Understanding Of Self-regulation Research Articles

A person-centred approach to understanding self-regulation in homework using latent profile analysis

The current investigation used latent profile analysis (LPA) to categorise students according to their strategies for managing mathematics homework. A sample of 918 Chinese students in grades 7–9 rated their use of seven homework management strategies; namely, arranging the environment, managing time, monitoring motivation, managing emotion, cognitively reappraising information, and handling both conventional and technological distractions. LPA identified five distinct profiles that could be labelled: High Across All Strategies, Moderate Across All Strategies, Low Across All Strategies, Low Except for Handling Distractions, and Low Handling Distractions. Profile membership was related to homework effort, completion, and mathematics achievement. Students who profiled high across all strategies outperformed the other groups on these outcome variables. Taken together, the study’s results offer insight into self-regulation of homework behaviour that can have important implications for homework research and practices.

Using Virtual Collaboration and Education to Increase Teachers’ Ability to Promote Self-regulation

ABSTRACT The aim of this evidence-based occupational therapy (OT) project was to answer the question, “Does education and scheduled collaboration on the use of sensory tools in the school environment increase general education teachers’ understanding of OT’s role in self-regulation?” Evidence supports the use of asynchronous learning modules for professional development. Research indicates that the addition of an interactive element enhances learning. Collaboration is supported by evidence for enhanced effectiveness of sensory tools in schools. The project was implemented over the course of 7 weeks. Teachers participated in 5 weeks of intervention with a weekly 30-min asynchronous web-based learning module and a 30-min individual or group collaboration session. Results showed increased positive perceptions with 5 of 10 Likert scale questions showing a statistically significant increase. In addition, data showed a statistically significant positive change in teachers’ knowledge related to OT’s role in schools, self-regulation, and social-emotional skills. Data from open-ended questions revealed an increase in teachers’ understanding of different causes of student behaviors and increased knowledge of self-regulation tools. The results suggest teachers’ understanding of OT’s role in self-regulation increases through the use of asynchronous virtual learning and scheduled collaboration sessions with an occupational therapist. Further research is recommended to increase the generalizability of results and to identify the most effective use of collaboration to enhance teachers’ understanding of self-regulation.

Does Weight-Cycling Influence Illness Beliefs in Obesity? A Gender-Sensitive Approach

Obesity is classified as a chronic disease. Women and men seem to face different obstacles in their attempts to overcome one of the most challenging tasks in the treatment of this disease, namely, weight reduction maintenance. The Common-Sense-Model (CSM) is mainly used to improve the understanding of self-regulation and health behaviour in chronic diseases but has yet to be explored for obesity. This paper applies the CSM to obesity, focussing on the construct of illness representations, which is the basis of health behaviour according to the CSM. A sample of n = 356 women and n = 77 men with obesity was investigated to assess the extent that illness representations in obesity are shaped by experiences of weight-cycling and the extent that gender influences their quality. Our results show that the representations of timeline and consequences as well as the emotional representation are particularly influenced by weight-cycling, especially in men. On average, women showed more maladaptive illness representations than men. These findings not only contribute to a better applicability of the CSM in obesity, but also emphasize the importance of gender in obesity research and interventions.

Can coaching contribute to the development of self-regulation? Similarities and differences between these two processes

ABSTRACT The ability to self-regulate is considered an essential skill for negotiating twenty-first-century challenges. However, despite the progress made in understanding self-regulation, its application in certain areas remains scarce. To remedy this situation, this paper intends to examine the relationship between coaching and self-regulation. Semi-structured interviews were conducted with 15 coaches in order to gather information regarding the phases of coaching, the critical elements concerning its implementation, and the changes that are perceived in clients. The findings indicated that coaching and self-regulation share elements, such as certain constituent phases, a focus on goal-achievement, and an interest in personal development and, consequently, in people’s well-being. This study concludes that both processes could benefit from each other through sharing their theoretical bases and the structure of their respective practical interventions.

Towards an understanding of neurophysiological self-regulation in early childhood: A heuristic and a new approach.

Self-regulation in early childhood encompasses both "top down," volitional processes, as well as the "bottom up" activity of three neurophysiological systems: the parasympathetic nervous system (PNS), the sympathetic nervous system (SNS), and the hypothalamic-pituitary-adrenal (HPA) axis. In this paper we briefly review the structure, function, and early development of each of these systems and then explain why neurophysiological self-regulation is most accurately defined as a function of their joint activity. We note that while there are a number of predictive models that employ this definition, the field would benefit from a straightforward heuristic and aligned methods of visualization and analysis. We then present one such heuristic, which we call neurophysiological space, and outline how it may facilitate a new, collaborative approach to building a better understanding of self-regulation in early childhood. We conclude with a presentation of early education as one setting in which our heuristic and methods could be applied.

САМОРЕГУЛЯЦІЇ БАЗОВИХ ЕМОЦІЙ ПІДЛІТКАМИ З ПОРУШЕННЯМИ РОЗУМОВОГО РОЗВИТКУ ЯК ОСНОВА ФОРМУВАННЯ ЕМОЦІЙНОГО ІНТЕЛЕКТУ

In special psychology, the understanding of self-regulation is ambiguous. Modern scientists view emotional self-regulation as: the process of adapting a teenager’s personality to the outside world; the process of changing the life systems of the individual; as an internal regulation of behavior. The aim of the article is to study and experimentally test the peculiarities of the perception of basic emotions and the state of formation of emotional self-regulation in adolescents with mental development as a basis for the formation of emotional intelligence. The main method of research was the method of psychodiagnosis. Based on the obtained results, a qualitative characteristic of the ability to recognize basic emotions was determined, the most and the least known emotions for adolescents were determined, and the dynamics of emotion recognition (speed) were established. In the course of the study it was possible to establish correctly perceived emotions and distorted, to compare emotions with colors. In the course of the study it was possible to establish correctly perceived emotions and distorted, to compare emotions with colors. It is determined that in adolescents with mental development differentiation of emotions is determined by the cognitive level of personality development, personal experience, education and social environment. It has been established that adolescents with mental development need additional psychocorrectional activities that will be directed to the formation of emotional regulation, in particular the ability to call emotions, feelings they are experiencing, to mark them with appropriate verbal symbols. The article outlines further areas of research in the field of emotional intelligence, personal self-regulation, self-control of adolescents with mental development.

Hvað er sjálfstjórnun og hvaða þýðingu hefur hún fyrir þroska barna og ungmenna?

Gríðarleg fjölgun hefur orðið á rannsóknum á sjálfstjórnun (e. self-regulation) á síðustu áratugum. Rannsóknir sem sprottnar eru úr margvíslegum fræðilegum grunni hafa sýnt að geta barna, ungmenna og fullorðinna til að stýra eigin hugsun, hegðun og tilfinningum stuðlar að heilbrigðum þroska á fjölmörgum sviðum lífsins, allt frá samskiptum til námsgengis og heilsufars. Því liggur fyrir mikil þekking um þetta hugtak en í ljósi þess að skilgreiningar eru mismunandi er sú þekking brotakennd og erfitt að gefa einfalda, skýra mynd af stöðu hennar. Markmið greinarinnar er að gefa mynd af því hvað felst í hugtakinu sjálfstjórnun og rekja stuttlega hvernig það tengist þroska barna og ungmenna. Hugtakið sjálfstjórnun verður skilgreint, því lýst hvernig það skarast við ýmis tengd hugtök, og greinist frá þeim, svo sem sjálfsaga og ADHD, muninum á sjálfstjórnun barna og ungmenna verður lýst og greint frá rannsóknum sem skýra hvaða tengsl sjálfstjórnun hefur við farsælan þroska barna og ungmenna.

RE-AIM evaluation of a teacher-delivered programme to improve the self-regulation of children attending Australian Aboriginal community primary schools

ABSTRACTStudies in north-western Australia Aboriginal communities identified executive functioning and behavioural regulation as significant issues for children. Exposure to alcohol prenatally and adverse childhood experiences are known risk factors for impaired self-regulation and executive function, these risk factors being present in remote communities. In response, a partnership was initiated to trial a teacher-delivered self-regulation intervention based on the Alert Program®. While student outcomes were assessed, this paper describes the implementation and impact of the intervention on teachers through the five dimensions of the RE-AIM framework (Reach, Efficacy, Adoption, Implementation, Maintenance). Trained classroom teachers (n = 29) delivered eight Alert Program® lessons to students over 8- weeks. Impact and implementation outcomes were assessed through teacher training and student lesson attendance data, and pre-training and post-intervention teacher questionnaires. Data were analysed using paired-samples t-tests and descriptive statistics. Eighty-one to 100% of prescribed lessons were implemented and teacher understanding of self-regulation and the Alert Program® improved significantly following the intervention (n = 14, p ≤ .001). Most teachers (88%) reported changing their teaching and behaviour management practices because of the intervention and agreed there were benefits in teaching the Alert Program® to students in a region with high reported rates of foetal alcohol spectrum disorder and self-regulation impairment.

Analyzing the latent factor structure of self-regulation in preschoolers: New directions regarding a differentiation of cool self-regulation

ABSTRACTSelf-regulation in preschool-aged children is a much-researched topic, but there are still disagreements regarding the dimensionality of the construct. Most studies distinguish between hot and cool self-regulation and consider self-regulation as two-factorial. Hot self-regulation tasks refer to the ability to adapt appropriately to emotional stimuli, while cool self-regulation tasks are emotionally neutral. Our study contributes to the understanding of self-regulation at preschool age and reveals new insights concerning a more differentiated view of cool self-regulation. With a total sample of 434 preschool-aged children, we conducted confirmatory and exploratory factor analyses that demonstrated a three-factorial solution. In accordance with the variables that determined the factor structure, we inferred one hot and two cool self-regulation dimensions. We identified a time component in task scoring as a potential reason for the differentiation in cool self-regulation. The novelty of our findings and study limitations are considered.

The speech-language pathologist’s role in supporting the development of self-regulation: A review and tutorial

PurposeChildren’s engagement in self-regulation is a strong and positive predictor of their social and academic success, making self-regulation an important focus for caregivers and clinicians. The aims of this article are to provide a framework for understanding self-regulation and to identify strategies speech-language pathologists can use to integrate self-regulation work into their clinical practice. MethodEmpirically supported considerations describing the developmental progression from co-regulation to self-regulation are outlined, and the effects of stress on self-regulation are discussed. A clinical framework is provided to guide speech-language pathologists in considering stress and self-regulation in their clinical work. Strategies are provided to a) support speech-language pathologists’ employment of co-regulation as a method for mitigating the negative effects that stress can have on therapeutic efforts, and to b) support children’s development of skills (i.e. executive functions, metacognition) required to actively self-regulate. ConclusionGiven that children’s ability to attain a state of regulation is integral to attending, engaging, and learning from their environment, the information provided in this tutorial can be used to inform and enhance current clinical practice.

Analysis of the problem in development of mechanisms of self-regulation of teenagers’ behaviour

The article gives the author’s understanding of self-regulation of the behavior of a teenager, which is a means to meet the needs that are manifested in the desire to achieve success, to obtain the approval of significant people, self-determination of their own «I», to determine their place among other people; it is proved that the inner essence of self-regulation of the behavior of a teenager is a set of psychological mechanisms that are fixed in the psychological organization of the personality functional ways of its transformation; the mechanisms of self-regulation of teenagers’ behavior are highlighted and nominated by the author

How to create your own toolbox of strategies

Hilary White explores ways in which practitioners can work with parents to help establish a shared understanding of self-regulation. This can include creating a toolbox of ideas for parents to draw on.

Targeting self-regulation to promote health behaviors in children

Poor self-regulation (i.e., inability to harness cognitive, emotional, motivational resources to achieve goals) is hypothesized to contribute to unhealthy behaviors across the lifespan. Enhancing early self-regulation may increase positive health outcomes. Obesity is a major public health concern with early-emerging precursors related to self-regulation; it is therefore a good model for understanding self-regulation and health behavior. Preadolescence is a transition when children increase autonomy in health behaviors (e.g., eating, exercise habits), many of which involve self-regulation. This paper presents the scientific rationale for examining self-regulation mechanisms that are hypothesized to relate to health behaviors, specifically obesogenic eating, that have not been examined in children. We describe novel intervention protocols designed to enhance self-regulation skills, specifically executive functioning, emotion regulation, future-oriented thinking, and approach bias. Interventions are delivered via home visits. Assays of self-regulation and obesogenic eating behaviors using behavioral tasks and self-reports are implemented and evaluated to determine feasibility and psychometrics and to test intervention effects. Participants are low-income 9-12 year-old children who have been phenotyped for self-regulation, stress, eating behavior and adiposity through early childhood. Study goals are to examine intervention effects on self-regulation and whether change in self-regulation improves obesogenic eating.

Feeling bad about progress does not lead people want to change their health behaviour

Objective: When do people decide to do something about problematic health behaviours? Theoretical models and pragmatic considerations suggest that people should take action when they feel bad about their progress – in other words, when they experience negative progress-related affect. However, the impact of progress-related affect on goal striving has rarely been investigated.Design and Methods: Study 1 (N = 744) adopted a cross-sectional design and examined the extent to which measures of progress-related affect were correlated with intentions to take action. Study 2 (N = 409) investigated the impact of manipulating progress-related affect on intentions and behaviour in an experimental design.Results: Study 1 found that, while engaging in health behaviours had the expected affective consequences (e.g. people felt bad when they were not eating healthily, exercising regularly or limiting their alcohol consumption), it was feeling good rather than bad about progress that was associated with stronger intentions. Study 2 replicated these findings. Participants induced to feel good about their eating behaviour had marginally stronger intentions to eat healthily than participants led to feel bad about their eating behaviour.Conclusion: The findings have implications for interventions designed to promote changes in health behaviour, as well as theoretical frameworks for understanding self-regulation.

Virtue of Self-Regulation

This paper proposes the idea of thinking about practical rationality in terms of self-regulation and defends the thesis that self-regulation is a virtue, insofar as we have reason to think it is our highest form of practical rationality. I argue that understanding self-regulation as a virtuous form of practical reasoning is called for given the kinds of limitations we face in developing agency and pursuing our goals, and presents us with several advantages over traditional understandings of practical rationality.

Соотношение методов государственного регулирования и саморегулирования

Regulation of economic relations is not homogeneous both in terms of its contents in statics, and in terms of specific methods, forms and means of legal influence in dynamics. An important role in regulation of economic relations at the present stage of their development belongs to self-regulation institutions. This entrusted science with a task of justification of this form of economic interaction and integration within the economic activity regulation mechanism. The issues of correlation of state regulation and self-regulation are debatable and still unsettled definitely: development and transformation of forms of state regulation of economy; understanding of self-regulation as an antipode of state regulation. The authors came to a conclusion that self-regulation is a specific instrument of regulation of economic relations which cannot be considered as a derivative of state regulation or be defined at the discretion of private law subjects. As a consequence, methods of state regulation and selfregulation shall differ. Tasks and methods of self-regulation and state regulation of economic relations are different. At state regulation, an authorization-based method prevails, while at self-regulation the principle “everything which is not forbidden is allowed” is used. This is manifested in the following aspects of correlation of these two mechanisms of regulation of economic relations.

Construction Health and Safety Self-Regulation in Developing Countries: A Nigeria Case Study

The study reported in this paper explored the self-regulatory approaches in terms of health and safety (H&S) in the Nigerian construction industry and the attitudes of the industry towards H&S self-regulation. This stems from the premise that the Nigerian construction industry has been viewed as unregulated, but evidence in literature indicates that some parts of the industry are self-regulated in various forms. However, it is unclear how self-regulation occurs in the industry, its approaches and the attitudes of the industry towards it. Based on group and individual interviews, there is evidence of self-regulation that is: enforced, industry-led, voluntary, H&S crusader-led, client-led and community-led. It was revealed that in many cases, when self-regulation is voluntary, the self-regulatory process does not exceed the first stage of self-regulation, adopting or developing standards. The attitudes of the industry towards H&S self-regulation can be described as not limited to “camouflage,” “convenience,” “context-defined,” “secondary,” “unstructured,” and “tick box.” However, there are some in the industry that have a favorable attitude towards H&S where it is “primary” in their organization. The understanding of self-regulation and H&S is advanced in this study, especially in developing countries, which policymakers, socio-legal scholars, practitioners, academics, and various industries may find beneficial.

The Development of a Self-regulation in a Collaborative Context Scale

Self-regulation has been shown as a critical factor in learning in a regular classroom environment (e.g. Wolters and Pintrich in Instr Sci 26(1):27–47, 1998. doi: 10.1023/A:1003035929216 ). However, little research has been conducted to understand self-regulation in the context of collaboration (Dinsmore et al. in Educ Psychol Rev 20(4):391–409, 2008. doi: 10.1007/s10648-008-9083-6 ). Recently, researchers have been exploring how learners regulate themselves in collaborative problem-solving environments using qualitative methods (e.g. Chan in Metacogn Learn 7(1):63–73, 2012. doi: 10.1007/s11409-012-9086-z ; Lajoie and Lu in Metacogn Learn, 2011. doi: 10.1007/s11409-011-9077-5 ). However, there is a lack of instruments to measure self-regulation in a collaborative context (SRCC). Therefore, the current study was intended to propose a new instrument to measure SRCC. One hundred and thirty-one college students from a Midwestern university completed a survey for SRCC after participating in a collaborative problem-solving task. The exploratory factor analysis yielded four factors: clarification and resolution, elaboration, refuting, and summarization. Three of the four factors were moderately correlated. The results contribute to our understanding of self-regulation in a collaborative context, which allows researchers to study this phenomenon quantitatively.

Does monitoring goal progress promote goal attainment? A meta-analysis of the experimental evidence.

Control theory and other frameworks for understanding self-regulation suggest that monitoring goal progress is a crucial process that intervenes between setting and attaining a goal, and helps to ensure that goals are translated into action. However, the impact of progress monitoring interventions on rates of behavioral performance and goal attainment has yet to be quantified. A systematic literature search identified 138 studies (N = 19,951) that randomly allocated participants to an intervention designed to promote monitoring of goal progress versus a control condition. All studies reported the effects of the treatment on (a) the frequency of progress monitoring and (b) subsequent goal attainment. A random effects model revealed that, on average, interventions were successful at increasing the frequency of monitoring goal progress (d+ = 1.98, 95% CI [1.71, 2.24]) and promoted goal attainment (d+ = 0.40, 95% CI [0.32, 0.48]). Furthermore, changes in the frequency of progress monitoring mediated the effect of the interventions on goal attainment. Moderation tests revealed that progress monitoring had larger effects on goal attainment when the outcomes were reported or made public, and when the information was physically recorded. Taken together, the findings suggest that monitoring goal progress is an effective self-regulation strategy, and that interventions that increase the frequency of progress monitoring are likely to promote behavior change.

Reputation risk management in financial firms: protecting (some) small investors

Purpose– This paper aims to provide an explanation and evidence for the recent lack of retail financial product failures in Canada in the face of a (formal) regulatory failure.Design/methodology/approach– The paper applies the literature on self-regulation and reputational risk management to a detailed investigation of the marketing of financial products to Canadian retail investors. Internal approval processes for many different players in the retail financial industry were analyzed in detail primarily using interviews.Findings– The author was able to identify associations between structures and policies at financial firms and outcomes for retail investors. Knowing that prevention is more effective than mitigation, marketers of financial products would generally welcome increased state intervention in terms of more and better information disclosures.Research limitations/implications– The research contributes to our understanding of self-regulation in financial markets, specifically addressing what firm characteristics may be related to positive and negative outcomes for small investors in complex structured financial products.Practical implications– Regulators may be able to imply the research findings in selectively allocating scarce resources to policing firms that may be more inclined to participate in riskier behavior. Financial firms may be able to influence the decisions relating to how regulations are designed and implemented and which products are sold to which clients to minimize reputation risk.Originality/value– This is the first time, to the author's knowledge, that the reputation risk management channel has been analyzed in terms of influencing outcomes for retail (small) investors.