. The study group of the research, which continues their education through distance education due to the pandemic in the 2021-2022 academic year; consisted of a total of 376 students who studied in different departments of the education faculty of Necmettin Erbakan University in Konya. The research findings demonstrate the fact that students' self-regulated online learning corresponds to an above-average value and their self-regulated online learning differs according to their gender and academic achievement. Moreover, there is a moderately positive correlation between the deep learning approach and self-regulated online learning skills, and a low negative correlation between the superficial learning approach and self-regulated online learning skills.

Resting EEG correlates of neurodevelopment in a socioeconomically and linguistically diverse sample of toddlers: Wave 1 of the Kia Tīmata Pai best start New Zealand study

Development of communication and self-regulation skills is fundamental to psychosocial maturation in childhood. The Kia Tīmata Pai Best Start (KTP) longitudinal study aims to promote these skills through interventions delivered at early childcare centers across New Zealand. In addition to evaluating effects of the interventions on behavioral and cognitive outcomes, the study utilizes electroencephalography (EEG) to characterize cortical development in a subsample of participating children. Here, we present results of the baseline resting EEG assessment with 193 children aged 15 to 33 months. We identified EEG correlates of individual differences in demographics, communication abilities, and temperament. We obtained communication and behavior ratings from multiple informants, and we applied contemporary analytic methods to the EEG data. Periodic spectral power adjusted for aperiodic activity was most closely associated with demographic, language, and behavioral measures. As in previous studies, gamma power was positively associated with verbal language. Alpha power was positively associated with effortful control. Nonverbal and verbal language measures showed distinct associations with EEG indices, as did the three temperament domains. Our results identified a number of candidate EEG measurements for use as longitudinal markers of optimal cortical development and response to interventions in the KTP cohort.

Development Of Ethnophysics-Based Teaching Materials To Improve The Self-Regulatory Skills Of Prospective Physics Teachers

This development research aims to produce a product in the form of an ethnophysics-based learning tool to improve prospective physics teachers' valid and effective self-regulation. The products developed are Lecture Event Units known as SAP, Student Worksheets or LKM, Teaching Materials, and test instruments. The research design used is a 4D model consisting of Defining, Designing, Developing, and Disseminating. Data collection techniques use validation sheets and evaluation tools. Device validity data was analyzed using a Likert scale. Three expert validators assess product validity. Assessment by validators with valid to very valid criteria. The effectiveness of the teaching materials developed by researchers can be determined by increasing students' self-regulation based on the results of the N-Gain test after being given a pretest and posttest. The planning indicators show that the percentage of students who were suitable/suitable before implementing the ethno-physics learning model was 42%. This indicates that more than 50% of students have self-management related to learning planning that still needs to be improved. Applying the ethno-physics learning model as a stimulus to help students manage good learning planning contributed 36%, increasing to 78%. The monitoring indicator also has the same increase in the number of students as the planning indicator, namely 36%. This can be described as more and more students being able to manage their learning by monitoring their learning process. The evaluation indicator shows the largest percentage increase in the number of students, namely 38%, while it is only 28% for strengthening. This indicates that the ethno-physics learning model has the greatest contribution to stimulating students' evaluation abilities

Development of self-regulation scale for middle school students: Validity and reliability study

This study was conducted to develop a valid and reliable measurement tool that can identify middle school students’ self-regulation skills. Firstly, the literature was utilized in the development of the measurement tool. The form was finalized with the support of the opinions of different experts and a trial application. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. Then, the form was administered to 341 middle school students to determine its construct validity, and exploratory factor analysis (EFA) was performed on the collected data. As a result of the study, it was determined that the scale consisted of 9 items and two sub-dimensions, namely “forethought” and “volitional control and self-reflection.” In order to reveal the reliability of the scale, internal consistency, two-half test analyses, and composite reliability (CR) were used, and it was determined that the values found were .74 and above. In order to reveal the accuracy of the obtained structure, data were collected from 218 middle school students in a different province, and confirmatory factor analysis (CFA) was performed with these data. As a result of the analysis, the two-factor structure of the scale was confirmed. When the findings are examined, it can be said that the scale is a reliable and valid tool that can be applied to determine the self-regulation skills of students studying at the middle school level.

Link to Life and Learning

At an institution which serves mostly commuting students who are first generation and often balancing life responsibilities, online learning is enticing and presents challenges. Students can struggle with the required skills of self-regulation, effective time-management, communication, and balancing needs. In the spring of 2022, an innovative teaching practice was added to an online first-year seminar course called Link to Life and Learning. Each week, students completed a low-stakes assignment which addressed a variety of factors related to belonging in college including: a reflection about the purpose of a college education, reading to comprehend, health and wellness, diversity and inclusion, procrastination, healthy relationships, involvement on campus, school-ife balance, and individualized meetings with the instructor. These assignments were created in a personalized manner that fit the needs of the students and the campus, while encouraging students to develop a connection to their purpose, passion, and sense of belonging.

‘How Would you Score Yourself?’: The Effect of Self-assessment Strategy Through Robots on Children’s Motivation and Performance in Piano Practice

This research examines how to design social robots to support self-regulated learning skills for piano practice. More specifically, a social robot is used to provide feedback to children and initiate self-assessment. To assess the impact of this approach on children’s motivation and performance, we conducted an experiment in a music school where 50 children practiced with both a self-assessment and a non-evaluative robot. Results showed that when the children interacted with the self-assessment robot they had higher motivation and better performance than when they interacted with the non-evaluative robot. Furthermore, interaction effects were found between the robot conditions, the children’s learning stages, and their gender regarding their motivation and rhythm performance. Overall, the study demonstrates a positive influence of robot-initiated self-assessment on children’s musical instrument practice and provided insights for personalized child-robot interaction design.

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

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

Self-Controlled Video Feedback Facilitates the Learning of Tactical Skills in Tennis

ABSTRACT Purpose: This study aimed to examine the effect of self-controlled video feedback on the learning of tactical motor skills in tennis, and additionally, whether this was affected by learners’ self-efficacy and self-regulative skills. Method: Twenty-three intermediately skilled tennis players were assigned to either a self-controlled group that was provided video feedback on request or a yoked group that received an identical, externally controlled video feedback schedule. In three training sessions participants practiced serve and volley play. Video feedback with attentional cueing and transitional statements that focused solely on individual tactical gameplay was provided by a licensed tennis coach. Individual tactical performance was measured with a custom designed Tactical Tennis Tool (TTT) in a pretest, posttest and in a one-week retention test. Before each test self-efficacy was measured, and a questionnaire was administered to measure self-regulative skills. Results: Analyses revealed significantly larger improvements in tactical performance relative to the pretest for the self-controlled group than for the yoked group in both the posttest and the one-week retention test. No differences were found in self-efficacy. Finally, the improvements in tactical performance were not predicted by self-efficacy and/or self-regulative skills. Conclusion: The advantage of self-controlled video feedback extends to the learning of a complex tactical task in tennis. Future research should verify the observed benefits of a self-controlled learning environment in comparison to a coach-controlled learning environment.

A Tutor’s Role in the System of Pedagogical Support of Students

The article examines the role and importance of tutors’ work in the system of pedagogical support of students. The introduction of the article clarifies such concepts as “guidance” and “support” in terms of providing support to those students who have special educational needs and those who do not. It is said about pedagogical support in the system of psychological and pedagogical support of inclusive education. The article also explains what is required of tutors to do and what part they play in the system of pedagogical support. The purpose of the article is to determine a tutor’s role in the system of pedagogical support, as well as to assess how students perceive the tutor’s work in terms of interpersonal interaction; based on the research results, the article strives to give tutors recommendations to facilitate their work in the system of pedagogical support of students. Methods. The methodological basis of the study was the works of O.S. Gazman and his followers concerning pedagogical support. The way how students perceive a tutor’s work in the system of pedagogical support was assessed with the help of the questionnaire. 190 people (first– and second – year students) took part in the survey. We assume that the interviewed students have an insufficiently developed level of independence, and, consequently, students will choose ped- agogical support, rather than pedagogical support, as a curator’s activity. Based on the research results, tutors are given recommendations on how to organize necessary events for students. With the help of the proposed activities, in our opinion, it is possible to increase the effectiveness of the curator’s activities. The activities are aimed at developing and supporting students of the following skills: communication skills, self-regulation skills, skills to find the necessary informa- tion, conflict resolution skills, terrain and indoor orientation skills, as well as professional skills corresponding to the student’s specialty. Based on the results of the study, we conclude that in their activities, the curator is recommended to use a strategy of support, not guidance, for the development of students’ independence. This study is aimed at studying the effectiveness of the system of pedagogical support of students, as well as at making a tutor’s work efficient.

Обоснование применения метода «садовой терапии» для коррекции и профилактики девиантного поведения

The problems of correction and prevention of deviant behaviour are one of the main issues and challenges for modern society. Such deviant behaviour as aggression, drug addiction, crime, sexual deviation and other antisocial manifestations has a negative impact on various spheres of people's lives, including family, education, work and society as a whole. Various pharmaceutical and non-pharmaceutical approaches are examined to manage or reduce deviant behaviour.
 The purpose of this research, based on our own findings, as well as on a number of results of national and foreign experience, is to substantiate the possibility of wider application of "Horticultural therapy" as an interdisciplinary non-pharmacological method of correction and prevention of deviant behaviour.
 The authors based their research on the methods of interdisciplinary studies at the intersection of biology, botany, social sciences and psychology, as well as on the study of the experience of "Horticultural therapy" in more than 200 botanical gardens and their analogues in 32 countries of the world, the practice of application to children and adolescents requiring special methods of upbringing, as well as convicted persons detained in the institutions of the Federal Service for the Execution of Punishments.
 Research results and practical experience revealed that "Horticultural therapy" as a non-pharmacological method has a significant potential in working with persons with deviant behaviour. Its applicability is due to the fact that regular participation in special horticultural sessions contributes to the development of skills to overcome stress, cope with life challenges, strengthens self-regulation and self-control skills, develops patience, diligence and constancy. This enables participants to develop disciplined and responsible behaviour, communication skills and abilities to cooperate, skills of constructive social interaction. The possibility of applying "Horticultural therapy" for people with special causes of deviant behaviour, including participants and veterans of war, and members of their families, is substantiated.
 The authors make a conclusion about the perspectives and possibility of its use for adaptation and rehabilitation of this category of persons, who are assisted in finding positive and healthy ways to cope with post-traumatic and life challenges.

Investigation of Secondary School Students' Self-Regulation Strategies, Motivational Beliefs and Science Related Inquiry Learning Skills Perception

The aim of this study is to identify secondary school students' self-regulation strategies, motivational beliefs and science related inquiry learning skills perception levels, to reveal the relationship between them and to examine them regarding different variables. In this study, a quantitative research method was used. The study included 1127 students from secondary schools in Istanbul, Turkey. “Personal Information Form” developed by researchers, Pintrinch and De Groot (1990) produced the "Motivated Strategies for Learning Questionnaire," which Üredi adapted to Turkish (2005) and Balım and Taşkoyan (2007) established the "Science Related Inquiry Learning Skills Perception" scale (2007)” was used in study. The data were analyzed with SPSS 16. Independent Sample t-Test, ANOVA and Pearson Correlation technique was used in data analysis. It was concluded that the secondary school students' self-regulation skills, motivational beliefs and science related inquiry learning skills perception levels were high, there was a medium positive relationship between them, and It has been determined that the gender variable is in favor of female students, the class variable is in favor of lower-level classes, and the planning variable is in favor of students who like planning. Activities to increase students' self-regulation and motivational belief and science related inquiry learning skills perception levels are recommended. or tap here to enter text.

ФОРМУВАННЯ STEM-КОМПЕТЕНТНОСТІ МАЙБУТНІХ УЧИТЕЛІВ ФІЗИКИ

The article examines theoretical-scientific problems and shows the peculiarities of the formation of STEM competence of all participants in the educational process when studying physical and mathematical disciplines and natural sciences. When analyzing theoretical and practical data, we developed our own definition of STEM competence and formed the main components and levels that future physics teachers can master in the process of introducing into the educational process various applied programs, robotics tools, virtual laboratories, specialized software and hardware, and as well as their practical activities. Thus, introducing STEM competence solves many issues, such as issues of innovation and creativity, communication, critical thinking, cooperation, selfregulation, pedagogical and psychological skills. Given that STEM is a controversial, context-specific concept in various scientific and technological fields, this set of skills will help all participants in the modern educational process to have the same understanding of the educational field and its intended purpose.

Perceptions of Higher Education Service Quality Have a Significant Influence on Predictors of Student Subjective Well-Being

Subjective well-being is an important mental health indicator to study in students because it significantly predicts academic achievement and college dropout rates. This research aims to determine the influence of perceptions of the quality of higher education services, social support, and self-regulation on students' subjective well-being. The sample in this study was 325 students from various universities in Indonesia. The data in this research was obtained through the Student Subjective Well-Being questionnaire, the Higher Education Performance scale, the Multidimensional Scale of Perceived Social Support, and the Self-Regulation Questionnaire to measure the variables in this research. The collected data was then analyzed using linear multiple regression. The results of this study indicate that students' perceptions of the quality of higher education services, social support, and self-regulation significantly affect students' subjective well-being. Student perceptions of the quality of higher education services were established as the main predictor of students' subjective well-being. The results of this research imply that to improve students' subjective well-being, an approach is needed that includes quality services from the university, social support, and good self-regulation skills for students.

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

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

Relationship between Socio-Dramatic Play and Self-Regulation Skills in Early Childhood

Purpose: Socio-dramatic play is important for supporting self-regulation skills in early childhood, and the complexity level of socio-dramatic play may increase the need for self-regulation skills. This study examined the relationship between the self-regulation skills of 60- to 86-month-old preschoolers and the complexity of socio-dramatic play better to understand the link between socio-dramatic play and self-regulation skills.
 Methodology: This study was designed as associational research to examine whether self-regulation skills based on teachers' and mothers' views relate to socio-dramatic play's aspects and complexity levels. The participants consisted of 51 preschool children attending two public schools in Turkey. Children's self-regulation skills (attention, working memory, and inhibitory control) were measured using self-regulation scales with teacher and mother forms. The socio-dramatic play was assessed using an observational tool consisting of three aspects (symbolic agent, symbolic substitution, and symbolic complexity). 
 Findings: Findings revealed that self-regulation skills (inhibitory control and attention) showed a statistically significant difference in favor of children who engaged in sociodramatic play with high symbolic complexity. The working memory did not differ significantly regarding symbolic complexity. The teacher and mother reports revealed that self-regulation skills' attention, working memory, and inhibitory control dimensions did not relate to the aspects of symbolic agent and symbolic substitution. 
 Highlights: These findings indicate that only the symbolic complexity aspect of socio-dramatic play is positively associated with preschoolers' self-regulation skills (inhibitory control and attention). Results were discussed concerning the literature on socio-dramatic play and self-regulation.

ANALYSIS OF THE PSYCHO-EMOTIONAL STATE OF UKRAINIANS AND ASPECTS OF PSYCHOLOGICAL ASSISTANCE AT THE BEGINNING OF THE CURRENT WAR

Purpose. This study aims to characterize the psychoemotional states of Ukrainians and aspects of providing psychological assistance at the beginning of the current war, the first two months, based on the analysis of scientific sources, statistical data, and the results of empirical research.
 Methods. To achieve this aim, we used the following research methods: generalized and comparative-systemic analysis of scientific sources, systematization and modelling of research results, comprehensive analysis of the experience of psychologists working within volunteer projects, concealed population surveys based on the Raven questionnaire (Raven, 1997), methods of mathematical statistics, statistical analysis of data from the Telegram channel «SvitloPodiya», analysis of private and publicly available posts in online event chats and social networks, the use of standardized questionnaires and narrative writing, as well as the design of a cross-sectional study. We used Statistica 12 software and the Linguistic Inquiry and Word Count (LIWC-2015) software for statistical analysis.
 Results. The study revealed that factors influencing the deterioration of the psychoemotional state of Ukrainians included job loss or the inability to attend work or school, increased free time due to inactivity, loneliness, insufficient information about behaviour rules during bombardments, alarm signals and shelter, a low culture of seeking help from psychologists, parents' inability to explain the war situation to children. Typical negative characteristics of the population's psychoemotional state at the beginning of the war in Ukraine were latent depression, mass anger, various types of fear, egoism, maximum self-concern, a demonstrative need for attention through hysterics and panic attacks, and more.
 Conclusions. Improvements in the psychoemotional state of the population were facilitated by measures including structured and active work, especially volunteer work, positive messages and video recommendations via social media, positive text messages every morning, guidance on social media for self-regulation and emotional management, the efforts of volunteer Telegram channels and other programs for volunteer psychological support, as well as specially designed psycho-pedagogical sessions for children of different ages. Especially designed are online classes for students, daily supervision by educators and psychologists, the application of a psycho-pedagogical approach in education, the dissemination of psycho-pedagogical recommendations to educators, psychologists, and parents, and hosting accompanying webinars, online and in-person training sessions on identifying and addressing symptoms of anxiety disorders and panic attacks, and stabilising the psychoemotional state of individuals of all ages, among other initiatives. The importance of modernising and promoting the effectiveness of social and psychological services in Ukraine is emphasised. It is recommended that self-regulation skills for regulating psychoemotional states be taught from preschool age and introduced to compulsory classes in both general and higher education institutions.