Self-regulation Theory Research Articles

Assessing the relationship between self-regulated strategies in digital writing and L2 grit for EFL learners

The development of digital tools has been reshaping students’ writing experiences in their second language (L2). However, writing can be a challenging task for English as foreign language (EFL) learners and more study needs to investigate how this highly effort-demanding experience is related to their grit. This study investigates the relationship between self-regulated strategies in digital writing and L2 grit for EFL learners. A total of 128 undergraduate students from China participated in this study. Drawing on the self-regulated learning theory with data from Writing Strategies for Self-Regulated Learning Questionnaires, stimulated recall methods, and semi-structured interviews (n=8), this study revealed that one aspect of grit, perseverance of effort, was a positive predicator for self-regulated writing strategies. Moreover, students perceived this relation while also noted other influencers (e.g., demands for high scores). Pedagogical implications regarding L2 writing in this digital age will be discussed.

Self-Regulated Learning Theory and Its Teaching Practice

Self-Regulated Learning Theory and Its Teaching Practice

Factors that influence general chemistry students’ decision making in study strategies

This qualitative study delves into the intricate landscape of general chemistry students' study strategy decision-making processes, examining the guiding factors that shape their choices. Past work in chemistry education has shown that students’ study behaviors are dynamic in nature. Employing self-regulation theory, the study aims to provide a deeper understanding of how students decide to maintain or change their study behaviors. Semi-structured interviews were conducted to capture the study processes of nine students enrolled in first-semester general chemistry classroom. The results indicated these students’ study behavior decision-making process was either driven by metacognition or affect. Students who adopted metacognitive decision-making showed evidence of enactment of declarative, procedural, and conditional knowledge which could be influenced by either the nature of the content studied (content-driven), or the time-efficiency of the strategies employed (time-driven) during their self-regulation. On the contrary, students who adopted affective decision-making based their choices regarding their study behaviors on the emotional aspects and the value they attribute to the study strategies (intrinsic-value or instrumental-value driven). The findings of the study are foundational yet highlight the nuanced nature of changes and constancy within the study strategy decision-making process. This suggests a one-size-fits-all approach to improve student study behaviors may not yield fruitful outcomes and therefore, distinct methods should be devised to reach students with different decision-making processes.

Crafting networks: A self-training intervention

Social networks are known to be critical for enhancing employees' work outcomes. However, we still know relatively less about how employees take charge of their networks to reap network, work, and career-related benefits and how we can intervene in this process. Based on the self-regulation theory and the networking literature, we developed and evaluated the effectiveness of a network crafting self-training intervention. In a quasi-experimental research design of 88 participants in the experimental group and 59 participants in the control group, our results revealed that, after the intervention, employees reported an increase in three trained network crafting actions (i.e., using existing contacts, establishing new contacts, and maintaining professional contacts). Those participating in the intervention reported higher levels of two career outcomes (i.e., career autonomy and perceived marketability). Moreover, we found that through the three trained network crafting actions, the intervention indirectly enhanced participants' network size and diversity as well as their work performance (e.g., task performance and problem-solving). Our study provides insights into a means to smartly shape one's social networks. Our intervention offers an effective management tool that employees and managers can use to guide individuals' network crafting actions and apply them in their daily work context.

The Dark Side of Employee Collaboration with Robots: Exploring Its Impact on Self-Esteem Threat and Burnout

The increasing application of robots in the workplace has made employee collaboration with robots a prevalent phenomenon. Existing literature on human-robot collaboration has both implicitly and explicitly highlighted the benefits of such collaboration, such as promoting efficiency and productivity. Drawing upon self-regulation theory, this study challenges this prevailing assumption by revealing a potential dark side of employee collaboration with robots, specifically its potential to lead to burnout. Our findings, derived from an experiment and a multi-wave field survey, demonstrate that employee collaboration with robots can lead to a self-esteem threat, which in turn results in burnout. Moreover, the perceived intelligence of robots moderated the indirect effect of employee collaboration with robots on burnout through self-esteem threat. This effect was more pronounced when the perceived intelligence of robots was high, as opposed to low. This study offers fresh insights into the consequences of employees collaborating with robots. It also highlights the need for future research to focus on the psychological well-being of employees engaged in such collaborations.

“I want to be the line leader!” Cognitive and social processes in early leader development

The field of leader development has recently begun to focus more on the role of pre-adult leadership experiences in shaping leader development. However, research has largely neglected to account for children’s and adolescents’ agency in shaping their own leader development, instead focusing on external drivers of such development (e.g., parents, schools). This integrative conceptual article provides a model for leader development from childhood through adolescence, drawing on insights from the cognitive and social child development literature. This model focuses on the reciprocal influences of agency, early leadership experiences, and foundational socio-cognitive skills, including theory of mind, metacognition, self-regulation, and autobiographical reasoning, to foster growth and complexity in leadership skills and mindsets. In addition, the enabling forces that influence the early development and expression of agency, socio-cognitive skills, and leader mindsets are described.

Employee’s Spiritual Well-Being: Diminishing the Negative Fibs of Job Stress, Ego Depletion and Cyberloafing

Purpose: The present study aims to empirically examine a research model that investigates the impact of job stress and ego depletion on cyberloafing behavior. Also examining the role of Islamic workplace spirituality as a moderating factor in the relationship between job stress and ego-depletion, with cyberloafing and its consequences on employees’ spiritual well-being. Theoritical Framework: This study used the theory of self-regulation and control. Although there may be slight differences in the conceptualization of self-regulation of behavior but if a discrepancy is detected, the behavior is performed, or expectations are modified to mitigate the mismatch. It is the basis for examining the impact of work-related stress and ego depletion on human behavior. Design/methodology/approach: This research was conducted with 271 employees out of 547 population’s members of Islamic-based universities located in Banyumas Regency, Indonesia. The sampling technique used was purposive sampling, and the distributiin of questionnaires to employess was conducted haphzardly. Data were then analyzed using Partial Least Squares (PLS). Findings: The finding indicates a favorable relationship between job stress, ego depletion, and cyberloafing. A noteworthy finding also indicates that engaging in cyberloafing should nourish employes spiritual well-being. The presence of Islamic workplace spirituality did not seem to have a moderating effect on the association between job stress and cyberloafing. In contrast, Islamic workplace spirituality serves as a moderating factor in the relationship between cyberloafing and spiritual well-being. Research, Pratical & Social Implication: This finding does not align with previous research on job stress and cyberloafing. However, researchers have expanded the research model related to cyberloafing by including ego depletion and spiritual well-being variables. They have also examined the moderating influence of Islamic workplace spirituality on the relationship between cyberloafing and spiritual well-being. The purpose of this study is to incorporate academic literature regarding the impact of cyberloafing. This trend is not inherently negative but is associated with the value of spiritual well-being. The anticipated outcomes of this study encompass both theoretical and practical contributions to the fields of spiritual well-being and workplace deviant behavior. Originality/value: This research examines the impact of cyberloafing behavior on the spiritual well-being of individuals in a professional setting. Following the research subject, researchers also incorporate a spiritual value to the concept of well-being, as the study is conducted within an Islamic university that adheres to Islamic principles in its practices.

Real-Life Patient Educational Recording Before Esophageal Manometry.

High-resolution esophageal manometry (HREM) is a fundamental diagnostic tool in esophagology. Educational tools for this procedure have remained scarce. This quality improvement project aimed to develop an enhanced digital recording about HREM and assess the effect on patient knowledge, anxiety, satisfaction, and procedure abortion rates. The Institute for Healthcare Improvement Model for Improvement and the self-regulation theory guided this project. An interprofessional team was formed. A video recording of the pre-, peri-, and post-HREM care was created. Participants were recruited in the following four cycles: Baseline, Workstation, Manometry, and Home. Questionnaires were collected pre- and postvideo education. The results demonstrated a significant increase in knowledge from 60% to 96% ( p < .001), 58% to 96% ( p < .001), 79% to 96% ( p < .001), and 92% to 97% ( p = .02) and reductions in anxiety from 7.1 to 5.5 ( p = .003), 7.6 to 6.1 ( p = .003), 7.1 to 6.5 ( p < .001), and 6.4 to 6.1 ( p = .03) in all four groups. Almost all (99.5%) participants liked the recorded education and only 2.6% of cases were aborted during the 1-year project implementation period from June 2020 to May 2021. Findings from this project support the positive impact of recorded patient education. An educational recording is standardized and has the potential to be implemented in variable settings.

Fortifying Healthcare: An Action Research Approach to Developing an Effective SETA Program

Organizations continue to use security education training and awareness (SETA) programs to reduce the number of cybersecurity incidents related to phishing. A large healthcare organization contacted the authors to share that they continued to struggle with the efficacy of their traditional training program and to ask whether we could design a better program. Using an action research methodology, we designed a new training program using self-regulation theory. We tested this new training with an experiment using a sample of 307 medical and administrative staff. The results of chi-square tests comparing the click rate of phishing emails before and after the training showed that the new SETA program was more effective than the existing SETA program (overall medical staff χ2 = 4.87, p < 0.05; overall administrative staff χ2 = 16.04, p < 0.05). The results also showed differences between medical and office staff regarding the effectiveness of training. The research shows the effectiveness of self-regulatory theory in SETA training and how this approach leads to significant improvement vs traditional methods of training. The research also points to new emerging issues in security training research.

Frugal or Sustainable? The Interplay of Consumers’ Personality Traits and Self-Regulated Minds in Recycling Behavior

Through the lens of self-regulation theory (SRT), this study investigates the following: (1) the ways in which consumers’ personality traits of conscientiousness, openness, and agreeableness increase their self-regulated mindsets of frugality and green efficacy; (2) whether frugality facilitates green efficacy; and (3) whether frugality and green efficacy ultimately affect recycling behavior. This study proposes modeling the duality of the self-regulated mindsets of frugality and green efficacy as the reason why consumers engage in recycling behavior. This study conducted an online survey among U.S. consumers that garnered 400 responses for the empirical data analysis. The results reveal that frugality is positively influenced by conscientiousness and openness, whereas green efficacy is facilitated by agreeableness but not by openness. Notably, frugality contributes to green efficacy, which indicates the causal duality of the self-regulated mindset as a motive in recycling behavior. Both frugality and green efficacy predict greater recycling behavior. The findings provide theoretical and practical implications for consumers’ recycling behavior and the development of effective public promotion strategies for the disposal of waste and recycling.

Pressure from social media: influence of social media usage on career exploration

PurposeDespite the dramatic increase in people's use of social media, relatively few studies have examined its effect on careers. Drawing upon social comparison theory and self-regulation theory, this study aims to investigate how career-oriented social media usage interacts with social comparison orientation (SCO) to influence the career exploration of university students.Design/methodology/approachThree waves of survey data are collected from 482 university students in China. Hypotheses are tested through ordinary least squares analysis.FindingsResults show that career-oriented social media usage increases career anxiety, which in turn promotes career exploration. Furthermore, SCO strengthens such influence of career-oriented social media usage.Originality/valueGiven the limited attention paid to the effects of social media in career contexts, this study distinguishes career-oriented social media usage and proposes insights into its effect on career exploration. In doing so, this study extends social media literature and provides implications for the transition of university students from school to work in the digital era.

英语写作教学中多元反馈方式的研究综述及教学启示

Amid the ongoing new curriculum reform in China and the evolving landscape of English writing evaluation methods and teaching philosophies, the feedback approach for writing is undergoing continuous refinement, moving towards a multi-feedback model. This paper, drawing from the principles of social cognitive theory, dynamic assessment theory, and self-regulated learning theory, delves into the relevant literature concerning multi-feedback modes in English writing instruction. It examines the practical significance of employing multi-feedback techniques and offers fresh insights into their application in English writing education. Educators are encouraged to experiment with diverse approaches to English writing feedback, empowering students to take a leading role in the process, and fostering the development of students' core literacy skills.

Text-to-Speech Software and Reading Comprehension: The Impact for Students with Learning Disabilities

This literature review examines the use of text-to-speech (TTS) software as an accommodation for students with learning disabilities and its impact on improving reading comprehension. As the development and availability of TTS tools and assistive technologies have increased over the past decade, it is significant to explore how they are used to accommodate students at all levels of education to promote a universal design of learning. Based on a review of the current literature and utilizing self-regulated learning theory as a framework, four significant themes have emerged: (a) TTS being seen as a compensatory tool; (b) improving reading abilities and comprehension; (c) increasing student motivation and self-efficacy; and (d) the need for training for students, educators, and parents. Findings of this literature review revealed that overall, TTS software is commonly used as a compensatory tool (mainly at the postsecondary level), has assisted in students improving reading speed, fluency, and content retention, resulted in increased student self-efficacy in reading abilities and independent learning, and that there is a significant need to allocate training and technological resources to support students. As there are various directions for future research, exploring this area can contribute to schools promoting inclusive and accommodating learning environments.

Self-regulated Learning Theory in Metacognitive-Based Teaching and Learning of High-Order Thinking Skills (HOTS)

Along with the need for global competence, the aspect of high-level thinking skills that is widely emphasized nowadays has demanded students to be intelligent individuals who apply the ability of learning skills through their own determination by implementing effective learning methods through self-regulated learning. However, the study found that in the teaching and learning of high-level thinking skills, the approach in learning self-regulation is less applied. Thus, this concept paper aims to discuss the application of self-regulation learning theory in teaching and learning metacognitive-based high-level thinking skills. This study uses an analytical approach to the literature review in discussing the relationship between learning self-regulation, metacognition and high-level thinking skills, the definition and concept of self-regulation learning, self-learning theory and the importance of self-regulation learning in teaching and learning metacognitive-based high-level thinking skills. Self-regulated learning theory suggests that teachers can use metacognitive elements in self-regulated learning to improve students' cognitive abilities and improve pedagogical knowledge and teaching efficiency. Through the application of this theory, it gives implications to the teaching and learning practices of teachers and students in improving students' thinking skills based on metacognition.

The impact of quantitative and qualitative job insecurity on employees’ mental health and critical work-related performance: Exploring the role of employability and gender differences

Further investigation is necessary due to the limited research on the long-term effects of job insecurity resulting from the COVID-19 pandemic. Therefore, this research employs the Self-regulation and JD-R theories to investigate the role of mental health (MH) in mediating the impact of quantitative job insecurity (QNJI) and qualitative JI (QLJI) on employees' task, creative, and pro-environmental performance, while also exploring the potential of perceived employability, considering gender differences, to aid employees in managing JI and mitigating its adverse effects on their MH. Data were collected from employees working in deluxe hotels in China. The findings indicate that individuals' perception of their employability influences the impact of QNJI on MH. However, there is no interaction between QLJI and employability on MH. This study represents one of the initial investigations on QLJI and QNJI and indicates that managers must comprehensively understand JI's impact on employees' productivity, particularly in times of crisis.

Variability of the SARS-CoV-2 Virus and the Susceptibility of the Population in the Dynamics of the Development of the Epidemic Process

Relevance. It is known that the main trigger for the development of the pandemic was the genomic diversity of viruses. Meanwhile, we did not find any studies on the influence of population susceptibility on the complex process of evolutionary transformations of the SARS-CoV-2 virus and their interdependent variability during the development of the pandemic. Aim. The study of the interdependent variability of two heterogeneous populations interacting in the dynamics of the development of the COVID-19 pandemic - the virus population and the population. Materials and methods. The study was conducted in the city of Perm from 03/01/2021. (Beginning of sequencing of the SARS-CoV-2 virus in the territory) until 01.01.2023. In weekly dynamics, the following were studied: SARS-CoV-2 genomic diversity (molecular genetic study of 2521 samples of biomaterial from patients), seroprevalence of the population (366,804 blood sera were examined for the presence of IgG), morbidity, disease prevalence rate and mortality (according to official statistics). The interpretation of the results was carried out in accordance with the provisions of the theory of self-regulation of parasitic systems by V.D. Belyakov. Results and discussion. An analysis of the genomic diversity of the virus during the pandemic made it possible to distinguish 5 periods. Three periods were characterized by the homogeneity of the pathogen population, when the variants Alpha, Delta and Omicron circulated. Two periods were characterized by the simultaneous circulation of two variants of viruses due to the adaptation of the virus to the changed habitat. Thus, the circulation of the Alpha variant in a population heterogeneous in terms of susceptibility (the proportion of seropositive ones increased to 52%) caused mutational changes in the virus genome with the formation of high transmission properties and high pathogenicity (according to the theory of V.D. Belyakov, the phase of formation of an epidemic variant). The formation of the epidemic variant of the pathogen (Delta genovariant) occurred within 12 weeks, it dominated for more than 6 months, increasing the incidence by 2.8 times, mortality by 17.3 times (epidemic spread phase). The increase in the incidence and large-scale vaccination increased the seroprevalence of the population to 70% or more. The Delta variant begins to adapt to a new habitat with a high proportion of immune organisms, the formation of the Omicron genovariant with high transmission and evasion of the immune response is underway (the phase of formation of the pathogen reservation variant). The pathogen population is heterogeneous; Delta and Omicron circulate simultaneously. Morbidity increases by 2.9 times, RT by 1.3 times, and mortality decreases by 5.1 times. Omicron replaces the Delta genovariant within 5 weeks, mortality decreases, while maintaining the distribution coefficient (reservation phase). Conclusions. Interdependent variability of the virus and the susceptibility of the population determined the phase development of the pandemic.

Substantiation of strategies for individual psychological support of basketball players

The purpose of the study is to determine the effectiveness of individualized psychological strategies developed for basketball players aged 12-14 years and aimed at improving their sports competence. Material and methods. The study was conducted among 24 basketball players aged 12 to 14 years. Participants were divided into the main group (MG) and the control group (CG). Athletes from the MG took part in a remote psychological support program. To evaluate the effectiveness of psychological support strategies, the "Self-perceptions for children: manual and questionnaires" method was used according to the standardized procedure outlined in the original manual by Susan Harter (2012). Written consent from the parents of the participants was obtained before the survey, ensuring that their data would be processed confidentially and used only within the scope of the research. Young athletes were asked to complete a questionnaire covering aspects of their self-perception of sporting achievements, social perception, academic competence, physical fitness, overall self-esteem, and more. Within the framework of the individual trajectory of psychological support, athletes from the MG participated in remote sessions where developed individualized psychological support strategies were employed. It has been demonstrated that individual and group psychological strategies, developed based on contemporary theories and scientific research, effectively enhance the self-perception and social skills of young basketball players aged 12-14 years. It is substantiated that the use of remote technologies, such as video conferences and chats, allows for an individualized approach to each player, even at a distance, thereby increasing the effectiveness of the psychological support program. It has been proven that the integration of modern theories of self-regulation, positive thinking, and other psychological approaches into the practice of psychological support for young athletes contributes to overcoming internal barriers and achieving new heights in sports performance. The analysis highlights the importance of an individualized approach in psychological support, emphasizing its role as a key factor in the development and self-realization strategies of athletes.

75 Examining the Role of Executive Functions on the Intention-Behavior Gap of Alcohol Harm Reduction Strategy Use

Objective:The Temporal Self-Regulation Theory (Hall and Fong, 2007) proposes that initiation and maintenance of effortful health behaviors relies on executive functions (EF: cognitive abilities associated with goal-directed behavior). Alcohol harm reduction strategies are health behaviors that aim to minimize the likelihood or severity of consequences associated with alcohol use. Some drinkers have the intention to drink safely but lack the ability to effectively initiate and execute the harm reduction behaviors. Executive functions may be one mechanism that helps explain the gap between safe drinking intentions and behavior. Specific components of EF may be differentially associated with alcohol harm reduction strategy use; working memory and set-shifting may be especially important in planning and following through with alcohol harm reduction strategies, and individuals with greater working memory capacity and set-shifting abilities may be more successful in implementing strategies that require preplanning and have a focus on altering typical the manner of drinking (e.g., not mixing types of alcohol). Inhibition may be important for resisting temptations that are inconsistent with safe drinking goals, and those with stronger inhibitory control may be more likely to follow through with strategies that require withholding responses despite desire to engage in the behavior, such as stopping or limiting drinking (e.g., not exceeding a predetermined number of drinks).Participants and Methods:Using ecological momentary assessment, the current study explored the extent to which an intention-behavior gap in harm reduction strategy use exists among college student drinkers (n=77), and investigated how potential individual differences in EF (i.e., working memory, set-shifting, and inhibition) were associated with translating intentions of drinking safely into action. Daily monitoring assessments contained brief measures of intention to use harm reduction strategies, actual strategy use, and alcohol-related behaviors, and were assessed daily for twenty-one days.Results:Multilevel model analyses revealed that although intention to use strategies predicted actual strategy use, measures of EF did not significantly moderate the relationship. Exploratory analyses indicated that set-shifting significantly moderated the intention-behavior gap for a subset of harm reduction strategies that relies more heavily on modifying behavior during a drinking event. Set-shifting did not significantly moderate the intention-behavior gap for a subset of strategies that relies more heavily on pre-planning before the drinking event.Conclusions:Findings from the current study suggests that those who plan to use strategies typically follow through regardless of individual differences in EF. Efforts to increase intention to drink safely can be incorporated into existing alcohol prevention and intervention programs, which would likely lead to increased use of harm reduction strategies and decreased alcohol-related consequences.

Emotion regulation and cognitive function as mediating factors for the association between lifetime abuse and risky behaviors in women of color.

The relationship between lifetime abuse (i.e., childhood abuse, intimate partner violence) and risky behaviors is well established. One proposed mechanism is poor emotion regulation and executive functioning, as a potential mechanism that may explain the relationship between lifetime abuse and risky behaviors. However, research on executive functioning and emotion regulation as mediators of this relationship has been limited. In the present study, we examined this association. We hypothesized that lifetime abuse would be significantly associated with executive function and emotion regulation which in turn would be associated with greater alcohol use and risky sex. This cross-sectional study included 150 women with a history of lifetime abuse who were assessed for hazardous alcohol use using the AUDIT Score; emotion regulation was measured using the Difficulties with Emotion Regulation Scale (DERS); risky sex was measured using the question: "in the last 90 days, how many people did you have anal or vaginal sex without using a condom? Executive function was assessed using the NIH Toolbox. The mediation model followed the self-regulation theory, which proposes executive function as the higher-order cognitive process. Results showed that executive function deficit and poor emotion regulation significantly mediated the relationship between lifetime abuse and hazardous alcohol use (indirect effect = .097, SE .031, 95% CI = .035 to .158). Our findings suggest a higher-order cognitive process with executive function promoting emotion regulation as a potential mechanism for alcohol problems in women of color who experienced lifetime abuse.

System quality features and continuous usage intention of social network users: a multi-group analysis with gender

Purpose This paper aims to conceptualize a framework drawn upon the self-regulation theory to study the effect of system quality features on the continuous usage intention of social network users. The study explores the relationship among the selected variables and identifies the determinants of continuous usage intention of social networks. Design/methodology/approach A survey method was used to collect data from 301 male and 311 female social network users to test the research model with the help of the structural equation modelling technique. Findings The results show a difference between male and female social media users for the continuous usage intention of social networks. A substantial difference in the relationship was seen between the attitude and continuous usage intention, where female social network users had a more robust and significant relationship than their male counterparts. Originality/value This study uses the self-regulation theory to understand the continuous usage intention of social networks in the Indian context. This research study contributes to the existing literature on social networks/social media and the adoption intention.