Self-regulation Skills Research Articles

Self-regulation in problem-based blended learning

Self-regulation is pivotal for student success in the 21st-century learning landscape, enabling learners to effectively manage their academic goals and processes. This research investigates the impact of problem-based blended learning on students' self-regulation skills. A quasi-experimental design was employed, featuring a non-randomized control group. The experimental group was exposed to problem-based blended learning, while the control group experienced traditional face-to-face problem-based learning. The study involved 65 students from SMA Negeri 1 Prambanan, with self-regulation assessed through a closed questionnaire addressing nine key indicators. Data analysis revealed no significant difference in self-regulation between the control and experimental groups; however, the experimental group showed better outcomes. This group's higher performance in self-regulation was attributed to the flexible, interactive, and time-independent nature of blended learning, which fosters better time management, environmental structuring, and goal-setting among students. The findings underscore the potential of problem-based blended learning to enhance students' self-regulatory capacities, ultimately contributing to improved academic achievement and the development of essential 21st-century skills.

Acceptability and feasibility of FAMS-T1D mHealth intervention to optimize self- and social regulation for emerging adults with type 1 diabetes

BackgroundAmong emerging adults with type 1 diabetes (T1D), self-regulation and social regulation skills can help avoid high A1c and diabetes distress. FAMS (Family/friend Activation to Motivate Self-care) is mobile phone-delivered intervention that supports development of these skills and is efficacious among adults with type 2 diabetes. However, the acceptability and feasibility of the FAMS intervention among emerging adults with T1D are unknown.MethodsTherefore, we adapted FAMS for in a new disease context and developmental stage and then conducted a 3-month mixed-methods pre-post pilot study. Participants were emerging adults with T1D and a friend/family member enrolled as a support person (optional). Feasibility/acceptability outcomes and associated progression thresholds were recruitment (≥ 70% eligible emerging adults), retention (≥ 85%), intervention engagement (≥ 70%), and satisfaction (≥ 70%). We also collected qualitative feedback to determine if the intervention addressed relevant needs and explored changes in outcomes of interest (family/friend involvement, self-efficacy, self-management, distress, A1c).ResultsRecruitment rates indicate recruitment of emerging adults with T1D (n = 30) and their support persons (n = 20) is feasible — 79% of emerging adults who screened as eligible enrolled and 70% of enrolled emerging adults invited a support person. Emerging adults completed 98% of coaching sessions, and response rates to automated text messages were median 85% IQR [68%, 90%]. Changes in selected measures for outcomes of interest were in expected directions suggesting sensitivity to changes occasioned by the intervention in a future evaluative trial. Emerging adults said FAMS-T1D helped with setting realistic goals, motivated them to prioritize diabetes goals, and increased support, indicating acceptability of the intervention in this new disease and developmental context.ConclusionsFindings suggest potential for FAMS-T1D to engage emerging adults and their support persons and feasibility for an evaluative trial examining effects on self-regulation (self-efficacy, self-management), social regulation (family/friend involvement), and outcomes (diabetes distress, A1c).Trial registrationWe did not register this study on ClinicalTrials.gov because the purpose of the study was to assess the feasibility and acceptability of the intervention and study procedures and measures in preparation for a future trial. The purpose of that future trial will be to evaluate the effect of the intervention on health-related biomedical and behavioral outcomes, and that trial will be registered accordingly.

META-EMOTIONS: CONCEPT, STRUCTURE AND APPROACHES TO STUDY

The article examines the concept of meta-emotions or second-order emotions. The latter are understood as the emotions that the subject experiences regarding his own emotions, as well as the emotions of another person. An analysis of the development of this construct in philosophical and psychological research is presented. In this context, the relevance of introducing the concept of meta-emotions into the categorical apparatus of psychology and the empirical study of meta-emotional processes is discussed. In psychological studies of meta-emotions, two approaches have been identified that have developed to date. First, meta-emotions are considered as a component of emotional education strategies that parents implement in relation to their children. Secondly, meta-emotions are studied as part of the development of the problem of emotional intelligence, in particular based on the phenomena of meta-mood. The article also discusses the question of the structure of meta-emotions. Options are analyzed that provide a general formal description of the structure of meta-emotional activity (the object of meta-emotions, goals in the context of which meta-emotional states arise, feedback between meta-emotions and emotional goals). At the same time, the model of J. Gottman et al. is presented, in which meta-emotions act as an essential component of parents’ approaches to the emotional regulation of the child’s behavior, which are different in their productivity. Conclusions are drawn regarding the possibility of using the model of parental meta-emotions in relation to situations of educational interaction between a teacher and a student. Purpose. The article is devoted to the topic of meta-emotions, which is relevant in the current state of development of psychology and pedagogy. The subject of analysis is meta-emotions in parent-child relationships. The author aims to explore the concept, structure and modern approaches to the study of meta-emotions, as well as to analyze the model of the influence of parental meta-emotions on the child’s results in the development of emotional self-regulation skills by J. Gottman and Katz and determine the possibilities of its use in relation to the interaction between teacher and student. Methodology. The basis of the study is observation, the method of generalization of independent characteristics and twin methods. Results. The results of the work are that the author emphasizes the presence of a close relationship between the child’s ability for emotional self-regulation based on the understanding of meta-emotions by the subjects of education represented by parents or teachers. Practical implications. The results of the study can be applied in the field of psychological and pedagogical interaction between subjects of education and students based on the analysis of meta-emotions and emotional self-regulation.

Parental involvement in homework to foster self-regulated learning skills: a qualitative study with parents from selected higher quintile schools

Parental involvement in homework to foster self-regulated learning skills: a qualitative study with parents from selected higher quintile schools

Enhancing Students' Interpretation and Self-regulation Skills Through Socio-scientific Issues (SSI) Approach Related to Environmental Change Topic

This study aimed to determine the effect of SSI learning on environmental change topics on students’ interpretation (SIS) and self-regulated skills (SRS). The method used was pre-experiment with one group pre-test and post-test design. The participants in this study were 57 students in 7th grade (32 boys and 25 girls) chosen using a random sampling technique. The instrument was a test with 6 essay questions for interpretation and self-regulation. Research data were analyzed through prerequisite tests, paired sample t-tests, n-gain scores, multivariate analysis of variance (MANOVA) test, and Pearson correlation test. The results prove that SSI learning for these topics had no significant effect on students’ interpretation skills and self-regulation. The n-gain score analysis also proves that only 0.34 for interpretation skills and 0.36 for self-regulated skills are in the moderate category. However, the cluster analysis shows differences in student SIS and SRS for low levels but not middle and high ones. Finally, the Pearson correlation test shows a positive relationship between students’ interpretation and self-regulated skills. Keywords: self-regulation skills, Socio-scientific Issues (SSI), environmental change

Dynamics of the Efficiency of Providing Multidisciplinary Rehabilitation Assistance to Victims with Spine Injuries

The degree of damage to spine is now a threat to health and optimal functioning of the human body in the post-traumatic period. Taking into account the peculiarities of the mechanism of psychogenic disorders in the conditions of the full-scale Russian invasion contributes to the specialist’s readiness for stress and conflict situations during the rehabilitation period of work with the victims. The purpose of the article is to substantiate the dynamics of the effectiveness of providing multidisciplinary rehabilitation care to victims with spinal cord injuries. Psychocorrection should contain a list of training exercises aimed at the development of self-awareness, improvement of psychological culture, improvement of reflective personality characteristics, self-actualization and will involve mastering the skills of voluntary psychophysical self-regulation of the state. Research methods. Among psychodiagnostic methods, the following were used: the questionnaire «Change in the quality of life due to the disease», the method of determining the intensity of the pain syndrome according to the visual analog pain scale (VAS) and the Minnesota Multi-Profile Personality Questionnaire (MMRI-2) to assess the psychological status of the individual. The characteristics of motor activity were determined according to the dynamics of Hauser’s gait index, which determines the mobility of the victim and his ability to move freely and the need for auxiliary means of support. Research results. In subjects with spinal cord injury during hospitalization and psychocorrection changes in the gait state according to the Hauser index (muscle strength) were improved from 3.18±0.13 points on average for the group to 4.9±0.63 after the injury. This indicates that after 10-12 months’ treatment all subjects moved without the help of other attendants, some of whom were completely independent, within and outside the home to overcome thresholds and low curbs. Motor activity and gait were improved; there was a noticeable decrease in the intensity of pain, anxiety and depression.

STRATEGY FOR TEACHERS TO SUPPORT SELF-REGULATION FOR STUDENT LEARNING PROCESS IN POST-PANDEMIC LEARNING

Christian education aims to form students who have Christ-like qualities. This effort is a mission that Christian education wants to achieve. To develop these qualities, students need good self-regulation skills in learning. Self-regulation is the ability of students to direct their thoughts, feelings, and behavior to achieve learning goals. Students who have good self-regulation will achieve success in learning. However, since post-pandemic learning, students have had challenges adapting from online learning to face-to-face learning. This affects student self-regulation in learning. Therefore, Christian teachers, as shepherds, have a responsibility to help students experience increased self-regulation. In this study, researchers wanted to examine the strategies used by a teacher to support student self-regulation in the post-pandemic learning context. This study uses descriptive qualitative research methods with observation and interviews as data collection techniques. The data were then analyzed using data reduction, presentation, and conclusion. After examining more deeply, the researchers found that the teacher implemented several essential strategies in the context of post-pandemic learning and were proven to support students in experiencing increased self-regulation abilities in the learning process.

How constructivism influences pre-service teachers’ beliefs and practices and child self-regulation

ABSTRACT Project Construct is a learner-centered constructivist framework that emphasizes positive teacher-student relationships, autonomy, and child-led experiences. Constructivist pedagogy promote cognitive, behavioral, and academic outcomes. Yet, novice teachers struggle to grasp constructivist teaching practices and tend to emphasize teacher-directed activities. The present study investigated whether the opportunity to learn and apply constructivist teaching approaches in an elementary school setting would affect education students’ understanding of constructivism and children’s self-regulation. Eight education students participated in a 4-week summer undergraduate class in a public-school setting. Students’ understanding of constructivist principles was assessed through a 30-statement questionnaire. Kindergarten classrooms were randomly assigned to either the Project Construct classroom where Education students participated in or the control classroom. Children’s self-regulation skills were assessed through the Head Toes Knees and Shoulders (HTKS) Task before and after the 4-week class. Results revealed that Education students’ knowledge of principles of constructivism grew significantly from the beginning to the end of this semester. Children’s performance on the HTKS grew significantly in the Project Construct and control classrooms, although there were no significant differences between the Project Construct and control classroom. These findings have implications for teacher education and how constructivist pedagogy can affect child self-regulation.

Self-regulation training improves stress resilience in elite pre-pubescent female gymnasts.

In the context of young female athletes, namely elite gymnasts, effective stress management strategies not only enhance performance, but also reduce the risk of injuries and promote overall well-being. This study aims to investigate the effects of biofeedback-based training on stress management in prepubescent elite female gymnasts, recognizing its pivotal role in promoting healthy growth and proper training load management. Eight elite young female athletes from a top flight French national league club participated in an experimental condition involving four-week biofeedback training program to improve self-regulation skills, during both rest and stress phases. Additionally, each subject experienced a control condition, with entailed exposure to domain-specific motivational videos. Comprehensive evaluations of physiological parameters were conducted to assess the impact of biofeedback training, both before and after the training, as well as during the stress and recovery phases. Furthermore, an interoceptive body awareness test, using the MAIA questionnaire, was performed. The results highlight a significant enhancement of the self-regulatory skills of the gymnasts in managing the selected physiological parameters-peripheral temperature (p < 0.05) and blood volume pressure (p < 0.05)-after the biofeedback treatment. Moreover, psychological data from the MAIA questionnaire revealed a noteworthy increase in interoceptive awareness (p < 0.001), particularly in the subscales of Not Distracting (p < 0.001), Attention regulation (p < 0.05), Emotional awareness (p < 0.05), and Self-regulation (p < 0.05). Thus, we conclude that biofeedback training improves self-regulatory and psychological resilience under stressful conditions, while reducing sensitivity to gymnastics-specific stress.

Inner Peace: Evaluating a Complementary Program Promoting Intra-Personal Peace at Adelaide Women's Prison, Australia.

The Peace Education Program, created in 2012, is a complementary program with potential to supplement official rehabilitation interventions offered in correctional centers. The program promotes "inner peace" as an innate and universal human resource, but whilst inner peace is a key concept in positive psychology and the Good Lives Model, there is a paucity of research regarding how to operationalize and evaluate this concept. The program had not previously been the subject of independent theoretically-informed research. Drawing on a mixed methods study conducted in Adelaide Women's Prison, this article explores the impact of the program on participants' learning regarding inner peace. Participants reported a greater understanding about inner peace, which they described as contributing to a stronger sense of their identity, enhanced self-esteem and increased self-regulation skills, resulting in reductions in impulsivity and reactive aggression. The quantitative data indicated there was a significant increase in participants' subjective ratings of inner peace before the program (M = 12.08) and post-program completion (M = 14.00) (p < .001). Growth in affect-regulation and anger-management skills may contribute to reductions in offending.

Model of Formation of Communicative Competences of Students-Programmers in the Process of Joint Activity

Effective professional activity in the digital era is based on the ability to make decisions, willingness to cooperate and skills to manage emotional intelligence. Therefore, it is necessary to improve the training of IT-specialists and create conditions for the formation of their communicative competences. The purpose of the article is to discuss the results of the development of the model of the process of forming communicative competences of software engineering students in collaborative activities. The research methodology includes competence-based, constructivist, network approach, personality-oriented approach and activity-based approaches. The method of pedagogical modeling was used, which allowed to correlate the existing and ideal characteristics of the educational process under study, to identify and outline ways to improve it in the context of professional activity in the IT-sphere. The development of the model was carried out taking into account the technology of “blended learning”. Research results. The model of the process of formation of communicative competence of students-programmers includes the target block, in which the personal goals of education, the standard of specialty 09.02.07 “Information Systems and Programming”, the requirements of employers to the professional activity of programmers are indicated; the organizational-activity block, including diagnostic and activity-forming activities; the result-criterial block, including criteria and indicators of assessment of communicative competence. Conclusion. Communicative competences of students-programmers include knowledge of psychological bases of communication and possession of virtual communication skills, active participation in teamwork, skills of constructive interaction, organizational skills, readiness for interaction, orientation to self-improvement in interaction, self-motivation skills, self-regulation skills, self-control, conflict resolution. The process of formation of communicative competences of students-programmers is carried out in the educational activity on the basis of learning in cooperation as a type of joint activity, providing students’ motivation for constructive interaction, increasing the performance of academic tasks, individual responsibility, eliminating the barriers of interaction through the use of flexible planning strategy and organization of virtual teamwork based on the principles of Agile-methodology and Scrum-method.

Benefits and Challenges of Collaboration between Students and Conversational Generative Artificial Intelligence in Programming Learning: An Empirical Case Study

The utilization of conversational generative artificial intelligence (Gen AI) in learning is often seen as a double-edged sword that may lead to superficial learning. We designed and implemented a programming course focusing on collaboration between students and Gen AI. This study explores the dynamics of such collaboration, focusing on students’ communication strategies with Gen AI, perceived benefits, and challenges encountered. Data were collected from class observations, surveys, final reports, dialogues between students and Gen AI, and semi-structured in-depth interviews. The results showed that effective collaboration between students and Gen AI could enhance students’ meta-cognitive and self-regulated learning skills and positively impact human-to-human communication. This study further revealed the difficulties and individual differences in collaborating with Gen AI on complex learning tasks. Overall, collaborating with Gen AI as a learning partner, rather than just a tool, enables sustainable and independent learning, beyond specific learning tasks at a given time.

Personality Traits and the Growth of Emotional Intelligence. A Systematic Evaluation

Emotional intelligence (EI) and personality traits are inherent factors that shape individuals' perception, cognitive processing, and behavioral responses to emotional stimuli. This study examines the complex interplay between personality traits and emotional intelligence (EI), investigating how certain personality traits can impact the formation and expression of EI. By employing a blend of empirical investigation and theoretical examination, we evaluate the correlation between fundamental aspects of an individual's personality, namely openness, conscientiousness, extraversion, agreeableness, and neuroticism, and their emotional intelligence (EI) capacities, including self-awareness, self-regulation, motivation, empathy, and social skills. This study utilized fourteen articles acquired through a systematic search using the keywords "emotional intelligence and personality" in the Scopus and PubMed databases. An individual's personality plays a significant role in shaping their emotional intelligence, which in turn has a profound impact on multiple domains of human endeavor. Initial findings indicate that specific personality traits may facilitate developing emotional intelligence (EI), whereas others may pose obstacles that necessitate focused interventions. Acknowledging the interaction between personality and emotional intelligence (EI) presents novel opportunities for comprehensive personal growth, emphasizing the significance of customized approaches encompassing both aspects. This study emphasizes the need for a comprehensive comprehension of human behavior, advocating for approaches that accommodate the distinct interplay between an individual's personality and emotional intelligence. These strategies aim to enhance personal and interpersonal outcomes to their fullest potential.

Investigation of Teachers' Views on Classroom Practices to Support Children's Self-Regulation Skills

Investigation of Teachers' Views on Classroom Practices to Support Children's Self-Regulation Skills

Differences in Well-Being at School Between Young Students With and Without a Refugee Background.

Students with a refugee background are a vulnerable group in education. Adverse experiences and unsafe circumstances that they encounter prior, during and after their flight can place a great burden on their mental health and psychological well-being. Little is known about the psychological well-being of young refugee students in kindergarten and early years of primary school. The current study examined the psychological well-being of 4- to 8-year-old students with a refugee background residing in the Netherlands (n = 136), compared to Dutch peers without a refugee background (n = 406). Primary school teachers completed three questionnaires which assessed multiple indicators of their students' psychological well-being: Strengths and Difficulties Questionnaire (SDQ), Social-Emotional Questionnaire (SEV) and Risk and Protective factors Trauma Observation School Situations (RaPTOSS). In line with the hypothesis, results showed overall lower psychological well-being among refugee students compared to non-refugee students. Teachers observed more total difficulties in socio-emotional functioning, anxious and mood disturbing behavior, ADHD symptoms, problematic social behavior and post-traumatic stress symptoms (small effects), and less developed trauma protective factors and prosocial behavior (medium effects) among students with a refugee background compared to their non-refugee peers. However, the findings also demonstrated that half of the refugee students did not have any scores that fall in the clinical range of the psychological and behavioral problems assessed. The results underline the need to promote protective factors such as positive self-image, self-regulation skills, safety and relations in the classroom and prosocial behavior among students with a refugee background.

Moderated moderation modelling of subjective social status, pocket money and depressive symptoms of university students in Ghana.

Although the relationship between subjective social status and depression in university students has been well-established, this association could be seen as a spurious one. Previous studies have shown that key variables like financial resources and age could play key roles in explaining the variances in social status and mental health outcomes. In this research, we assessed the complex interrelationships between subjective social status, financial resources at their disposal and depressive symptoms among university students within their young and middle adulthood stages. A cross-sectional survey was conducted in a university in Ghana to sample 1134 university students through accidental sampling. The McArthur Scale and WHO-5 Well-being measure were used for the data collection. The results revealed that higher levels of subjective social status were associated with lower levels of depression. It was further found that the interaction between students' pocket money and age played unique roles in the relationship between subjective social status and depression. The study findings call on stakeholders in education to explore funding opportunities and to examine ways of empowering parents (financially) to adequately support the students. Health educationists and promoters, including psychologists, school counsellors and parents could compliment these efforts by helping to train and empower students through self-regulation or management skills to help improve their well-being. Continuous efforts are required to improve the financial status and mental health of students.

Role of Social and Self-Regulated Learning in School Contexts

Self- and socially regulated learning skills allow students to develop soft skills or competencies to tackle learning tasks. Self-regulated learning skills help students set learning goals, choose learning strategies, monitor their progress, and control their affective and motivational states when working on learning tasks. Socially regulated learning skills help students to use self-regulated learning practices recognizing the reciprocal influence of other people, technology, and environment, creating opportunities for joint regulation of learning. However, it is still not clear how social regulation of learning relates to self-regulated learning. The purpose of this article is to describe the constructs of self- and socially regulated learning, report on the results of recent research studies of their components, introduce a theoretical model of the self- and socially regulated learning, discuss the results of our studies, and identify the areas for future research. The scientific contribution of this article is an attempt to compare the scholarly evidence and theoretical views of Russian and foreign researchers in order to understand the state of research of self- and socially regulated learning in authentic school contexts.

Measuring parents' regulatory media use for themselves and their children

IntroductionParents often use media to manage their own or their child's emotions and behaviors, which is called “regulatory media use.” While the use of media to alleviate negative emotions and behaviors may be helpful in the short-term, there may be negative consequences in the long-term (e.g., for children's development of self-regulatory skills). Research remains limited, often relying on a single, binary question asking whether a parent ever uses media to calm their child. To enable future research on the effects of regulatory media use, this paper described initial scale development efforts for measuring parents' regulatory media use for themselves (parent scale) and their children (child scale).MethodsThese scales were tested in an aggregate sample of parents with children 1–10 years old, and with each of three subsamples representing parents of children in infancy (15-25 months old), early childhood (2–5 years old), and middle childhood (5–10 years old).ResultsOverall, the results provide initial support for the scales as a reliable tool for measuring regulatory media use. Both scales for parents and children had a stable three-factor structure that held within each of the three subsamples. Further, both scales had predictive validity, each predicting parenting stress and child screen time.DiscussionBuilding upon earlier studies that often focused on single items to measure regulatory purposes, the initial scales appear to capture a multifaceted range of regulatory uses of media. The comprehensive measurement of regulatory media use enabled by these scales can inform more effective and tailored media guidelines and interventions, and the potential applications and implications for future research are discussed.

The Relationship between Preschool Children’s Anxiety and Life Skills: The Mediating Role of Self-Regulation

The present study examined the mediating role of self-regulation in the relationship between preschool children's anxiety and life skills. Children's anxiety, self-regulation, and life skills were assessed using the "Children's Anxiety Scale-Mothers' Form," "The Self-Regulation Skills Scale for Children aged 4 to 6 (Mothers' Form)," "The Early Childhood Life Skills Scale," and the data obtained from 303 participants who participated in the survey were tested through PLS to SEM. Although preschool children's anxiety is not directly related to life skills, self-regulation fully mediates the relationship between anxiety and life skills. The results provided preliminary evidence for the mechanism by which children's anxiety affects self-regulation and life skills. These findings suggest that the relationship between anxiety and life skills varies according to children's self-regulatory abilities. The findings have practical implications for supporting the development of self-regulation in preschool children.

Why do students disengage from online courses?

One of the most significant issues with online education is that students disengage and eventually drop out of the course due to their inability to remain active in the online environment. Thus, disengagement from online courses has been seen as an important obstacle to the successful continuation of the online learning process. This study aimed to empirically explore the disengagement from online courses with a proposed model. A structural model was tested to explain the causal relationship among disengagement, cyberloafing, self-regulation skills, and satisfaction in online learning. The study group consisted of 843 undergraduates from a midsized institution in Turkey who were enrolled in an online course at the time of the study. Results showed that cyberloafing and satisfaction were significant predictors of disengagement, while self-regulation had an indirect effect on it. The study's findings indicated that online instructors and educational policymakers should focus more on fostering satisfaction and enhancing students' self-regulation abilities while keeping cyberloafing under control to prevent disengagement from online courses in the age of digital transformation.