Is It Possible to Improve Mathematical Achievement by Means of Self-Regulation Strategies? Evaluation of an Intervention in Regular Math Classes

ERIC Educational Resources Information Center

Perels, Franziska; Dignath, Charlotte; Schmitz, Bernhard

2009-01-01

After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning, self-regulation training was integrated into a math class unit. The evaluation of the…

Strategies for Effective Eating Development-SEEDS: Design of an obesity prevention program to promote healthy food preferences and eating self-regulation in children from low-income families

USDA-ARS?s Scientific Manuscript database

To develop a scientifically based childhood obesity prevention program supporting child eating self-regulation and taste preferences. This article describes the research methods for the Strategies for Effective Eating Development program. A logic model is provided that depicts a visual presentation ...

Development of the Human Interaction Dimension of the Self-Regulated Learning Questionnaire in Asynchronous Online Learning Environments

ERIC Educational Resources Information Center

Cho, Moon-Heum; Jonassen, David

2009-01-01

Two studies focusing on the development and validation of the Online Self-Regulated Learning Inventory (OSRLI) were conducted. The OSRLI is a self-report instrument assessing the human interaction dimension of online self-regulated learning. It consists of an affect/motivation scale and an interaction strategies scale. In Study 1, exploratory…

Effects of Self-Regulated Strategy Development for POW+TREE on High School Students with Learning Disabilities

ERIC Educational Resources Information Center

Hoover, Theresa M.; Kubina, Richard M.; Mason, Linda H.

2012-01-01

High school students with learning disabilities often have difficulty expressing their thoughts in writing. At the secondary level, writing becomes paramount to successfully navigating the curriculum and expressing knowledge. In this study, the effectiveness of Self-Regulated Strategy Development for POW (Pick my idea, Organize my notes, Write and…

Improving the Writing and Knowledge of Emergent Writers: The Effects of Self-Regulated Strategy Development

ERIC Educational Resources Information Center

Zumbrunn, Sharon; Bruning, Roger

2013-01-01

The purpose of this study was to investigate the effectiveness of implementing the Self-Regulated Strategy Development (SRSD) model of instruction (Graham & Harris, 2005; Harris & Graham, 1996) on the writing skills and knowledge of six first grade students. A multiple-baseline design across participants with multiple probes (Kazdin, 2010) was…

A Questionnaire-Based Validation of Multidimensional Models of Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Teng, Lin Sophie; Zhang, Lawrence Jun

2016-01-01

This study aimed to validate a newly-developed instrument, The Writing Strategies for Self-Regulated Learning (SRL) Questionnaire, with respect to its multifaceted structure of SRL strategies in English as a foreign language (EFL) writing. A total of 790 undergraduate students from 6 universities in Northeast China volunteered to be participants.…

A Self-Regulatory Approach to Classroom Management: Empowering Students and Teachers

ERIC Educational Resources Information Center

Alderman, M. Kay; MacDonald, Suzanne

2015-01-01

Development of motivation and self-regulated learning skills can take classroom management beyond the role of maintaining order in the classroom to empower students and teachers for lifetime learning. The authors describe self-regulated learning, student strategies, and the classroom structure that supports motivation and self-regulation.

The Effects of Self-Regulated Strategy Development on the Writing of Expository Essays for Adults with Written Expression Difficulties: Preparing for the GED

ERIC Educational Resources Information Center

Berry, Ann Bassett; Mason, Linda H.

2012-01-01

A multiple-probe, multiple-baseline, across-subjects design was used to examine the writing performance of four low-achieving adult students with and without disabilities enrolled in general equivalency diploma (GED) preparatory classes. Students' writing was evaluated before instruction and after self-regulated strategy development (SRSD)…

Using Self-Regulated Strategy Development to Help High School Students with EBD Summarize Informational Text in Social Studies

ERIC Educational Resources Information Center

Ennis, Robin Parks

2016-01-01

Students with emotional and behavioral disorders (EBD) often struggle to be effective writers. Self-regulated strategy development (SRSD) is one approach to writing instruction that has demonstrated success for students with EBD. However, there is little research exploring its utility to teach writing to students with EBD in social studies. The…

Self-Regulated Strategy Development Instruction for Teaching Multi-Step Equations to Middle School Students Struggling in Math

ERIC Educational Resources Information Center

Cuenca-Carlino, Yojanna; Freeman-Green, Shaqwana; Stephenson, Grant W.; Hauth, Clara

2016-01-01

Six middle school students identified as having a specific learning disability or at risk for mathematical difficulties were taught how to solve multi-step equations by using the self-regulated strategy development (SRSD) model of instruction. A multiple-probe-across-pairs design was used to evaluate instructional effects. Instruction was provided…

Effects of Self-Regulated Strategy Development on the Writing Skills of School-Age Children with Attention-Deficit/Hyperactivity Disorder. EBP Briefs. Volume 12, Issue 4

ERIC Educational Resources Information Center

Roitsch, Jane; Murphy, Kimberly; Michalek, Anne M. P.

2017-01-01

Clinical Question: Does the self-regulated strategy development (SRSD) intervention model improve the writing skills of school-age children with attention-deficit/hyperactivity disorder (ADHD)? Method: Systematic Review. Study Sources: ASHA, ASHAWire, Google Scholar, Academic Search Complete, Education Full Text, Education Research Complete,…

A Review of Self-Regulated Strategy Development for Writing for Students with EBD

ERIC Educational Resources Information Center

Sreckovic, Melissa A.; Common, Eric A.; Knowles, Meagan M.; Lane, Kathleen Lynne

2014-01-01

In this systematic review, we evaluated the evidence base of self-regulated strategy development (SRSD; Harris & Graham, 1992) for writing with students with and at risk for emotional or behavioral disorders (EBD). First, we evaluated the quality of studies identified (n 5 13) by applying the quality indicators for single case (Horner et al.,…

Tier 1, Teacher-Implemented Self-Regulated Strategy Development for Students with and without Behavioral Challenges: A Randomized Controlled Trial

ERIC Educational Resources Information Center

Harris, Karen R.; Lane, Kathleen Lynne; Driscoll, Steven A.; Graham, Steve; Wilson, Kristen; Sandmel, Karin; Brindle, Mary; Schatschneider, Chris

2012-01-01

This study took place in the context of schools collaborating with a local university to implement an evidence-based, 3-tiered model of prevention and supports targeting academic, behavioral, and social goals. We examined whether Self-Regulated Strategy Development (SRSD) instruction, delivered by grade 2 and 3 general education teachers to all…

Implementation of training programs in self-regulated learning strategies in Moodle format: results of a experience in higher education.

PubMed

Núñez, José Carlos; Cerezo, Rebeca; Bernardo, Ana; Rosário, Pedro; Valle, Antonio; Fernández, Estrella; Suárez, Natalia

2011-04-01

This paper tests the efficacy of an intervention program in virtual format intended to train studying and self-regulation strategies in university students. The aim of this intervention is to promote a series of strategies which allow students to manage their learning processes in a more proficient and autonomous way. The program has been developed in Moodle format and hosted by the Virtual Campus of the University of Oviedo. The present study had a semi-experimental design, included an experimental group (n=167) and a control one (n=206), and used pretest and posttest measures (self-regulated learning strategies' declarative knowledge, self-regulated learning macro-strategy planning-execution-assessment, self-regulated learning strategies on text, surface and deep learning approaches, and academic achievement). Data suggest that the students enrolled in the training program, comparing with students in the control group, showed a significant improvement in their declarative knowledge, general and on text use of learning strategies, increased their deep approach to learning, decreased their use of a surface approach and, in what concerns to academic achievement, statistically significant differences have been found in favour of the experimental group.

Music as Emotional Self-Regulation throughout Adulthood

ERIC Educational Resources Information Center

Saarikallio, Suvi

2011-01-01

Emotional self-regulation is acknowledged as one of the most important reasons for musical engagement at all ages. Yet there is little knowledge on how this self-regulatory use of music develops across the life span. A qualitative study was conducted to initially explore central processes and strategies of the emotional self-regulation during…

Writing Instruction and Self-Regulation for Students with Autism Spectrum Disorders: A Systematic Review of the Literature

ERIC Educational Resources Information Center

Asaro-Saddler, Kristie

2016-01-01

Children with autism spectrum disorders (ASDs) may struggle to self-regulate their learning, and such difficulty may be especially notable in the area of written expression. One intervention that has explored self-regulation in writing is the self-regulated strategy development (SRSD) approach. In this article, a review of the research using SRSD…

Promoting cognitive and metacognitive reflective reasoning skills in nursing practice: self-regulated learning theory.

PubMed

Kuiper, Ruth Anne; Pesut, Daniel J

2004-02-01

Effective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skills. While a number of strategies have been implemented and tested to promote these skills, educators have not been able consistently to predict their development. Self-regulated learning theory suggests that this development requires concurrent attention to both the cognitive and metacognitive dimensions of reasoning in nursing care contexts. This paper reports on a study to explore the impact of self-regulated learning theory on reflective practice in nursing, and to advance the idea that both cognitive and metacognitive skills support the development of clinical reasoning skills. Integrative review of published literature in social science, educational psychology, nursing education, and professional education using the Cumulative Index to Nursing and Allied Health (CINAHL), Educational Resource Information Center (ERIC), and American Psychological Association (PsychInfo) Databases. The search included all English language articles with the key words clinical reasoning, cognition, critical thinking, metacognition, reflection, reflective practice, self-regulation and thinking. Reflective clinical reasoning in nursing practice depends on the development of both cognitive and metacognitive skill acquisition. This skill acquisition is best accomplished through teaching-learning attention to self-regulation learning theory. A critical analysis of the literature in the areas of critical thinking and reflective practice are described as a background for contemporary work with self-regulated learning theory. It is apparent that single-minded attention to critical thinking, without attention to the influence of metacognition or reflection, is but one perspective on clinical reasoning development. Likewise, single-minded attention to metacognition or reflection, without attention to the influence of critical thinking, is another perspective on clinical reasoning development. While strategies to facilitate critical thinking and reflective practice have been used in isolation from each other, there is evidence to suggest that they are inextricably linked and come together with the use of self-regulated learning prompts. Students and practising nurses are able to improve their cognitive and metacognitive skills in clinical contexts by using self-regulated learning strategies. The self-regulated learning model in nursing is offered to support teaching and learning of reflective clinical reasoning in nursing practice contexts.

The Short-Term and Maintenance Effects of Self-Regulated Strategy Development in Writing for Middle School Students

ERIC Educational Resources Information Center

Hacker, Douglas J.; Dole, Janice A.; Ferguson, Monica; Adamson, Sharon; Roundy, Linda; Scarpulla, Laura

2015-01-01

Our purpose for this quasi-experimental study was to evaluate the short-term and maintenance effects of the self-regulated strategy development writing instructional model by Graham and Harris with 7th-grade students in an urban, ethnically diverse Title I middle school. We compared the writing skills of our intervention students with those of…

Classwide Teacher Implementation of Self-Regulated Strategy Development for Writing with Students with E/BD in a Residential Facility

ERIC Educational Resources Information Center

Ennis, Robin Parks; Jolivette, Kristine; Terry, Nicole Patton; Fredrick, Laura D.; Alberto, Paul A.

2015-01-01

One promising intervention to support the writing skills of students with and at risk for emotional and behavioral disorders is self-regulated strategy development (SRSD). The purpose of this study was to extend this line of inquiry to a residential setting with teachers serving as interventionists and determine the effects of the SRSD using the…

Implications of Institutionalizing Self-Regulated Learning: An Analysis from Four Sociological Perspectives

ERIC Educational Resources Information Center

Vassallo, Stephen

2011-01-01

Researchers, theorists, practitioners, and policy makers have shown interest in better preparing students to self-regulate their learning. In educational psychology, researchers have developed a number of pedagogical models and instructional strategies designed to facilitate students' self-regulated learning (SRL). This effort is demonstrative of…

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

ERIC Educational Resources Information Center

Sebesta, Amanda J.; Speth, Elena Bray

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes…

Measuring strategies for learning regulation in medical education: scale reliability and dimensionality in a Swedish sample.

PubMed

Edelbring, Samuel

2012-08-15

The degree of learners' self-regulated learning and dependence on external regulation influence learning processes in higher education. These regulation strategies are commonly measured by questionnaires developed in other settings than in which they are being used, thereby requiring renewed validation. The aim of this study was to psychometrically evaluate the learning regulation strategy scales from the Inventory of Learning Styles with Swedish medical students (N = 206). The regulation scales were evaluated regarding their reliability, scale dimensionality and interrelations. The primary evaluation focused on dimensionality and was performed with Mokken scale analysis. To assist future scale refinement, additional item analysis, such as item-to-scale correlations, was performed. Scale scores in the Swedish sample displayed good reliability in relation to published results: Cronbach's alpha: 0.82, 0.72, and 0.65 for self-regulation, external regulation and lack of regulation scales respectively. The dimensionalities in scales were adequate for self-regulation and its subscales, whereas external regulation and lack of regulation displayed less unidimensionality. The established theoretical scales were largely replicated in the exploratory analysis. The item analysis identified two items that contributed little to their respective scales. The results indicate that these scales have an adequate capacity for detecting the three theoretically proposed learning regulation strategies in the medical education sample. Further construct validity should be sought by interpreting scale scores in relation to specific learning activities. Using established scales for measuring students' regulation strategies enables a broad empirical base for increasing knowledge on regulation strategies in relation to different disciplinary settings and contributes to theoretical development.

Developmental delays in emotion regulation strategies in preschoolers with autism.

PubMed

Nuske, Heather J; Hedley, Darren; Woollacott, Alexandra; Thomson, Phoebe; Macari, Suzanne; Dissanayake, Cheryl

2017-11-01

Children with autism spectrum disorder (ASD) commonly present with difficulty regulating negative emotions, which has been found to impact their behavioral and mental health. Little research has documented the strategies that children with ASD use to regulate their emotion to understand whether they use qualitatively different strategies to children without ASD, whether these are developmentally delayed, or both. Forty-four children with ASD and 29 typically-developing children (2-4 years) were given tasks designed to mimic everyday life experiences requiring children to manage low-level stress (e.g., waiting for a snack) and children's emotion regulation strategies were coded. Parents reported on their child's mental health, wellbeing, and self-development. The results suggest differences in using emotion regulation strategies in children with ASD, reflecting a delay, rather than a deviance when compared to those used by children without ASD. Only children with ASD relied on their family members for physical and communicative soothing; the typically developing children relied on people outside of their family for help regulating their emotion. More frequent approach/less frequent avoidance was related to a higher self-evaluation in both groups, but was only additionally related to higher self-recognition and autonomy in the ASD group. These findings help to identify important emotion regulation intervention targets for this population, including supporting communication with people outside of the family and independence. Autism Res 2017, 10: 1808-1822. © 2017 International Society for Autism Research, Wiley Periodicals, Inc. Results suggest that children with autism had more difficulty using communication strategies to manage stress only with people outside the family; they used these strategies with family members as often as children without autism. For all children, more task approach/less avoidance was related to children's higher self-evaluation. These findings suggest targeting communication with people outside of the family and personality development as appropriate intervention goals. © 2017 International Society for Autism Research, Wiley Periodicals, Inc.

Predictive Relationships between Secondary School Students' Human Values, Motivational Beliefs, and Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Tanriseven, Isil; Dilmac, Bulent

2013-01-01

The purpose of this study was to investigate the exploratory and predictive relationships between secondary school students' human values and their motivational beliefs and self-regulated learning strategies and thus to test the relevant model was developed. A correlational filed study was used in this research. The sample of the research…

Shallow Strategy Development in a Teachable Agent Environment Designed to Support Self-Regulated Learning

ERIC Educational Resources Information Center

Roscoe, Rod D.; Segedy, James R.; Sulcer, Brian; Jeong, Hogyeong; Biswas, Gautam

2013-01-01

To support self-regulated learning (SRL), computer-based learning environments (CBLEs) are often designed to be open-ended and multidimensional. These systems incorporate diverse features that allow students to enact and reveal their SRL strategies via the choices they make. However, research shows that students' use of such features is limited;…

Teaching Organizational Skills through Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Cahill, Susan M.

2008-01-01

This article presents a case story of how an occupational therapist worked with Joe, a junior high student with Asperger's Syndrome, to develop better organizational skills. Self-regulated learning strategies were used to teach Joe how to keep track of his assignments as well as his grades. In addition, the case story provides a clear example of…

Contextual attributes promote or hinder self-regulated learning: A qualitative study contrasting rural physicians with undergraduate learners in Japan.

PubMed

Matsuyama, Yasushi; Nakaya, Motoyuki; Okazaki, Hitoaki; Leppink, Jimmie; van der Vleuten, Cees

2018-03-01

Previous studies support the notion that East Asian medical students do not possess sufficient self-regulation for postgraduate clinical training. However, some East Asian physicians who are employed in geographically isolated and educationally underserved rural settings can self-regulate their study during the early phase of their postgraduate career. To explore the contextual attributes that contribute to self-regulated learning (SRL), we examined the differences in self-regulation between learning as an undergraduate and in a rural context in East Asia. We conducted interviews and diary data collection among rural physicians (n = 10) and undergraduates (n = 11) in Japan who undertook self-study of unfamiliar diseases. We analyzed three domains of Zimmerman's definition of SRL: learning behaviors, motivation, and metacognition using constructivist grounded theory. Rural physicians recognized their identity as unique, and as professionals with a central role of handling diseases in the local community by conducting self-study. They simultaneously found themselves being at risk of providing inappropriate aid if their self-study was insufficient. They developed strategic learning strategies to cope with this high-stakes task. Undergraduates had a fear of being left behind and preferred to remain as one of the crowd with students in the same school year. Accordingly, they copied the methods of other students for self-study and used monotonous and homogeneous strategies. Different learning contexts do not keep East Asian learners from being self-regulated. Awareness of their unique identity leads them to view learning tasks as high-stakes, and to initiate learning strategies in a self-regulated manner. Teacher-centered education systems cause students to identify themselves as one of the crowd, and tasks as low-stakes, and to accordingly employ non-self-regulated strategies.

The role of learning environment on high school chemistry students' motivation and self-regulatory processes

NASA Astrophysics Data System (ADS)

Judd, Jeffrey S.

Changes to the global workforce and technological advancements require graduating high school students to be more autonomous, self-directed, and critical in their thinking. To reflect societal changes, current educational reform has focused on developing more problem-based, collaborative, and student-centered classrooms to promote effective self-regulatory learning strategies, with the goal of helping students adapt to future learning situations and become life-long learners. This study identifies key features that may characterize these "powerful learning environments", which I term "high self-regulating learning environments" for ease of discussion, and examine the environment's role on students' motivation and self-regulatory processes. Using direct observation, surveys, and formal and informal interviews, I identified perceptions, motivations, and self-regulatory strategies of 67 students in my high school chemistry classes as they completed academic tasks in both high and low self-regulating learning environments. With social cognitive theory as a theoretical framework, I then examined how students' beliefs and processes changed after they moved from low to a high self-regulating learning environment. Analyses revealed that key features such as task meaning, utility, complexity, and control appeared to play a role in promoting positive changes in students' motivation and self-regulation. As embedded cases, I also included four students identified as high self-regulating, and four students identified as low self-regulating to examine whether the key features of high and low self-regulating learning environments played a similar role in both groups. Analysis of findings indicates that key features did play a significant role in promoting positive changes in both groups, with high self-regulating students' motivation and self-regulatory strategies generally remaining higher than the low self-regulating students; this was the case in both environments. Findings suggest that classroom learning environments and instruction can be modified using variations of these key features to promote specific or various levels of motivation and self-regulatory skill. In this way, educators may tailor their lessons or design their classrooms to better match and develop students' current level of motivation and self-regulation in order to maximize engagement in an academic task.

Examining the Efficacy of Self-Regulated Strategy Development for Students with Emotional or Behavioral Disorders: A Meta-Analysis

ERIC Educational Resources Information Center

Losinski, Mickey; Cuenca-Carlino, Yojanna; Zablocki, Mark; Teagarden, James

2014-01-01

Two previous reviews have indicated that self-regulated strategy instruction (SRSD) is an evidence-based practice that can improve the writing skills of students with emotional and behavioral disorders. The purpose of this meta-analysis is to extend the findings and analytic methods of previous reviews by examining published studies regarding…

Thinking strategies of baccalaureate nursing students prompted by self-regulated learning strategies.

PubMed

Kuiper, RuthAnne; Murdock, Nancy; Grant, Nancy

2010-08-01

The standard in nursing education today is to prepare nurses for future practice through generic programs with a culminating practicum experience. The clinical faculty in this program was interested in evaluating differences in student thinking strategies that occurred as a result of an increase from 60 to 120 clinical hours, coupled with reflective journaling. The Self-Regulated Learning model was used as a conceptual support for the journaling prompts, as well as a structure for narrative analysis. the 120-hour practicum group revealed a greater use of metacognitive self-evaluation strategies versus greater use of behavioral self-monitoring strategies by the 60-hour practicum group. This finding suggests that although self-observation and self-monitoring are important and desired thinking habits to develop in nursing students, an increase to 120 hours is beneficial. It promotes a greater use of self-evaluation of thinking and greater levels of self-efficacy in making decisions to solve clinical problems.

Writing Self-Efficacy and Self-Regulated Strategy Development Instruction: Perceptions of Three Sixth-Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Kinsler, Kathryn Lynn

2017-01-01

Students with learning disabilities (LD) continue to fall behind their typical peers in the area of writing (Graham & Harris, 2011; National Joint Committee on Learning Disabilities, 2008). Studies indicate that self-efficacy influences writing performance and that self-regulation may be an important aspect of both metacognitive and affective…

What Is the Impact of Online Resource Materials on Student Self-Learning Strategies?

ERIC Educational Resources Information Center

Dowell, David John; Small, Felicity A.

2011-01-01

The purpose of this article is to examine how students are incorporating online resources into their self-regulated learning strategies. The process of developing these learning strategies and the importance of these strategies has been widely researched, but there has been little empirical research into how the students are affected by online…

Self-Regulated Strategy Instruction for Developing Speaking Proficiency and Reducing Speaking Anxiety of Egyptian University Students

ERIC Educational Resources Information Center

El-Sakka, Samah Mohammed Fahim

2016-01-01

The aim of this study was to investigate the effect of teaching some self-regulated strategies to Egyptian university students on improving their speaking proficiency and reducing their speaking anxiety. The design of the study was a one group pre-posttest quasi experimental design. Forty 3rd- year EFL university students were selected to form the…

Effect of a behavioral intervention on dimensions of self-regulation and physical activity among overweight and obese adults with type 2 diabetes: a pilot study.

PubMed

Silfee, Valerie; Petosa, Rick; Laurent, Devin; Schaub, Timothy; Focht, Brian

2016-09-01

The purpose of this pilot study was to determine the preliminary effect of a behavioral intervention on the use of self-regulation strategies and moderate-to-vigorous physical activity (MVPA) in overweight and obese adults with type 2 diabetes. 23 individuals recruited from ResearchMatc.org and campus advertisements were randomized into an intervention (n = 12) and control (n = 11) group. The intervention group received a behavioral intervention that used goal setting, time management, and self-monitoring to target dimensions of self-regulation and MVPA. The control received information regarding their PA habits. MVPA was measured via BodyMedia Armbands at pre- and post-test. The use of self-regulatory strategies for MVPA was assessed at pretest and posttest using the Self-Regulation for Exercise Scale. Cohen's d effect sizes were calculated to determine the practical impact of the intervention. The intervention had a large effect on all dimensions of self-regulation across time: including total self-regulation (3.15), self-monitoring (4.63), goal setting (3.17), social support (1.29), self-reward (1.98), time management (4.41), and overcoming barriers (2.25). The intervention had no impact on dimensions of MVPA across time. This pilot study demonstrated the ability of a behavioral intervention to improve the use of self-regulation strategies for MVPA in a sample of adults with type 2 diabetes. These findings can further inform the development of health promotion programs to promote self-regulation. Future research should focus on determining ability of improvements in self-regulation to stimulate behavior change.

Parental Child-Rearing Strategies Influence Self-Regulation, Socio-Emotional Adjustment, and Psychopathology in Early Adulthood: Evidence from a Retrospective Cohort Study

PubMed Central

Baker, Courtney N.; Hoerger, Michael

2012-01-01

This study examined the association between recollected parental child-rearing strategies and individual differences in self-regulation, socio-emotional adjustment, and psychopathology in early adulthood. Undergraduate participants (N = 286) completed the EMBU – a measure of retrospective accounts of their parents’ child-rearing behaviors – as well as self-report measures of self-regulation and socio-emotional adjustment across the domains of eating disorder symptoms, physically risky behavior, interpersonal problems, personal financial problems, and academic maladjustment. A subset of participants also completed the Minnesota Multiphasic Personality Inventory-2-Restructured Form (MMPI-2-RF). Parental warmth was found to be related to overall better self-regulation and improved interpersonal and academic adjustment. In contrast, both parental rejection and overcontrol were found to be related to general deficits in self-regulation as well as adjustment difficulties and psychopathology. Parental rejection was most closely related to internalizing clinical presentations like anxiety, depression, and somatization, whereas overcontrol was most aligned with increased hypomanic activation and psychoticism. Mediation analyses demonstrated that the relationships between parental child-rearing strategies and socio-emotional adjustment and psychopathology were partially mediated by self-regulation. Future directions are suggested, including basic and translational research related to better understanding the roles of parental child-rearing and self-regulation in the development of internalizing symptoms, activation, and psychotic symptoms. PMID:22423172

Effects of team-based learning on self-regulated online learning.

PubMed

Whittaker, Alice A

2015-04-10

Online learning requires higher levels of self-regulation in order to achieve optimal learning outcomes. As nursing education moves further into the blended and online learning venue, new teaching/learning strategies will be required to develop and enhance self-regulated learning skills in nursing students. The purpose of this study was to compare the effectiveness of team-based learning (TBL) with traditional instructor-led (IL) learning, on self-regulated online learning outcomes, in a blended undergraduate research and evidence-based practice course. The nonrandomized sample consisted of 98 students enrolled in the IL control group and 86 students enrolled in the TBL intervention group. The percentage of total possible online viewing time was used as the measure of self-regulated online learning activity. The TBL group demonstrated a significantly higher percentage (p < 0.001) of self-regulated learning activities than the IL control group. The TBL group scored significantly higher on the course examinations (p = 0.003). The findings indicate that TBL is an effective instructional strategy that can be used to achieve the essential outcomes of baccalaureate nursing education by increasing self-regulated learning capabilities in nursing students.

Self-focused cognitive emotion regulation style as associated with widespread diminished EEG fractal dimension.

PubMed

Bornas, Xavier; Tortella-Feliu, Miquel; Balle, Maria; Llabrés, Jordi

2013-01-01

The cognitive regulation of emotions is important for human adaptation. Self-focused emotion regulation (ER) strategies have been linked to the development and persistence of anxiety and depression. A vast array of research has provided valuable knowledge about the neural correlates of the use of specific self-focused ER strategies; however, the resting neural correlates of cognitive ER styles, which reflect an individual's disposition to engage in different forms of ER in order to manage distress, are largely unknown. In this study, associations between theoretically negative ER style (self-focused or not) and the complexity (fractal dimension, FD) of the resting EEG at frontal, central, parietal, and occipital regions were investigated in 58 healthy volunteers. The Cognitive Emotion Regulation Questionnaire was used as the self-report measure of ER style. Results showed that a diminished FD over the scalp significantly correlated with self-focused ER style scores, even after controlling for negative affect, which has been also considered to influence the use of ER strategies. The lower the EEG FD, the higher were the self-focused ER style scores. Correlational analyses of specific self-focused ER strategies showed that self-blaming and rumination were negatively associated with diminished FD of the EEG, but catastrophizing and blaming others were not. No significant correlations were found for ER strategies more focused on situation or others. Results are discussed within the self-organized criticality theory of brain dynamics: The diminished FD of the EEG may reflect a disposition to engage in self-focused ER strategies as people prone to ruminate and self-blame show a less complex resting EEG activity, which may make it more difficult for them to exit their negative emotional state.

The Effects of Design Strategies for Promoting Students' Self-Regulated Learning Skills on Students' Self-Regulation and Achievements in Online Learning Environments

ERIC Educational Resources Information Center

Cho, Moon-Heum

2004-01-01

The purpose of this study was to investigate the effects of design strategies for promoting students' self-regulated learning skills on students' self-regulation and achievements. Seven strategies for promoting students' SRL are identified through the literature review and applied into the experimental group: goal setting, self-evaluation,…

Critical thinking as a self-regulatory process component in teaching and learning.

PubMed

Phan, Huy P

2010-05-01

This article presents a theoretically grounded model of critical thinking and self-regulation in the context of teaching and learning. Critical thinking, deriving from an educational psychology perspective is a complex process of reflection that helps individuals become more analytical in their thinking and professional development. My conceptualisation in this discussion paper argues that both theoretical orientations (critical thinking and self-regulation) operate in a dynamic interactive system of teaching and learning. My argument, based on existing research evidence, suggests two important points: (i) critical thinking acts as another cognitive strategy of self-regulation that learners use in their learning, and (ii) critical thinking may be a product of various antecedents such as different self-regulatory strategies.

The Effect of Self-Regulated Learning Strategies on Academic Achievement: A Meta-Analysis Study

ERIC Educational Resources Information Center

Ergen, Binnur; Kanadli, Sedat

2017-01-01

Problem Statement: Self-regulated learning strategies (cognitive, metacognitive, resource management, and motivational strategies) influence students' academic achievement, conceptual understanding, and motivation. Reviewing the national literature about self-regulated learning strategies, studies have indicated both significant and insignificant…

Social support influences on eating awareness in children and adolescents: the mediating effect of self-regulatory strategies.

PubMed

Gaspar de Matos, Margarida; Palmeira, Antonio L; Gaspar, Tania; De Wit, John B F; Luszczynska, Aleksandra

2016-01-01

The impact of the social environment on healthy eating awareness results from complex interactions among physical, economic, cultural, interpersonal and individual characteristics. This study investigated the impact of social support and social influence on healthy eating awareness, controlling for socio-economic status, gender and age. Additionally, the mediating effect of self-regulation strategies was examined. A total of 2764 children and adolescents aged 10-17 from four European countries completed self-report measures on healthy eating awareness, social influence and the use of self-regulation strategies. Healthy eating awareness and the use of self-regulation strategies were more likely to occur among younger participants. An interaction between gender and age was related to the use of some self-regulation strategies; compared to girls, boys decreased the use of self-regulation strategies more from pre-adolescence to adolescence. Peer social influence was associated with more unhealthy eating in older participants. Results suggest a need to promote self-regulatory competences among young people in order to assist them with regulating their eating behaviours, especially in the presence of peers. Both school-based interventions and family-based interventions, focusing on self-regulation cognitions and social (peer) influence, could help children and adolescents to use self-regulatory strategies which are essential to eat healthier.

A Latent Profile Analysis of University Students' Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Ning, Hoi Kwan; Downing, Kevin

2015-01-01

Based on self-reported cognitive, metacognitive, and behavioural strategy measures obtained from 828 final-year students from a university in Hong Kong, latent profile analysis (LPA) identified four distinct types of students with differential self-regulated learning strategy orientations: "competent self-regulated learners",…

Student Teachers' Proactive Strategies and Experienced Learning Environment for Reducing Study-Related Burnout

ERIC Educational Resources Information Center

Väisänen, Sanna; Pietarinen, Janne; Pyhältö, Kirsi; Toom, Auli; Soini, Tiina

2018-01-01

The study aims to gain a better understanding of the interrelation and the development of student teachers' proactive coping strategies, i.e., self-regulative and co-regulative strategies, perceived learning environment and study-related burnout. Longitudinal data were utilized with three annual measurements during bachelor studies. Altogether,…

Self Regulated Learning for Developing Nursing Skills via Web-Based

ERIC Educational Resources Information Center

Razak, Rafiza Abdul; Hua, Khor Bee

2013-01-01

The purpose of this study is to find out whether the first year student nurses able to learn and develop the psychomotor skills for basic nursing care using web-based learning environment. More importantly, the researcher investigated whether web-based learning environment using self regulated learning strategy able to help students to apply the…

Learning Goals and Strategies in the Self-regulation of Learning

ERIC Educational Resources Information Center

Gaeta Gonzalez, Martha Leticia

2013-01-01

In order to self-regulate their learning, students need to use different strategies to plan, monitor, and evaluate their learning activities (meta-cognitive strategies), as well as to control their motivation and emotion (volitional strategies). Students' effectiveness in their self-regulated learning process also varies depending on the academic…

A New Approach to Assessing Self-Regulation by Older Drivers: Development and Testing of a Questionnaire Instrument

DOT National Transportation Integrated Search

2009-12-01

Appropriate self-regulation of driving; that is, adjusting ones driving patterns by driving less or avoiding specific situations in which one feels unsafe or uncomfortable, shows considerable promise as a strategy for compensating for functional d...

A new approach to assessing self-regulation by older drivers : development and testing of a questionnaire instrument.

DOT National Transportation Integrated Search

2010-12-01

Appropriate self-regulation of driving; that is, adjusting ones driving patterns by driving less or avoiding specific : situations in which one feels unsafe or uncomfortable, shows considerable promise as a strategy for compensating for : function...

Self regulated learning trough project base learning on the prospective math teacher

NASA Astrophysics Data System (ADS)

Laelasari

2018-03-01

Development of planning, strategy, and learning activities is strongly influenced by metacognition ability, knowledge of learning strategy, and understanding of context is the most important thing to be mastered by a prospective teacher. Self-regulation owned by the individual can control behavior, and manipulate a behavior by using the ability of his mind so that individuals can react to their environment. Self-regulation is the basis of the socialization process as it relates to the entire domain of physical, cognitive, social, and emotional development. This research is a qualitative research with research subject of the fourth-semester student of class A, at one of a university in Cirebon City, West Java. In this research, the lecture material discussed is The Development of Teaching Materials, which is the subject matter that must be mastered by prospective teachers, especially teachers of mathematics education. The instrument used is the questionnaire. The results showed that through project based learning, can grow student’s self-regulated learning especially the prospective math teacher, and can be used as an alternative to the delivery of lecture materials.

Illustrating Performance Indicators and Course Characteristics to Support Students' Self-Regulated Learning in CS1

ERIC Educational Resources Information Center

Ott, Claudia; Robins, Anthony; Haden, Patricia; Shephard, Kerry

2015-01-01

In higher education, quality feedback for students is regarded as one of the main contributors to improve student learning. Feedback to support students' development into self-regulated learners, who set their own goals, self-monitor their actual performance according to these goals, and adjust learning strategies if necessary, is seen as an…

Linking Learning Contexts: The Relationship between Students’ Civic and Political Experiences and Their Self-Regulation in School

PubMed Central

Malafaia, Carla; Teixeira, Pedro M.; Neves, Tiago; Menezes, Isabel

2016-01-01

This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people’s self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success. PMID:27199812

Linking Learning Contexts: The Relationship between Students' Civic and Political Experiences and Their Self-Regulation in School.

PubMed

Malafaia, Carla; Teixeira, Pedro M; Neves, Tiago; Menezes, Isabel

2016-01-01

This paper considers the relationship between self-regulation strategies and youth civic and political experiences, assuming that out-of-school learning can foster metacognition. The study is based on a sample of 732 Portuguese students from grades 8 and 11. Results show that the quality of civic and political participation experiences, together with academic self-efficacy, are significant predictors of young people's self-regulation, particularly regarding cognitive and metacognitive strategies (elaboration and critical thinking). Such effects surpass even the weight of family cultural and school variables, such as the sense of school belonging. Therefore, we argue that the pedagogical value of non-formal civic and political experiences is related to learning in formal pedagogical contexts. This is because civic and political participation with high developmental quality can stimulate higher-order cognitive engagement and, thus, contribute to the development of learning strategies that promote academic success.

Self-Regulated Assignment Attack Strategy: Evaluating the Effects of a Classroom-Level Intervention on Student Management of Curricular Activities in a Resource Context

ERIC Educational Resources Information Center

Ness, Bryan M.; Sohlberg, McKay Moore

2013-01-01

The purpose of this study was to evaluate the impact of a classroom-based strategy instruction package grounded in self-regulated learning. The Self-Regulated Assignment Attack Strategy (SAAS) targeted self-regulation of assignment management and related academic-behavioral variables for 6th grade students in resource support classrooms. SAAS was…

Factors Affecting the Use of Self-Regulated L2 Learning Strategies in Turkish FLE Context

ERIC Educational Resources Information Center

Köksal, Dinçay; Dündar, Sinem

2017-01-01

This study aims to investigate the overall self-regulated L2 learning strategy use of L2 learners depending upon the Strategic Self-Regulation (S[superscript 2]R) Model proposed by Oxford (2011), and to examine the relationships between their reported self-regulated L2 strategy use and their personality traits, identity, beliefs about L2 learning,…

Increasing Self-Regulation and Classroom Participation of a Child Who Is Deafblind.

PubMed

Nelson, Catherine; Hyte, Holly A; Greenfield, Robin

2016-01-01

Self-regulation has been identified as essential to school success. However, for a variety of reasons, its development may be compromised in children and youth who are deafblind. A single-case multiple-baseline study of a child who was deafblind examined the effects of three groups of evidence-based interventions on variables thought to be associated with self-regulation. The dependent variables were (a) frequency and duration of behaviors thought to indicate dysregulation, (b) active participation in school activities, and (c) time from onset of behaviors indicating dysregulation until achievement of a calm, regulated state. The interventions, which included provision of meaningful, enjoyable, and interactive activities, anticipatory strategies, and calming strategies, significantly influenced the dependent variables and are described in detail.

Trajectories of regulatory behaviors in early infancy: Determinants of infant self-distraction and self-comforting.

PubMed

Planalp, Elizabeth M; Braungart-Rieker, Julia M

2015-03-01

The ability to effectively regulate emotions is an important marker for early socioemotional development. The uses of self-comforting behaviors and self-distraction have been empirically supported as effective regulatory strategies for infants, though research on determinants of such behaviors is scarce. Thus, a more thorough examination of the development of regulatory behaviors is needed. For the current study, 135 mothers, fathers, and their infants participated in laboratory visits at 3-, 5-, and 7-months of age where parent sensitivity and infant regulatory strategies were coded from the Still Face Paradigm. Parents also filled out questionnaires about infant temperament and parental involvement. Using multi-level modeling to examine levels and trajectories of self-comforting and self-distraction, the current study found: 1) infants higher in temperamental surgency used more self-distraction and self-comforting, 2) infants lower in surgency with highly involved parents increased in self-distraction at a faster rate, particularly with highly involved fathers, and 3) infants used self-comforting more than average with fathers when the infant was also lower in temperamental regulation. In addition, we examined trajectories of parent involvement and temperament in relation to infant regulatory strategy.

Illicit drugs policy through the lens of regulation.

PubMed

Ritter, Alison

2010-07-01

The application of regulatory theory to the problem of illicit drugs has generally been thought about only in terms of 'command and control'. The international treaties governing global illicit drug control and the use of law enforcement to dissuade and punish offenders have been primary strategies. In this paper I explore the application of other aspects of regulatory theory to illicit drugs-primarily self-regulation and market regulation. There has been an overreliance on strategies from the top of the regulatory pyramid. Two other regulatory strategies--self-regulation and market regulation--can be applied to illicit drugs. Self-regulation, driven by the proactive support of consumer groups may reduce drug-related harms. Market strategies such as pill-testing can change consumer preferences and encourage alternate seller behaviour. Regulatory theory is also concerned with partnerships between the state and third parties: strategies in these areas include partnerships between police and pharmacies regarding sale of potential precursor chemicals. Regulatory theory and practice is a rich and well-developed field in the social sciences. I argue that governments should consider the full array of regulatory strategies. Using regulatory theory provides a rationale and justification to strategies that are currently at the whim of politics, such as funding for user groups. The greater application of regulatory approaches may produce more flexible and structured illicit drug policies. Copyright (c) 2009 Elsevier B.V. All rights reserved.

Perceived Physician-informed Weight Status Predicts Accurate Weight Self-Perception and Weight Self-Regulation in Low-income, African American Women.

PubMed

Harris, Charlie L; Strayhorn, Gregory; Moore, Sandra; Goldman, Brian; Martin, Michelle Y

2016-01-01

Obese African American women under-appraise their body mass index (BMI) classification and report fewer weight loss attempts than women who accurately appraise their weight status. This cross-sectional study examined whether physician-informed weight status could predict weight self-perception and weight self-regulation strategies in obese women. A convenience sample of 118 low-income women completed a survey assessing demographic characteristics, comorbidities, weight self-perception, and weight self-regulation strategies. BMI was calculated during nurse triage. Binary logistic regression models were performed to test hypotheses. The odds of obese accurate appraisers having been informed about their weight status were six times greater than those of under-appraisers. The odds of those using an "approach" self-regulation strategy having been physician-informed were four times greater compared with those using an "avoidance" strategy. Physicians are uniquely positioned to influence accurate weight self-perception and adaptive weight self-regulation strategies in underserved women, reducing their risk for obesity-related morbidity.

Examining the Effects of SRSD in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities

ERIC Educational Resources Information Center

Miller, Katie M.; Little, Mary E.

2018-01-01

The purpose of this study was to determine the effectiveness of an instructional package, Self-Regulated Strategy Development, a cognitive strategy instructional model (POW + TREE), in combination with video self-modeling (VSM) on the improvement on the written expression of three third-grade students with learning disabilities (LD). This…

Revisiting the Motivated Strategies for Learning Questionnaire: A Theoretical and Statistical Reevaluation of the Metacognitive Self-Regulation and Effort Regulation Subscales

ERIC Educational Resources Information Center

Dunn, Karee E.; Lo, Wen-Juo; Mulvenon, Sean W.; Sutcliffe, Rachel

2012-01-01

The Motivated Strategies for Learning Questionnaire (MSLQ) has dominated self-regulated learning research since the early 1990s. In this study, the two MSLQ subscales specifically designed to assess self-regulation--Metacognitive Self-Regulation subscale and Effort Regulation subscale--were examined. Results indicated that the structure of the two…

The Relationship between Self-Regulated Learning Strategies and Student Academic Performance in Flipped Instructional Environments

ERIC Educational Resources Information Center

Long, Janna B.

2016-01-01

The purpose of this study was to investigate the relationship between self-regulated learning (SRL) strategies and student academic performance. Academic performance was measured by final grade (out of 100 points) in courses that were part of the study, and self-regulated learning strategies were assessed by the Motivated Strategies for Learning…

Differences in Students' Metacognitive Strategy Knowledge, Motivation, and Strategy Use: A Typology of Self-Regulated Learners

ERIC Educational Resources Information Center

Karlen, Yves

2016-01-01

Metacognitive strategy knowledge, motivation, and learning strategies play an important role in self-regulated learning (SRL). However, little is known about different profiles of self-regulated learners in schools that prepare students for the university entrance certificate. The aim of this study was to examine intraindividual differences in the…

Sleep Moderates the Association Between Response Inhibition and Self-Regulation in Early Childhood

PubMed Central

Schumacher, Allyson M.; Miller, Alison L.; Watamura, Sarah E.; Kurth, Salome; Lassonde, Jonathan M.; LeBourgeois, Monique K.

2017-01-01

Early childhood is a time of rapid developmental changes in sleep, cognitive control processes, and the regulation of emotion and behavior. This experimental study examined sleep-dependent effects on response inhibition and self-regulation, as well as whether acute sleep restriction moderated the association between these processes. Preschool children (N = 19; 45.6 ± 2.2 months; 11 female) followed a strict sleep schedule for at least 3 days before each of 2 morning behavior assessments: baseline (habitual nap/night sleep) and sleep restriction (missed nap/delayed bedtime). Response inhibition was evaluated via a go/no-go task. Twelve self-regulation strategies were coded from videotapes of children while attempting an unsolvable puzzle. We then created composite variables representing adaptive and maladaptive self-regulation strategies. Although we found no sleep-dependent effects on response inhibition or self-regulation measures, linear mixed-effects regression showed that acute sleep restriction moderated the relationship between these processes. At baseline, children with better response inhibition were more likely to use adaptive self-regulation strategies (e.g., self-talk, alternate strategies), and those with poorer response inhibition showed increased use of maladaptive self-regulation strategies (e.g., perseveration, fidgeting); however, response inhibition was not related to self-regulation strategies following sleep restriction. Our results showing a sleep-dependent effect on the associations between response inhibition and self-regulation strategies indicate that adequate sleep facilitates synergy between processes supporting optimal social-emotional functioning in early childhood. Although replication studies are needed, findings suggest that sleep may alter connections between maturing emotional and cognitive systems, which have important implications for understanding risk for or resilience to developmental psychopathology. PMID:27652491

Sleep Moderates the Association Between Response Inhibition and Self-Regulation in Early Childhood.

PubMed

Schumacher, Allyson M; Miller, Alison L; Watamura, Sarah E; Kurth, Salome; Lassonde, Jonathan M; LeBourgeois, Monique K

2017-01-01

Early childhood is a time of rapid developmental changes in sleep, cognitive control processes, and the regulation of emotion and behavior. This experimental study examined sleep-dependent effects on response inhibition and self-regulation, as well as whether acute sleep restriction moderated the association between these processes. Preschool children (N = 19; 45.6 ± 2.2 months; 11 female) followed a strict sleep schedule for at least 3 days before each of 2 morning behavior assessments: baseline (habitual nap/night sleep) and sleep restriction (missed nap/delayed bedtime). Response inhibition was evaluated via a go/no-go task. Twelve self-regulation strategies were coded from videotapes of children while attempting an unsolvable puzzle. We then created composite variables representing adaptive and maladaptive self-regulation strategies. Although we found no sleep-dependent effects on response inhibition or self-regulation measures, linear mixed-effects regression showed that acute sleep restriction moderated the relationship between these processes. At baseline, children with better response inhibition were more likely to use adaptive self-regulation strategies (e.g., self-talk, alternate strategies), and those with poorer response inhibition showed increased use of maladaptive self-regulation strategies (e.g., perseveration, fidgeting); however, response inhibition was not related to self-regulation strategies following sleep restriction. Our results showing a sleep-dependent effect on the associations between response inhibition and self-regulation strategies indicate that adequate sleep facilitates synergy between processes supporting optimal social-emotional functioning in early childhood. Although replication studies are needed, findings suggest that sleep may alter connections between maturing emotional and cognitive systems, which have important implications for understanding risk for or resilience to developmental psychopathology.

Examining the Effects of Self-reported Posttraumatic Stress Disorder Symptoms and Positive Relations With Others on Self-regulated Learning for Student Service Members/Veterans.

PubMed

Ness, Bryan M; Middleton, Michael J; Hildebrandt, Michael J

2015-01-01

To examine the relationships between self-reported posttraumatic stress disorder (PTSD) symptoms, perceived positive relations with others, self-regulation strategy use, and academic motivation among student service members/veterans (SSM/V) enrolled in postsecondary education. SSM/V (N = 214), defined as veterans, active duty, or National Guard/Reservists of the US military, enrolled at 5 different institutions in Fall 2012. Data were collected using an online questionnaire that included standardized measures of PTSD symptoms, perceived quality of personal relations, academic self-regulation strategy use, and academic motivation. PTSD symptoms were associated with lower self-efficacy for learning and maladaptive academic goal orientation. Additionally, PTSD symptoms were associated with lower effort regulation (ie, persistence) during academic work. Endorsement of more positive relations moderated the deleterious relationship between PTSD symptoms and maladaptive goal orientation. The results suggest that postsecondary personnel adopt a social-cognitive framework to develop social, mental health, and academic supports for SSM/V with PTSD.

Validation of the Self-Regulation Strategy Inventory-Parent Rating Scale

ERIC Educational Resources Information Center

Lubin, Audrey Ruth

2015-01-01

The current dissertation gathered empirical evidence of convergent and predictive validity for the Self-Regulation Strategies Inventory-Parent Rating Scale (SRSI-PRS), which measures parents' perception of their child's use of self-regulated learning (SRL) strategies during mathematics activities. The SRSI-PRS, which is part of the larger SRSI…

Relations among Temperament, Self-regulatory Strategies and Gender in Predicting Delay of Gratification.

PubMed

Hong, Fang; Doan, Stacey N; Lopez, Angelica; Evans, Gary W

2017-01-01

Self-regulation is associated with many positive outcomes, but there is limited information about individual difference regarding children's spontaneous use of strategies to self-regulate and the relative success of those strategies. In the current study, we examined whether temperament and gender are associated with self-regulation and explored the types of spontaneous strategies children use during Mischel's delay of gratification protocol. In addition, we investigated whether spontaneous strategy use during the task could moderate the effects of temperament on self-regulation and whether temperament would mediate the effect of gender on self-regulation. Participants were 349 9-year-olds (182 boys, M age = 9.18, SD = 1.17). Mothers reported on children's temperament and the Delay of Gratification task was used to assess self-regulation. Both temperament and child's gender were significantly associated with children's delay time. Girls were able to delay longer than boys, and children scoring high on activity level were less able to delay. Activity level also mediated the relationship between gender and delay time. Finally, we found an interaction effect between activity level and certain strategies in relation to self-regulatory behavior.

Relations among Temperament, Self-regulatory Strategies and Gender in Predicting Delay of Gratification

PubMed Central

Hong, Fang; Doan, Stacey N.; Lopez, Angelica; Evans, Gary W.

2017-01-01

Self-regulation is associated with many positive outcomes, but there is limited information about individual difference regarding children’s spontaneous use of strategies to self-regulate and the relative success of those strategies. In the current study, we examined whether temperament and gender are associated with self-regulation and explored the types of spontaneous strategies children use during Mischel’s delay of gratification protocol. In addition, we investigated whether spontaneous strategy use during the task could moderate the effects of temperament on self-regulation and whether temperament would mediate the effect of gender on self-regulation. Participants were 349 9-year-olds (182 boys, Mage = 9.18, SD = 1.17). Mothers reported on children’s temperament and the Delay of Gratification task was used to assess self-regulation. Both temperament and child’s gender were significantly associated with children’s delay time. Girls were able to delay longer than boys, and children scoring high on activity level were less able to delay. Activity level also mediated the relationship between gender and delay time. Finally, we found an interaction effect between activity level and certain strategies in relation to self-regulatory behavior. PMID:29163300

Regulating approaches to learning: Testing learning strategy convergences across a year at university.

PubMed

Fryer, Luke K; Vermunt, Jan D

2018-03-01

Contemporary models of student learning within higher education are often inclusive of processing and regulation strategies. Considerable research has examined their use over time and their (person-centred) convergence. The longitudinal stability/variability of learning strategy use, however, is poorly understood, but essential to supporting student learning across university experiences. Develop and test a person-centred longitudinal model of learning strategies across the first-year university experience. Japanese university students (n = 933) completed surveys (deep and surface approaches to learning; self, external, and lack of regulation) at the beginning and end of their first year. Following invariance and cross-sectional tests, latent profile transition analysis (LPTA) was undertaken. Initial difference testing supported small but significant differences for self-/external regulation. Fit indices supported a four-group model, consistent across both measurement points. These subgroups were labelled Low Quality (low deep approaches and self-regulation), Low Quantity (low strategy use generally), Average (moderate strategy use), and High Quantity (intense use of all strategies) strategies. The stability of these groups ranged from stable to variable: Average (93% stayers), Low Quality (90% stayers), High Quantity (72% stayers), and Low Quantity (40% stayers). The three largest transitions presented joint shifts in processing/regulation strategy preference across the year, from adaptive to maladaptive and vice versa. Person-centred longitudinal findings presented patterns of learning transitions that different students experience during their first year at university. Stability/variability of students' strategy use was linked to the nature of initial subgroup membership. Findings also indicated strong connections between processing and regulation strategy changes across first-year university experiences. Implications for theory and practice are discussed. © 2017 The British Psychological Society.

Assessing anger regulation in middle childhood: development and validation of a behavioral observation measure.

PubMed

Rohlf, Helena L; Krahé, Barbara

2015-01-01

An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6-10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection.

Assessing anger regulation in middle childhood: development and validation of a behavioral observation measure

PubMed Central

Rohlf, Helena L.; Krahé, Barbara

2015-01-01

An observational measure of anger regulation in middle childhood was developed that facilitated the in situ assessment of five maladaptive regulation strategies in response to an anger-eliciting task. 599 children aged 6–10 years (M = 8.12, SD = 0.92) participated in the study. Construct validity of the measure was examined through correlations with parent- and self-reports of anger regulation and anger reactivity. Criterion validity was established through links with teacher-rated aggression and social rejection measured by parent-, teacher-, and self-reports. The observational measure correlated significantly with parent- and self-reports of anger reactivity, whereas it was unrelated to parent- and self-reports of anger regulation. It also made a unique contribution to predicting aggression and social rejection. PMID:25964767

Maintaining Motivation and Regulating Emotion: Measuring Individual Differences in Academic Volitional Strategies.

ERIC Educational Resources Information Center

McCann, Erin J.; Garcia, Teresa

An instrument was developed to measure the resourcefulness and self-directedness of students in maintaining their motivation on academic goal tasks. The Academic Volitional Strategy Inventory (AVSI) is a self-report instrument designed to assess the management of emotion and motivation by college students during the goal-striving process. An…

Writing Strategies for All Primary Students: Scaffolding Independent Writing with Differentiated Mini-Lessons, Grades K-3

ERIC Educational Resources Information Center

Richards, Janet C.; Lassonde, Cynthia A.

2011-01-01

The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER…

The Relationship between the Big-Five Model of Personality and Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Bidjerano, Temi; Dai, David Yun

2007-01-01

The study examined the relationship between the big-five model of personality and the use of self-regulated learning strategies. Measures of self-regulated learning strategies and big-five personality traits were administered to a sample of undergraduate students. Results from canonical correlation analysis indicated an overlap between the…

Assessing medical students' self-regulation as aptitude in computer-based learning.

PubMed

Song, Hyuksoon S; Kalet, Adina L; Plass, Jan L

2011-03-01

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman's Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC's reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students' usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students' self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy.

Using Self-Regulation as a Framework for Implementing Strategy Instruction to Foster Reading Comprehension

ERIC Educational Resources Information Center

Souvignier, Elmar; Mokhlesgerami, Judith

2006-01-01

Research on the implementation of reading strategies suggests that self-regulated learning might be a powerful framework to optimize effects on reading comprehension. Models of self-regulation emphasize that the teaching of strategy knowledge (Strat) has to be complemented by offering skills of cognitive (CSR) and motivational (MSR) aspects of…

EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing

ERIC Educational Resources Information Center

Abadikhah, Shirin; Aliyan, Zahra; Talebi, Seyed Hassan

2018-01-01

The aim of the present study was to investigate EFL university students' attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether…

Self-Regulated Learning Strategies and Pre-University Math Performance of International Students in Malaysia

ERIC Educational Resources Information Center

Loong, Tang Eng

2012-01-01

This study is an attempt to compare the use of self-regulated learning strategies and their math performance between home and international students in the Monash University Foundation Year (MUFY) and determine the self-regulated learning strategies that are significantly associated with their math performance. The participants of the study were…

Using Self-Regulated Learning Strategies in Enhancing Language Proficiency with a Focus on Reading Comprehension

ERIC Educational Resources Information Center

Abbasian, Gholam-Reza; Hartoonian, Anahid

2014-01-01

Self-regulated learning strategies have recently received a remarkable attention by researchers. The aim of this study was to explore the relationship between self-regulated learning strategies and students' language proficiency as well as their reading comprehension. To do so, 115 Iranian EFL university students were selected. First, a TOEFL test…

[Motivation and learning strategies in pediatric residents].

PubMed

Sepúlveda-Vildósola, Ana Carolina; Carrada-Legaria, Sol; Reyes-Lagunes, Isabel

2015-01-01

Motivation is an internal mood that moves individuals to act, points them in certain directions, and maintains them in activities, playing a very important role in self-regulated learning and academic performance. Our objective was to evaluate motivation and self-regulation of knowledge in pediatric residents in a third-level hospital, and to determine if there are differences according to the type of specialty and sociodemographic variables. All residents who agreed to participate responded to the Motivated Strategies for Learning Questionnaire. Cronbach alpha was performed to determine reliability. The mean value of each subscale was compared with Student's t test or ANOVA, correlation of subscales with Pearson test. A value of p≤0.05 was considered significant. We included 118 residents. The questionnaire was highly reliable (α=0.939). There were no significant differences in motivation or learning strategies according to sex, marital status, or age. Those residents studying a second or third specialization had significantly higher scores in elaboration, critical thinking, and peer learning. There were significant correlations between intrinsic motivation and self-efficacy with the development of knowledge strategies such as elaboration, critical thinking, and metacognitive self-regulation. Our students present average-to-high scores of motivation and knowledge strategies, with a significant difference according to type of specialization. There is a high correlation between motivation and knowledge strategies.

Using a Network of Strategies Rubric to become a Self-Regulated Learner

ERIC Educational Resources Information Center

Schmitt, Maribeth Cassidy

2011-01-01

Clay's work regarding how learners develop independent, strategic control over the process of constructing meaning from written texts indicates that all learners need a flexible repertoire of strategies as a network for: (a) "problem solving" or working on text on the run, (b) "self-monitoring" of the message for clarity and coherence, and (c)…

The Role of Motivational Strategies in Self-Regulated Learning.

ERIC Educational Resources Information Center

Garcia, Teresa

1995-01-01

A discussion of motivational techniques for promoting self-regulated learning in college students focuses on two methods students use to anticipate and negotiate the affective consequences of success and failure. The strategies, defensive pessimism and self-handicapping, are described and a study of their impact on self-regulated learning of 127…

A Framework for Implementing Individualized Self-Regulated Learning Strategies in the Classroom

ERIC Educational Resources Information Center

Ness, Bryan M.; Middleton, Michael J.

2012-01-01

Self-regulated learning (SRL) is a conceptual model that can be used to design and implement individualized learning strategies for students with learning disabilities. Students who self-regulate their learning engage in planning, performance, and self-evaluation during academic tasks. This article highlights one approach for teaching SRL skills…

A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education

ERIC Educational Resources Information Center

Bose, Jayakumar; Rengel, Zed

2009-01-01

Adult learners are already involved in the process of self-regulation; hence, higher education institutions should focus on strengthening students' self-regulatory skills. Self-regulation can be facilitated through formative assessment. This paper proposes a model formative assessment strategy that would complement existing university teaching,…

The habitual nature of unhealthy snacking: How powerful are habits in adolescence?

PubMed

De Vet, Emely; Stok, F Marijn; De Wit, John B F; De Ridder, Denise T D

2015-12-01

Many adolescents engage in unhealthy snacking behavior, and the frequency and amount of unhealthy consumption is increasing further. In this study, we aim to investigate the role that habit strength plays in unhealthy snacking during adolescence and whether self-regulation strategies can overcome habitual snacking. A total of 11,392 adolescents aged 10-17 years from nine European countries completed a cross-sectional survey about healthy eating intentions, snacking habit strength, eating self-regulation strategies, and daily intake of unhealthy snacks. The results showed that habit strength was positively associated with intake of unhealthy snack foods, also when healthy eating intentions were accounted for. Use of self-regulation strategies was negatively associated with unhealthy snacking. The interaction effect of habit strength and use of self-regulation strategies was significant. Strong snacking habits were associated with higher consumption, but this effect could be attenuated by use of temptation-oriented self-regulation strategies. The present study highlights that habit strength is associated with unhealthy snacking already in adolescents. The findings suggest that teaching self-regulation strategies may help adolescents to overcome unhealthy snacking habits. Copyright © 2015 Elsevier Ltd. All rights reserved.

[Relationships between motivational regulation strategies, motivational factors, and learning behaviors outside the classroom].

PubMed

Umemoto, Takatoyo; Tanaka, Kenshiro

2017-04-01

This study examined the relationships among motivational regulation strategies, motivational factors, and learning behaviors outside the classroom. There are three subtypes of motivational regulation strategies: autonomous regulation strategies, cooperative strategies, and performance-focused strategies. Motivational factors included in the investigation were self-efficacy and task value, while behavioral and emotional engagement and study time were selected as learning behaviors outside the classroom. A self-report questionnaire was administered to 322 undergraduates from two universities. Multiple regression analysis revealed the use of autonomous regulation strategies, and that task value was positively correlated with engagement and study time. Moreover, self-efficacy positively predicted study time. In contrast, the use of performance strategies negatively predicted engagement. The use of cooperative strategies did not predict learning behaviors. These results indicate that motivation, as well as the regulation of motivation, were important for learning outside the classroom. The effects of regulation of motivation and motivation on learning outside the classroom are discussed in light of the current findings.

Promoting the self-regulation of clinical reasoning skills in nursing students.

PubMed

Kuiper, R; Pesut, D; Kautz, D

2009-10-02

The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues.

Treatment of Depression From a Self-Regulation Perspective: Basic Concepts and Applied Strategies in Self-System Therapy.

PubMed

Strauman, Timothy J; Eddington, Kari M

2017-02-01

Self-regulation models of psychopathology provide a theory-based, empirically supported framework for developing psychotherapeutic interventions that complement and extend current cognitive-behavioral models. However, many clinicians are only minimally familiar with the psychology of self-regulation. The aim of the present manuscript is twofold. First, we provide an overview of self-regulation as a motivational process essential to well-being and introduce two related theories of self-regulation which have been applied to depression. Second, we describe how self-regulatory concepts and processes from those two theories have been translated into psychosocial interventions, focusing specifically on self-system therapy (SST), a brief structured treatment for depression that targets personal goal pursuit. Two randomized controlled trials have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits, and both studies found evidence that SST works in part by restoring adaptive self-regulation. Self-regulation-based psychotherapeutic approaches to depression hold significant promise for enhancing treatment efficacy and ultimately may provide an individualizable framework for treatment planning.

Academic Self-Concept, Implicit Theories of Ability, and Self-Regulation Strategies

ERIC Educational Resources Information Center

Ommundsen, Yngvar; Haugen, Richard; Lund, Thorleif

2005-01-01

The purpose of the present study is to explore how academic self-concept and implicit theories of ability are related to four self-regulation strategies--motivation/diligence, concentration, information processing, and self-handicapping. The hypothesis is that academic self-concept and an incremental theory of ability are (1) positively related to…

Assessing Medical Students’ Self-regulation as Aptitude in Computer-based Learning

PubMed Central

Song, Hyuksoon S.; Kalet, Adina L.; Plass, Jan L.

2013-01-01

We developed a Self-Regulation Measure for Computer-based learning (SRMC) tailored toward medical students, by modifying Zimmerman’s Self-Regulated Learning Interview Schedule (SRLIS) for K-12 learners. The SRMC’s reliability and validity were examined in 2 studies. In Study 1, 109 first-year medical students were asked to complete the SRMC. Bivariate correlation analysis results indicated that the SRMC scores had a moderate degree of correlation with student achievement in a teacher-developed test. In Study 2, 58 third-year clerkship students completed the SRMC. Regression analysis results indicated that the frequency of medical students’ usage of self-regulation strategies was associated with their general clinical knowledge measured by a nationally standardized licensing exam. These two studies provided evidence for the reliability and concurrent validity of the SRMC to assess medical students’ self-regulation as aptitude. Future work should provide evidence to guide and improve instructional design as well as inform educational policy. PMID:20872071

Pre-service science teachers' teaching self-efficacy in relation to personality traits and academic self-regulation.

PubMed

Senler, Burcu; Sungur-Vural, Semra

2013-01-01

The aim of this study is to examine the relationship among pre-service science teachers' personality traits, academic self-regulation and teaching self-efficacy by proposing and testing a conceptual model. For the specified purpose, 1794 pre-service science teachers participated in the study. The Teachers' Sense of Efficacy Scale, the NEO Five-Factor Inventory, and the Motivated Strategies for Learning Questionnaire were administered to assess pre-service science teachers' teaching self-efficacy, personality, and academic self-regulation respectively. Results showed that agreeableness, neuroticism, performance approach goals, and use of metacognitive strategies are positively linked to different dimensions of teaching self-efficacy, namely self-efficacy for student engagement, instructional strategies, and classroom management. In general, while agreeableness and neuroticism were found to be positively associated with different facets of self-regulation and teaching self-efficacy, openness was found to be negatively linked to these adaptive outcomes.

Self-regulated learning and science achievement in a community college

NASA Astrophysics Data System (ADS)

Maslin, (Louisa) Lin-Yi L.

Self-regulated learning involves students' use of strategies and skills to adapt and adjust towards achievement in school. This research investigates the extent to which self-regulated learning is employed by community college students, and also the correlates of self-regulated learning: Is it used more by students in advanced science classes or in some disciplines? Is there a difference in the use of it by students who complete a science course and those who do not? How does it relate to GPA and basic skills assessments and science achievement? Does it predict science achievement along with GPA and assessment scores? Community college students (N = 547) taking a science course responded to the Motivated Strategies for Learning Questionnaire (MSLQ). The scales measured three groups of variables: (1) cognitive strategies (rehearsal, elaboration, organization, and critical thinking); (2) metacognitive self-regulation strategies (planning, monitoring, and self-regulation); and (3) resource management strategies (time and study environment, effort regulation, peer learning, and help-seeking). Students' course scores, college GPA, and basic skills assessment scores were obtained from faculty and college records. Students who completed a science course were found to have higher measures on cumulative college GPAs and assessment scores, but not on self-regulated learning. Self-regulated learning was found not to be used differently between students in the advanced and beginning science groups, or between students in different disciplines. The exceptions were that the advanced group scored higher in critical thinking but lower in effort regulation than the beginning group. Course achievement was found to be mostly unrelated to self-regulated learning, except for several significant but very weak and negative relationships in elaboration, self-regulation, help-seeking, and effort regulation. Cumulative GPA emerged as the only significant predictor of science achievement, accounting for roughly one-third of the variance. The basic skills assessments and self-regulated learning were not significant predictors. English and reading assessments were more highly significant predictors in the biology than in the physical science groups, while math assessment was not related to science achievement.

Relationships among constructivist learning environment perceptions, motivational beliefs, self-regulation and science achievement

NASA Astrophysics Data System (ADS)

Kingir, Sevgi; Tas, Yasemin; Gok, Gulsum; Sungur Vural, Semra

2013-11-01

Background. There are attempts to integrate learning environment research with motivation and self-regulation research that considers social context influences an individual's motivation, self-regulation and, in turn, academic performance. Purpose. This study explored the relationships among constructivist learning environment perception variables (personal relevance, uncertainty, shared control, critical voice, student negotiation), motivational beliefs (self-efficacy, intrinsic interest, goal orientation), self-regulation, and science achievement. Sample. The sample for this study comprised 802 Grade 8 students from 14 public middle schools in a district of Ankara in Turkey. Design and methods. Students were administered 4 instruments: Constructivist Learning Environment Survey, Goal Achievement Questionnaire, Motivated Strategies for Learning Questionnaire, and Science Achievement Test. LISREL 8.7 program with SIMPLIS programming language was used to test the conceptual model. Providing appropriate fit indices for the proposed model, the standardized path coefficients for direct effects were examined. Results. At least one dimension of the constructivist learning environment was associated with students' intrinsic interest, goal orientation, self-efficacy, self-regulation, and science achievement. Self-efficacy emerged as the strongest predictor of both mastery and performance avoidance goals rather than the approach goals. Intrinsic value was found to be significantly linked to science achievement through its effect on self-regulation. The relationships between self-efficacy and self-regulation and between goal orientation and science achievement were not significant. Conclusion. In a classroom environment supporting student autonomy and control, students tend to develop higher interest in tasks, use more self-regulatory strategies, and demonstrate higher academic performance. Science teachers are highly recommended to consider these findings when designing their lessons. For the creation of such a learning environment, teachers can design open-ended inquiry activities in which students have opportunities to take responsibility, reflect on their views, and accomplish challenging tasks.

The Relationship between Student Self-Regulation Strategies and Increased Student Achievement: A Study on How the Explicit Integration of Self-Regulation Strategies Impacts Student Reading Achievement in the Elementary Classroom

ERIC Educational Resources Information Center

Egan, Patti A.

2017-01-01

Student ownership in learning is a topic that has become quite prevalent in recent years. While emphasis has grown on the importance of active student involvement in learning, integration of student self-regulation strategies is often absent in elementary classrooms. A paradigm shift that encourages active involvement of students in the learning…

Promoting the Self-Regulation of Clinical Reasoning Skills in Nursing Students

PubMed Central

Kuiper, R; Pesut, D; Kautz, D

2009-01-01

Aim: The purpose of this paper is to describe the research surrounding the theories and models the authors united to describe the essential components of clinical reasoning in nursing practice education. The research was conducted with nursing students in health care settings through the application of teaching and learning strategies with the Self-Regulated Learning Model (SRL) and the Outcome-Present-State-Test (OPT) Model of Reflective Clinical Reasoning. Standardized nursing languages provided the content and clinical vocabulary for the clinical reasoning task. Materials and Methods: This descriptive study described the application of the OPT model of clinical reasoning, use of nursing language content, and reflective journals based on the SRL model with 66 undergraduate nursing students over an 8 month period of time. The study tested the idea that self-regulation of clinical reasoning skills can be developed using self-regulation theory and the OPT model. Results: This research supports a framework for effective teaching and learning methods to promote and document learner progress in mastering clinical reasoning skills. Self-regulated Learning strategies coupled with the OPT model suggest benefits of self-observation and self-monitoring during clinical reasoning activities, and pinpoints where guidance is needed for the development of cognitive and metacognitive awareness. Recommendations and Conclusions: Thinking and reasoning about the complexities of patient care needs requires attention to the content, processes and outcomes that make a nursing care difference. These principles and concepts are valuable to clinical decision making for nurses globally as they deal with local, regional, national and international health care issues. PMID:19888432

Building Emotional Competence: A Strategy for Disaster Preparation and Recovery

ERIC Educational Resources Information Center

West, Nancie Tonner; Albrecht, Kay

2007-01-01

Emotional competency is defined as developed ability and skills in the areas of self-awareness, self-regulation, social awareness, and relationship management. These skills are nurtured, developed, and practiced until they become competencies and serve as a resource when a tragic event occurs. They are relatively undeveloped in very young children…

Self-perception, self-regulation and metacognition in adolescents with intellectual disability.

PubMed

Nader-Grosbois, Nathalie

2014-06-01

This study compares self-perception of competences in 28 typically developing children (TD) aged 7-9 years and 32 adolescents with intellectual disability (ID) aged 11-16 years in special school, matched for mental age (MA). The links between self-perception, self-regulation in problem-solving and metacognition are investigated. Overall self-perception and self-perception of competences by domain do not differ significantly between the two groups. Self-perception of competences in specific domains, self-regulation and metacognition vary depending on MA and verbal comprehension in the two groups. ID adolescents attribute more importance to social acceptance than TD children. In both groups, positive links are identified between self-perception and importance attributed to domains. Performance, self-regulation and metacognition are lower in ID adolescents than in TD children. Positive links are obtained between self-perception of competences in specific domains and certain self-regulatory and metacognitive strategies, although these links differ in the two groups. Copyright © 2014 Elsevier Ltd. All rights reserved.

Self-Regulated Learning Procedure for University Students: The "Meaningful Text-Reading" Strategy

ERIC Educational Resources Information Center

Roman Sanchez, Jose Maria

2004-01-01

Introduction: Experimental validation of a self-regulated learning procedure for university students, i.e. the "meaningful text-reading" strategy, is reported in this paper. The strategy's theoretical framework is the "ACRA Model" of learning strategies. The strategy consists of a flexible, recurring sequence of five mental operations of written…

Effects of a Summarizing Strategy on Written Summaries of Children with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Saddler, Bruce; Asaro-Saddler, Kristie; Moeyaert, Mariola; Ellis-Robinson, Tammy

2017-01-01

In this single-subject study, we examined the effects of a summarizing strategy on the written summaries of children with emotional and behavioral disorders (EBDs). Six students with EBDs in fifth and sixth grades learned a mnemonic-based strategy for summarizing taught through the self-regulated strategy development (SRSD) approach. Visual…

Self-Regulated Strategy Development: Connecting Persuasive Writing to Self-Advocacy for Students with Emotional and Behavioral Disorders

ERIC Educational Resources Information Center

Cuenca-Carlino, Yojanna; Mustian, April L.

2013-01-01

Students with emotional and behavioral disorders often experience difficulties in expressive writing and social outcomes in school and beyond. Therefore, writing instruction and self-determination skills are critical for this population. This research study, in which special education teachers were trained to be implementers, successfully…

Teaching Students with Emotional and Behavioral Disorders to Self-Advocate through Persuasive Writing

ERIC Educational Resources Information Center

Cuenca-Sanchez, Yojanna; Mastropieri, Margo A.; Scruggs, Thomas E.; Kidd, Julie K.

2012-01-01

We examined the effectiveness of the Self-Regulated Strategy Development (SRSD) model of writing instruction with a self-determination training component for middle school-age students with emotional and behavioral disorders. We randomly assigned students to experimental or comparison treatments during which special education teachers provided the…

"I Should Remember I Don't Want to become Fat": Adolescents' Views on Self-Regulatory Strategies for Healthy Eating

ERIC Educational Resources Information Center

Stok, F. Marijn; de Vet, Emely; de Ridder, Denise T. D.; de Wit, John B. F.

2012-01-01

Few studies have investigated the strategies adolescents identify to self-regulate eating behavior. Aiming to address this gap in the literature, the current article describes a bottom-up investigation of strategies adolescents identify for the successful self-regulation of eating behavior. Sixty-two adolescents generated statements about…

Assessing how much couples work at their relationship: the behavioral self-regulation for effective relationships scale.

PubMed

Wilson, Keithia L; Charker, Jill; Lizzio, Alf; Halford, Kim; Kimlin, Siobhan

2005-09-01

It is widely believed that satisfying couple relationships require work by the partners. The authors equated the concept of work to relationship self-regulation and developed a scale to assess this construct. A factor analysis of the scale in a sample of 187 newlywed couples showed it comprised 2 factors of relationship strategies and effort. The factor structure was replicated in an independent sample of 97 newlywed couples. In both samples the scale had good internal consistency and high convergent validity between self- and partner-report forms. Self-regulation accounted for substantial variance in relationship satisfaction in both newlywed samples and in a 3rd sample of 61 long-married couples. The self-regulation and satisfaction association was independent of mood or self-report common method variance. (c) 2005 APA, all rights reserved

Relationships among Individual Task Self-Efficacy, Self-Regulated Learning Strategy Use and Academic Performance in a Computer-Supported Collaborative Learning Environment

ERIC Educational Resources Information Center

Wilson, Kimberly; Narayan, Anupama

2016-01-01

This study investigates relationships between self-efficacy, self-regulated learning strategy use and academic performance. Participants were 96 undergraduate students working on projects with three subtasks (idea generation task, methodical task and data collection) in a blended learning environment. Task self-efficacy was measured with…

Internal Factor Structure and Convergent Validity Evidence: The Self-Report Version of Self-Regulation Strategy Inventory

ERIC Educational Resources Information Center

Cleary, Timothy J.; Dembitzer, Leah; Kettler, Ryan J.

2015-01-01

Using a sample of 348 middle school students, we gathered evidence regarding the internal consistency of scores, as well as the internal factor structure and convergent validity evidence for inferences from a self-report questionnaire called the Self-Regulation Strategy Inventory-Self Report. Confirmatory factor analysis revealed that the fit…

Exploring Effectiveness and Moderators of Language Learning Strategy Instruction on Second Language and Self-Regulated Learning Outcomes

ERIC Educational Resources Information Center

Ardasheva, Yuliya; Wang, Zhe; Adesope, Olusola O.; Valentine, Jeffrey C.

2017-01-01

This meta-analysis synthesized recent research on strategy instruction (SI) effectiveness to estimate SI effects and their moderators for two domains: second/foreign language and self-regulated learning. A total of 37 studies (47 independent samples) for language domain and 16 studies (17 independent samples) for self-regulated learning domain…

Predicting Preservice Music Teachers' Performance Success in Instrumental Courses Using Self-Regulated Study Strategies and Predictor Variables

ERIC Educational Resources Information Center

Ersozlu, Zehra N.; Nietfeld, John L.; Huseynova, Lale

2017-01-01

The purpose of this study was to examine the extent to which self-regulated study strategies and predictor variables predict performance success in instrumental performance college courses. Preservice music teachers (N = 123) from a music education department in two state universities in Turkey completed the Music Self-Regulated Studying…

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology

PubMed Central

Sebesta, Amanda J.; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, “expert” learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students’ lifelong learning skills. PMID:28495934

Tailoring Multicomponent Writing Interventions: Effects of Coupling Self-Regulation and Transcription Training.

PubMed

Limpo, Teresa; Alves, Rui A

Writing proficiency is heavily based on acquisition and development of self-regulation and transcription skills. The present study examined the effects of combining transcription training with a self-regulation intervention (self-regulated strategy development [SRSD]) in Grade 2 (ages 7-8). Forty-three students receiving self-regulation plus transcription (SRSD+TR) intervention were compared with 37 students receiving a self-regulation only (SRSD only) intervention and 39 students receiving the standard language arts curriculum. Compared with control instruction, SRSD instruction-with or without transcription training-resulted in more complex plans; longer, better, and more complete stories; and the effects transferred to story written recall. Transcription training produced an incremental effect on students' composing skills. In particular, the SRSD+TR intervention increased handwriting fluency, spelling accuracy for inconsistent words, planning and story completeness, writing fluency, clause length, and burst length. Compared with the SRSD-only intervention, the SRSD+TR intervention was particularly effective in raising the writing quality of poorer writers. This pattern of findings suggests that students benefit from writing instruction coupling self-regulation and transcription training from very early on. This seems to be a promising instructional approach not only to ameliorate all students' writing ability and prevent future writing problems but also to minimize struggling writers' difficulties and support them in mastering writing.

Face it or hide it: parental socialization of reappraisal and response suppression

PubMed Central

Gunzenhauser, Catherine; Fäsche, Anika; Friedlmeier, Wolfgang; von Suchodoletz, Antje

2013-01-01

Mastery of cognitive emotion regulation strategies is an important developmental task. This paper focuses on two strategies that occur from preschool age onwards (Stegge and Meerum Terwogt, 2007): reappraisal and response suppression. Parental socialization of these strategies was investigated in a sample of N = 219 parents and their children. Informed by the tripartite model of family impact on children's emotion regulation, direct relations of emotion socialization components (modeling and reactions to the child's negative emotions) and indirect relations of parental emotion-related beliefs (such as parental emotion regulation self-efficacy) were examined. Data on emotion socialization components and parental beliefs on emotion regulation were collected via self-report. Data on children's emotion regulation strategies were collected via parent report. Findings showed direct effects of parental modeling and parenting practices on children's emotion regulation strategies, with distinct socialization paths for reappraisal and response suppression. An indirect effect of parental emotion regulation self-efficacy on children's reappraisal was found. These associations were not moderated by parent sex. Findings highlight the importance of both socialization components and parental emotion-related beliefs for the socialization of cognitive emotion regulation strategies and suggest a domain-specific approach to the socialization of emotion regulation strategies. PMID:24427150

Protective behavioral strategies as a mediator and moderator of the relationship between self-regulation and alcohol-related consequences in first-year college students.

PubMed

D'Lima, Gabrielle Maria; Pearson, Matthew R; Kelley, Michelle L

2012-06-01

This study examined protective behavioral strategies (PBS) as a potential mediator and moderator of the relationship between self-regulation and alcohol-related consequences. Participants were 249 first-year undergraduate men and women. The use of PBS partially mediated the relationship between self-regulation and alcohol-related problems (i.e., supporting the "self-control equals drinking control" hypothesis). However, use of PBS appeared more important for those with poorer self-regulation abilities (supporting the "PBS protect the impaired" hypothesis). Because both mediation and moderation were supported, a moderated mediation model was tested. The moderated mediation model demonstrated that the negative relationship between self-regulation and alcohol-related consequences could be explained by use of PBS for individuals with poor-to-average self-regulation but not for individuals with above-average, self-regulation abilities. Implications of the study's findings are discussed.

Response to an Expository Writing Strategy across Middle School RtI Tiers

ERIC Educational Resources Information Center

Burke, Lisa; Poll, Gerard; Fiene, Judy

2017-01-01

Seventh grade students, varying in their literacy skills, from a suburban middle school in the United States were taught an expository writing strategy using the Self-Regulated Strategy Development approach. Using an AB design, the students participated in an eight-session expository writing intervention that taught the writing process. The…

Worriers and Procrastinators: Differences in Motivation, Cognitive Engagement, and Achievement between Defensive Pessimists and Self-Handicappers.

ERIC Educational Resources Information Center

Garcia, Teresa; And Others

The role of affect in self-regulated learning was explored, focusing on the effects of two motivational strategies, defensive pessimism and self-handicapping, on the motivational outlook of college students (n=126), use of learning strategies, and performance. It was found that these strategies, which are used to regulate the affective outcomes…

Employing a Case Study Approach to Capture Motivation and Self-Regulation of Young Students with Learning Disabilities in Authentic Educational Contexts

ERIC Educational Resources Information Center

Lichtinger, Einat; Kaplan, Avi

2015-01-01

Recent theory and research suggest that self-regulation is not a unitary set of strategies, and that students may employ different types of self-regulation strategies in ways that correspond with different motivational orientations. In this paper, we describe a situated case study approach to investigate the motivational orientation and…

Exploring Differences between Self-Regulated Learning Strategies of High and Low Achievers in Open Distance Learning

ERIC Educational Resources Information Center

Geduld, Bernadette

2016-01-01

Open distance students differ in their preparedness for higher education studies. Students who are less self-regulated risk failure and drop out in the challenging milieu of open distance learning. In this study, the differences between the application of self-regulated learning strategies by low and high achievers were explored. A multi-method…

Self-regulation strategies may enhance the acute effect of exercise on smoking delay.

PubMed

Hatzigeorgiadis, Antonis; Pappa, Vassiliki; Tsiami, Anastasia; Tzatzaki, Theodora; Georgakouli, Kalliopi; Zourbanos, Nikos; Goudas, Marios; Chatzisarantis, Nikos; Theodorakis, Yannis

2016-06-01

The present study examined the acute effect of a moderate intensity aerobic exercise session combined with self-regulation on smoking delay in physically inactive smokers. Participants were 11 adults (5 males and 6 females) that completed three experimental conditions: control, exercise, and exercise using self-regulation strategies (SR). Following the experimental treatment smoking for the two exercise conditions delayed significantly more than for the control condition; in addition exercise SR delayed smoking marginally more that the plain exercise condition. Findings supported previous research that acute exercise reduces cravings to smoke, and suggests that the use of self-regulation strategies may strengthen exercise for smoking cessation interventions. Copyright © 2016 Elsevier Ltd. All rights reserved.

[The role of cognitive emotional self-regulation in adolescence in levels of depression, psychosomatic symptoms and subjective well-being].

PubMed

Kriston, Pálma; Pikó, Bettina

More and more studies suggest that mental health may be determined by processes of emotional self-regulation. Emotion regulation is a complex concept which can be explicit and implicit and includes different cognitive and behavioral processes: evaluation, modifying of emotional reaction to accomplish goals. Our research aim was to explore the use of cognitive emotional self-regulation strategies related to mental health indicators among adolescents. The youth study was performed with a sample size of 1245 participants in Makó, in 2016. Data collection was based on self-administrated questionnaries that contained items on mental health, subjective well-being and background of sociodemographics. The data were compared on the basis of gender differences and tested by multiple linear regression analysis to map associations between the regulation strategies and mental health indicators: depression, psychosomatic symptoms, satisfaction with life. Girls reported higher levels of depression and psychosomatic symptoms and lower satisfaction with life than boys. Significant differences were observed between boys and girls in using rumination, positive refocusing, selfblame, others-blame and putting into perspective regulation strategy. In addition the nonadaptive strategies were proved to be related to higher depression and psychosomatic symptom scores, whereas adaptive strategies to higher level of satisfaction with life in both boys and girls. The study draws attention to the importance of cognitive emotion regulation strategies from the point of view of mental health and to explore the background factors of cognitive processes of emotional self-regulation.

The Role of Strategic Attention Deployment in Development of Self-Regulation: Predicting Preschoolers' Delay of Gratification from Mother-Toddler Interactions.

ERIC Educational Resources Information Center

Sethi, Anita; Mischel, Walter; Aber, J. Lawrence; Shoda, Yuichi; Rodriguez, Monica Larrea

2000-01-01

Examined role of toddlers' attention deployment strategies in predicting 5-year-olds' delay-of-gratification strategies. Found that toddlers' use of effective attention deployment strategies to cope with separation from mother and with maternal behavior (controlling or noncontrolling) predicted effective delay-of-gratification strategies at age 5,…

Etude de l'apprentissage par la lecture d'etudiants en contexte d'apprentissage par problemes (APP) (A Study of Student Text-Learning Strategy).

ERIC Educational Resources Information Center

Cartier, Sylvie

2002-01-01

Examined strategies reported by students during reading to develop knowledge in their area of professional training. Discovered the reading, encoding, self-regulation, and resource management strategies used most often by students, which were not sufficient to attain effective learning. Less frequently used strategies added nuances to the…

The Use of a Cognitive Strategy to Support Argument-Based Writing in a Ninth Grade Social Studies Classroom

ERIC Educational Resources Information Center

Washburn, Erin; Sielaff, Christopher; Golden, Karin

2016-01-01

This study examined the impact of teaching a planning strategy for planning argument-based written responses on the writing performance of ninth grade students in the context of social studies. The Self-Regulated Strategy Development (SRSD) model was used as an instructional framework to teach the planning strategy. Pre- and posttest writing…

OECD's Brief Self-Report Measure of Educational Psychology's Most Useful Affective Constructs: Cross-Cultural, Psychometric Comparisons across 25 Countries

ERIC Educational Resources Information Center

Marsh, Herbert W.; Hau, Kit-Tai; Artelt, Cordula; Baumert, Jurgen; Peschar, Jules L.

2006-01-01

Through a rigorous process of selecting educational psychology's most useful affective constructs, the Organisation for Economic Co-operation and Development (OECD) constructed the Students' Approaches to Learning (SAL) instrument, which requires only 10 min to measure 14 factors that assess self-regulated learning strategies, self-beliefs,…

Building Self-Efficacy in Fifth Grade Art Students through Authentic Assessments and Self-Regulating Strategies

ERIC Educational Resources Information Center

Richardson, Hannah

2017-01-01

This research explores solutions and challenges pertaining to a child's development of self-efficacy. After working with fifth grade students in a public education setting, Inoticed an increased reliance on teachers for both creative and procedural directions. This paper explores research of educators who examine the internal and external factors…

Relations among Personal Initiative and the Development of Reading Strategy Knowledge and Reading Comprehension

ERIC Educational Resources Information Center

Warner, Greta J.; Fay, Doris; Spörer, Nadine

2017-01-01

Reading comprehension is a self-regulated activity that depends on the proactive effort of the reader. Therefore, the authors studied the effects of personal initiative (PI) on the development of reading comprehension, mediated by reading strategy knowledge. Structural equation modelling was applied to a longitudinal study with two data waves…

Self-regulated learning of basic arithmetic skills: a longitudinal study.

PubMed

Throndsen, Inger

2011-12-01

Several studies have examined young primary school children's use of strategies when solving simple addition and subtraction problems. Most of these studies have investigated students' strategy use as if they were isolated processes. To date, we have little knowledge about how math strategies in young students are related to other important aspects in self-regulated learning. The main purpose of this study was to examine relations between young primary school children's basic mathematical skills and their use of math strategies, their metacognitive competence and motivational beliefs, and to investigate how students with basic mathematics skills at various levels differ in respect to the different self-regulation components. The participants were comprised of 27 Year 2 students, all from the same class. The data were collected in three stages (autumn Year 2, spring Year 2, and autumn Year 3). The children's arithmetic skills were measured by age relevant tests, while strategy use, metacognitive competence, and motivational beliefs were assessed through individual interviews. The participants were divided into three performance groups; very good students, good students, and not-so-good students. Analyses revealed that young primary school children at different levels of basic mathematics skill may differ in several important aspects of self-regulated learning. Analyses revealed that a good performance in addition and subtraction was related not only to the children's use of advanced mathematics strategies, but also to domain-specific metacognitive competence, ability attribution for success, effort attribution for failure, and high perceived self-efficacy when using specific strategies. The results indicate that instructional efforts to facilitate self-regulated learning of basic arithmetic skills should address cognitive, metacognitive, and motivational aspects of self-regulation. This is particularly important for low-performing students. ©2010 The British Psychological Society.

Self-regulated learning in a dynamic coaching model for supporting college students with traumatic brain injury: two case reports.

PubMed

Kennedy, Mary R T; Krause, Miriam O

2011-01-01

To describe a program that integrates self-regulated learning theory with supported education for college students with traumatic brain injury using a dynamic coaching model; to demonstrate the feasibility of developing and implementing such a program; and to identify individualized outcomes. Case study comparisons. University setting. Two severely injured students with cognitive impairments. A dynamic coaching model of supported education which incorporated self-regulated learning was provided for students with traumatic brain injury while attending college. Outcomes were both short and long term including decontextualized standardized test scores, self-reported academic challenges, number and specificity of reported strategies, grades on assignments, number of credits completed versus attempted, and changes in academic status and campus life. Students improved on graded assignments after strategy instruction and reported using more strategies by the end of the year. Students completed most of the credits they attempted, were in good academic standing, and made positive academic decisions. Performance on decontextualized tests pre- and postintervention was variable. It is feasible to deliver a hybrid supported education program that is dynamically responsive to individual students' needs and learning styles. Reasons for including both functional and standardized test outcomes are discussed.

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies.

PubMed

Foerst, Nora M; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2017-01-01

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being.

Knowledge vs. Action: Discrepancies in University Students' Knowledge about and Self-Reported Use of Self-Regulated Learning Strategies

PubMed Central

Foerst, Nora M.; Klug, Julia; Jöstl, Gregor; Spiel, Christiane; Schober, Barbara

2017-01-01

University students are supposed to be autonomous learners, able to adapt to an educational environment significantly less guided than school. Entering higher education poses a challenge of self-regulation, in which beginning students are often not prepared with self-regulation strategies needed. Since there are many studies assessing self-regulated learning (SRL) via classical self-reports, we know a lot about how students generally self-assess their SRL strategies. However, SRL and performance do not always correlate highly in these studies. The aim of the present study is to determine whether there are discrepancies between students' knowledge about SRL and their action in applying adequate SRL strategies in relevant learning situations. We also want to know whether such discrepancies generalize across domains and what the reasons for discrepancies are. The situation-specific Self-Regulated Learning Questionnaire for Action and Knowledge (SRL-QuAK) was used in a sample of 408 psychology and economic sciences students. Descriptive data analysis was conducted to determine potential discrepancies between SRL knowledge and action and differences between the study domains in an explorative way. The reasons for not using SRL-strategies were derived via qualitative content analysis. The results showed that although students had quite advanced knowledge of SRL strategies, they did not put this knowledge into action. This dissonance between SRL knowledge and action was found in both domains. In terms of reasons, students stated that they (a) lacked the time to use SRL strategies, (b) would not benefit from SRL strategies in the given situation, (c) would not be able to put the strategies to use effectively or (d) found it too arduous to use SRL strategies. The implications of these results will be discussed, e.g., the consequences for measures to overcome students' dissonance between knowledge and action and therefore to promote academic performance and well-being. PMID:28798713

Enhancement of Self-Regulation, Assertiveness, and Empathy.

ERIC Educational Resources Information Center

Sanz de Acedo Lizarraga, M. Luisa; Ugarte, M. Dolores; Cardelle-Elawar, Maria; Iriarte, M. Dolores; Sanz de Acedo Baquedano, M. Teresa

2003-01-01

Examined the effects of teaching self-regulation strategies and social skills to 40 middle school students who presented difficulties in self-reflection, self-inquiry, assertiveness, and empathy. Significant gains were observed in the experimental group in self-regulation of learning, self-control of behavior, assertiveness, empathy, and…

Toddler’s Self-Regulation Strategies in a Challenge Context are Nap-Dependent

PubMed Central

Miller, Alison L.; Seifer, Ronald; Crossin, Rebecca; LeBourgeois, Monique K.

2015-01-01

SUMMARY Early childhood represents a time of developmental changes in both sleep and self-regulation, a construct reflecting the ability to control one’s behavior, attention, and emotion when challenged. Links between sleep and self-regulation processes have been proposed, but experimental evidence with young children is lacking. In the current study, we tested the effects of acute sleep restriction (nap deprivation) on toddlers’ self-regulation. Healthy children (n=12; 4 males; 30–36 months (33.9±1.7) slept on a strict schedule (verified with actigraphy and sleep diaries) for 5 days before each of two afternoon assessments following a Nap and a No-Nap condition (~11-day protocol). Children were videotaped while attempting an unsolvable puzzle, and 10 mutually exclusive self-regulation strategies were later coded. On average, children lost ~90 min of sleep on the No-Nap versus the Nap day. Nap deprivation resulted in moderate-to-large effects on self-regulation strategies, with decreases in skepticism (d=0.77; 7% change), negative self-appraisal (d=0.92; 5% change), and increases in physical self-soothing (d=0.68; 10% change), focus on the puzzle piece that would not fit (perseveration; d=0.50; 9% change), and insistence on completing the unsolvable puzzle (d=0.91; 10% change). Results suggest sleep serves an important role in the way toddlers respond to challenging events in their daily lives. After losing daytime sleep, toddlers were less able to effectively engage in a difficult task and reverted to less mature self-regulation strategies, than when they were well-rested. Over time, chronically missed sleep may impair young children’s self-regulation abilities, resulting in risk for social-emotional, behavioral, and school problems. PMID:25394169

Toddler's self-regulation strategies in a challenge context are nap-dependent.

PubMed

Miller, Alison L; Seifer, Ronald; Crossin, Rebecca; Lebourgeois, Monique K

2015-06-01

Early childhood represents a time of developmental changes in both sleep and self-regulation, a construct reflecting the ability to control one's behaviour, attention and emotions when challenged. Links between sleep and self-regulation processes have been proposed, but experimental evidence with young children is lacking. In the current study, we tested the effects of acute sleep restriction (nap deprivation) on toddlers' self-regulation. Healthy children (n = 12; four males; aged 30-36 months (33.9 ± 1.7)) slept on a strict schedule (verified with actigraphy and sleep diaries) for 5 days before each of two afternoon assessments following a nap and a no-nap condition (~11-day protocol). Children were videotaped while attempting an unsolvable puzzle, and 10 mutually exclusive self-regulation strategies were later coded. On average, children lost ~90 min of sleep on the no-nap versus the nap day. Nap deprivation resulted in moderate-to-large effects on self-regulation strategies, with decreases in scepticism (d = 0.77; 7% change), negative self-appraisal (d = 0.92; 5% change) and increases in physical self-soothing (d = 0.68; 10% change), focus on the puzzle piece that would not fit (perseveration; d = 0.50; 9% change) and insistence on completing the unsolvable puzzle (d = 0.91; 10% change). Results suggest that sleep serves an important role in the way that toddlers respond to challenging events in their daily lives. After losing daytime sleep, toddlers were less able to engage effectively in a difficult task and reverted to less mature self-regulation strategies than when they were well rested. Over time, chronically missed sleep may impair young children's self-regulation abilities, resulting in risk for social-emotional, behavioural and school problems. © 2014 European Sleep Research Society.

Korean American Parents’ Perceptions of Effective Parenting Strategies in the United States

PubMed Central

Kim, Eunjung; Hong, Seunghye; Rockett, Camille Mariko

2016-01-01

This study aimed to explore the perceptions of Korean American parents on effective parenting strategies taught in a standardized U.S. parenting program. Participants in the study were interviewed using semi-structured open-ended questions, and audio taped interview data were transcribed and analyzed using content analysis. Themes that emerged were: effective parenting strategies, impact of learning effective parenting strategies on parents, and learning effective parenting strategies: impact on children. Findings indicated that Korean American parents felt the program was based on Western parenting strategies but they were effective. They also believed the program strategies would be useful in regulating their emotions, increasing their abilities to be patient and consistent with their children, and helping them explore issues from their child’s perspective, all of which they believed improved their parenting self-efficacy and intimacy with their children. Additionally, parents reported that their children acquired more self-confidence, better self-expression, increased obedience and decreased misbehaviors, and increased emotion regulation and problem solving as a result of their participation in the program. These findings could contribute to develop an effective, culturally and linguistically relevant parenting program for Korean American parents. PMID:27188016

Investigating Self-Regulated Study Strategies among Postsecondary Students with and without Dyslexia: A Diary Method Study

ERIC Educational Resources Information Center

Andreassen, Rune; Jensen, Magne S.; Bråten, Ivar

2017-01-01

We investigated the use of self-regulated study strategies among undergraduates with dyslexia by means of extensive web-based diary data, comparing their strategy use to that of matched students without dyslexia who completed the diary in the same period. Additionally, we examined the perceived benefits of using the recorded strategies in both…

The Situated Dynamics of Purposes of Engagement and Self-Regulation Strategies: A Mixed-Methods Case Study of Writing

ERIC Educational Resources Information Center

Kaplan, Avi; Lichtinger, Einat; Margulis, Michal

2011-01-01

Background: Common conceptions of motivation and self-regulation view them as related but distinct entities. Most research on motivation and self-regulation investigates quantitative relations between level (e.g., self-efficacy) or type of motivation (e.g., mastery goals) and level of self-regulation. Purpose: Alternatively, the current study…

College Preparedness and Time of Learning Disability Identification

ERIC Educational Resources Information Center

Abreu-Ellis, Carla; Ellis, Jason; Hayes, Richard

2009-01-01

This paper discusses the results of the Learning and Study Strategies Inventory (LASSI) administered to college students in order to identify similarities and differences between time of diagnosis of a learning disability and the development of learning strategies related to will, self-regulation, and skill components. Findings indicate that early…

Dynamics of study strategies and teacher regulation in virtual patient learning activities: a cross sectional survey.

PubMed

Edelbring, Samuel; Wahlström, Rolf

2016-04-23

Students' self-regulated learning becomes essential with increased use of exploratory web-based activities such as virtual patients (VPs). The purpose was to investigate the interplay between students' self-regulated learning strategies and perceived benefit in VP learning activities. A cross-sectional study (n = 150) comparing students' study strategies and perceived benefit of a virtual patient learning activity in a clinical clerkship preparatory course. Teacher regulation varied among three settings and was classified from shared to strong. These settings were compared regarding their respective relations between regulation strategies and perceived benefit of the virtual patient activity. Self-regulation learning strategy was generally associated with perceived benefit of the VP activities (rho 0.27, p < 0.001), but was not true in all settings. The association was higher in the two strongly regulated settings. The external regulation strategy did generally associate weakly with perceived benefit (rho 0.17, p < 0.05) with large variations between settings. The flexible student-autonomous appeal of virtual patients should not lead to the dismissal of guidance and related course activities. External teacher and peer regulation seem to be productive for increasing learners' perceived benefit. Awareness of the interplay among teacher regulation (external) and various study strategies can increase the value of flexible web-based learning resources to students.

[Regulation of behavior in the period between the world wars: Robert Musil and Kurt Lewin].

PubMed

Innerhofer, Roland; Rothe, Katja

2010-12-01

The paper attempts to reconstruct the proto-cybernetic concept of regulation which emerged in early 20th century both in biology and psychology, and was critically reflected in literature. The basic premise is that Kurt Lewin's field-theoretical psychology played a crucial role in the development of behavioral self-regulation concepts. The goal is to show (1) that Lewin's early experiments and theories were based on the idea of a dynamic process of self-regulation determined by the actors and their personal motivation and interaction, (2) that this concept of self-regulation functioned as a camouflage for power-strategies that aimed to regulate and optimize the economic production and social reproduction processes, (3) that in Robert Musil's fragmentary, 'fringing' novel The Man without Qualities the attempt to optimize the social and economic behavior and to establish a homeostatic state proved to be a complete failure. As a notable result, this 'literary test' of behavioral self-regulation revealed the violence and imbalance of power inherent in this concept of self-regulation and its practical implementation.

Medical student changes in self-regulated learning during the transition to the clinical environment.

PubMed

Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

2017-03-21

Self-regulated learning (SRL), which is learners' ability to proactively select and use different strategies to reach learning goals, is associated with academic and clinical success and life-long learning. SRL does not develop automatically in the clinical environment and its development during the preclinical to clinical learning transition has not been quantitatively studied. Our study aims to fill this gap by measuring SRL in medical students during the transitional period and examining its contributing factors. Medical students were invited to complete a questionnaire at the commencement of their first clinical year (T0), and 10 weeks later (T1). The questionnaire included the Motivated Strategies for Learning Questionnaire (MSLQ) and asked about previous clinical experience. Information about the student's background, demographic characteristics and first clinical rotation were also gathered. Of 118 students invited to participate, complete paired responses were obtained from 72 medical students (response rate 61%). At T1, extrinsic goal orientation increased and was associated with gender (males were more likely to increase extrinsic goal orientation) and type of first attachment (critical care and community based attachments, compared to hospital ward based attachments). Metacognitive self-regulation decreased at T1 and was negatively associated with previous clinical experience. Measurable changes in self-regulated learning occur during the transition from preclinical learning to clinical immersion, particularly in the domains of extrinsic goal orientation and metacognitive self-regulation. Self-determination theory offers possible explanations for this finding which have practical implications and point the way to future research. In addition, interventions to promote metacognition before the clinical immersion may assist in preserving SRL during the transition and thus promote life-long learning skills in preparation for real-world practice.

Enhancing Decision-Making in STSE Education by Inducing Reflection and Self-Regulated Learning

NASA Astrophysics Data System (ADS)

Gresch, Helge; Hasselhorn, Marcus; Bögeholz, Susanne

2017-02-01

Thoughtful decision-making to resolve socioscientific issues is central to science, technology, society, and environment (STSE) education. One approach for attaining this goal involves fostering students' decision-making processes. Thus, the present study explores whether the application of decision-making strategies, combined with reflections on the decision-making processes of others, enhances decision-making competence. In addition, this study examines whether this process is supported by elements of self-regulated learning, i.e., self-reflection regarding one's own performance and the setting of goals for subsequent tasks. A computer-based training program which involves the resolution of socioscientific issues related to sustainable development was developed in two versions: with and without elements of self-regulated learning. Its effects on decision-making competence were analyzed using a pre test-post test follow-up control-group design ( N = 242 high school students). Decision-making competence was assessed using an open-ended questionnaire that focused on three facets: consideration of advantages and disadvantages, metadecision aspects, and reflection on the decision-making processes of others. The findings suggest that students in both training groups incorporated aspects of metadecision into their statements more often than students in the control group. Furthermore, both training groups were more successful in reflecting on the decision-making processes of others. The students who received additional training in self-regulated learning showed greater benefits in terms of metadecision aspects and reflection, and these effects remained significant two months later. Overall, our findings demonstrate that the application of decision-making strategies, combined with reflections on the decision-making process and elements of self-regulated learning, is a fruitful approach in STSE education.

Exploring Self-Regulated Learning (SRL) and Listening Strategy Instruction in a Chinese L2 Classroom

ERIC Educational Resources Information Center

Li, Yue

2017-01-01

This interpretive case study explored the effectiveness of listening strategy instruction that promoted self-regulated learning and gained insights into students' and instructors' perceptions of strategy-integrated listening instruction among second semester learners of Chinese as a second language at a military college in Northern California.…

Relationships between Student Cognitions and Their Effects on Study Strategies

ERIC Educational Resources Information Center

Ferla, Johan; Valcke, Martin; Schuyten, Gilberte

2008-01-01

Using Vermunt's model [Vermunt, J. D. (1998). "The regulation of constructive learning processes". "British Journal of Educational Psychology", 68, 149-171] of self-regulated learning as a conceptual framework, this study aims to contribute to the development of finer grained models of higher education students' learning by (1) investigating…

Validation of an instrument to measure students' motivation and self-regulation towards technology learning

NASA Astrophysics Data System (ADS)

Liou, Pey-Yan; Kuo, Pei-Jung

2014-05-01

Background:Few studies have examined students' attitudinal perceptions of technology. There is no appropriate instrument to measure senior high school students' motivation and self-regulation toward technology learning among the current existing instruments in the field of technology education. Purpose:The present study is to validate an instrument for assessing senior high school students' motivation and self-regulation towards technology learning. Sample:A total of 1822 Taiwanese senior high school students (1020 males and 802 females) responded to the newly developed instrument. Design and method:The Motivation and Self-regulation towards Technology Learning (MSRTL) instrument was developed based on the previous instruments measuring students' motivation and self-regulation towards science learning. Exploratory and confirmatory factor analyses were utilized to investigate the structure of the items. Cronbach's alpha was applied for measuring the internal consistency of each scale. Furthermore, multivariate analysis of variance was used to examine gender differences. Results:Seven scales, including 'Technology learning self-efficacy,' 'Technology learning value,' 'Technology active learning strategies,' 'Technology learning environment stimulation,' 'Technology learning goal-orientation,' 'Technology learning self-regulation-triggering,' and 'Technology learning self-regulation-implementing' were confirmed for the MSRTL instrument. Moreover, the results also showed that male and female students did not present the same degree of preference in all of the scales. Conclusions:The MSRTL instrument composed of seven scales corresponding to 39 items was shown to be valid based on validity and reliability analyses. While male students tended to express more positive and active performance in the motivation scales, no gender differences were found in the self-regulation scales.

Emotion regulation strategies in bipolar II disorder and borderline personality disorder: differences and relationships with perceived parental style.

PubMed

Fletcher, Kathryn; Parker, Gordon; Bayes, Adam; Paterson, Amelia; McClure, Georgia

2014-03-01

Bipolar II disorder (BP II) and Borderline Personality Disorder (BPD) share common features and can be difficult to differentiate, contributing to misdiagnosis and inappropriate treatment. Research contrasting phenomenological features of both conditions is limited. The current study sought to identify differences in emotion regulation strategies in BP II and BPD in addition to examining relationships with perceived parental style. Participants were recruited from a variety of outpatient and community settings. Eligible participants required a clinical diagnosis of BP II or BPD, subsequently confirmed via structured diagnostic interviews assessing DSM-IV criteria. Participants completed a series of self-reported questionnaires assessing emotion regulation strategies and perceived parental style. The sample comprised 48 (n=24 BP II and n=24 BPD) age and gender-matched participants. Those with BPD were significantly more likely to use maladaptive emotion regulation strategies, less likely to use adaptive emotion regulation strategies, and scored significantly higher on the majority of (perceived) dysfunctional parenting sub-scales than participants with BP II. Dysfunctional parenting experiences were related to maladaptive emotion regulation strategies in participants with BP II and BPD, however differential associations were observed across groups. Relatively small sample sizes; lack of a healthy control comparator group; lack of statistical control for differing sociodemographic and clinical characteristics, medication and psychological treatments; no assessment of state or trait anxiety; over-representation of females in both groups limiting generalisability of results; and reliance on self-report measures. Differences in emotion regulation strategies and perceived parental style provide some support for the validity of distinguishing BP II and BPD. Development of intervention strategies targeting the differing forms of emotion regulatory pathology in these groups may be warranted. Copyright © 2014 Elsevier B.V. All rights reserved.

The relations between interpersonal self-support traits and emotion regulation strategies: a longitudinal study.

PubMed

Xia, Ling-Xiang; Gao, Xin; Wang, Qian; Hollon, Steven D

2014-08-01

Although several cross-sectional surveys have shown that certain traits such as extraversion and neuroticism are related to emotion regulation, few studies have explored the nature of this relationship. The present study tried to explore the longitudinal relation between traits and emotion regulation strategies. The Interpersonal Self-Support Scale for Middle School Students (ISSS-MSS) and the Emotion Regulation Questionnaire (ERQ) were administrated to 374 middle school students two times across a 6-month interval. A path analysis via structural equation modeling of the five interpersonal self-support traits and the two emotion regulation strategies was tested. The results showed that interpersonal independence predicted expressive suppression and cognitive reappraisal, and that interpersonal initiative also predicted reappraisal, while reappraisal predicted interpersonal flexibility and interpersonal openness 6 month later. These results support the hypotheses that some personality traits influence certain emotion regulation strategies, while other traits may be influenced by specific emotion regulation strategies. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Predictive Effects of Good Self-Control and Poor Regulation on Alcohol-Related Outcomes: Do Protective Behavioral Strategies Mediate?

PubMed Central

Pearson, Matthew R.; Kite, Benjamin A.; Henson, James M.

2016-01-01

In the present study, we examined whether use of protective behavioral strategies mediated the relationship between self-control constructs and alcohol-related outcomes. According to the two-mode model of self-control, good self-control (planfulness; measured with Future Time Perspective, Problem Solving, and Self-Reinforcement) and poor regulation (impulsivity; measured with Present Time Perspective, Poor Delay of Gratification, Distractibility) are theorized to be relatively independent constructs rather than opposite ends of a single continuum. The analytic sample consisted of 278 college student drinkers (68% women) who responded to a battery of surveys at a single time point. Using a structural equation model based on the two-mode model of self-control, we found that good self-control predicted increased use of three types of protective behavioral strategies (Manner of Drinking, Limiting/Stopping Drinking, and Serious Harm Reduction). Poor regulation was unrelated to use of protective behavioral strategies, but had direct effects on alcohol use and alcohol problems. Further, protective behavioral strategies mediated the relationship between good self-control and alcohol use. The clinical implications of these findings are discussed. PMID:22663345

Parents' Regulation and Self-Regulation and Performance in Children with Intellectual Disability in Problem-Solving Using Physical Materials or Computers

ERIC Educational Resources Information Center

Nader-Grosbois, Nathalie; Lefevre, Nathalie

2012-01-01

This study compared mothers and fathers' regulation with respect to 29 children with intellectual disability (ID) and 30 typically developing (TD) children, matched on their mental age (MA), as they solved eight tasks using physical materials and computers. Seven parents' regulatory strategies were coded as they supported their child's…

Self-regulated learning strategies used in surgical clerkship and the relationship with clinical achievement.

PubMed

Turan, Sevgi; Konan, Ali

2012-01-01

Self-regulated learning indicates students' skills in controlling their own learning. Self-regulated learning, which a context-specific process, emphasizes autonomy and control. Students gain more autonomy with respect to learning in the clinical years. Examining the self-regulated learning skills of students in this period will provide important clues about the level at which students are ready to use these skills in real-life conditions. The self-regulated learning strategies used by medical students in surgical clerkship were investigated in this study and their relation with clinical achievement was analyzed. The study was conducted during the surgery clerkship of medical students. The participation rate was 94% (309 students). Motivated Strategies for Learning Questionnaire (MSLQ), a case-based examination, Objective Structured Clinical Examination (OSCE), and tutor evaluations for assessing achievement were used. The relationship between the Motivated Strategies for Learning Questionnaire scores of the students and clinical achievement was analyzed with multilinear regression analysis. The findings showed that students use self-regulated learning skills at medium levels during their surgery clerkship. A relationship between these skills and OSCE scores and tutor evaluations was determined. OSCE scores of the students were observed to increase in conjunction with increased self-efficacy levels. However, as students' beliefs regarding control over learning increased, OSCE scores decreased. No significant relationship was defined between self-regulated learning skills and case-based examination scores. We observed that a greater self-efficacy for learning resulted in higher OSCE scores. Conversely, students who believe that learning is a result of their own effort had lower OSCE scores. Copyright © 2012 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

An Investigation into the Capacity of Student Motivation and Emotion Regulation Strategies to Predict Engagement and Resilience in the Middle School Classroom

ERIC Educational Resources Information Center

Fried, Leanne; Chapman, Elaine

2012-01-01

Although most of the initial research on self-regulated learning focused on cognitive and meta-cognitive aspects, there has been a growing interest in the emotion and motivation domains of self-regulation. This article reports on research undertaken to investigate specific motivation and emotion regulation strategies used by middle school students…

The Self-Regulation of a Child with Cochlear Implants within a School Environment

ERIC Educational Resources Information Center

Patton, Kristin L.

2013-01-01

The purpose of this qualitative research, which utilized a narrative design strategy, was to describe the process of self-regulation of a child who has bilateral cochlear implants within the social environment of school. The study investigated the use of self-regulatory strategies by the cochlear implant recipient. It also examined how the child…

Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment.

PubMed

Oblak, Ethan F; Lewis-Peacock, Jarrod A; Sulzer, James S

2017-07-01

Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different self-regulation mechanisms prefer different feedback timings, and that these factors can be effectively explored and optimized via simulation prior to deployment in the MRI scanner.

Self-regulation strategy, feedback timing and hemodynamic properties modulate learning in a simulated fMRI neurofeedback environment

PubMed Central

Sulzer, James S.

2017-01-01

Direct manipulation of brain activity can be used to investigate causal brain-behavior relationships. Current noninvasive neural stimulation techniques are too coarse to manipulate behaviors that correlate with fine-grained spatial patterns recorded by fMRI. However, these activity patterns can be manipulated by having people learn to self-regulate their own recorded neural activity. This technique, known as fMRI neurofeedback, faces challenges as many participants are unable to self-regulate. The causes of this non-responder effect are not well understood due to the cost and complexity of such investigation in the MRI scanner. Here, we investigated the temporal dynamics of the hemodynamic response measured by fMRI as a potential cause of the non-responder effect. Learning to self-regulate the hemodynamic response involves a difficult temporal credit-assignment problem because this signal is both delayed and blurred over time. Two factors critical to this problem are the prescribed self-regulation strategy (cognitive or automatic) and feedback timing (continuous or intermittent). Here, we sought to evaluate how these factors interact with the temporal dynamics of fMRI without using the MRI scanner. We first examined the role of cognitive strategies by having participants learn to regulate a simulated neurofeedback signal using a unidimensional strategy: pressing one of two buttons to rotate a visual grating that stimulates a model of visual cortex. Under these conditions, continuous feedback led to faster regulation compared to intermittent feedback. Yet, since many neurofeedback studies prescribe implicit self-regulation strategies, we created a computational model of automatic reward-based learning to examine whether this result held true for automatic processing. When feedback was delayed and blurred based on the hemodynamics of fMRI, this model learned more reliably from intermittent feedback compared to continuous feedback. These results suggest that different self-regulation mechanisms prefer different feedback timings, and that these factors can be effectively explored and optimized via simulation prior to deployment in the MRI scanner. PMID:28753639

Effects of Two Types of Self-Regulatory Instruction Programs on Students with Learning Disabilities in Writing Products, Processes, and Self-Efficacy

ERIC Educational Resources Information Center

Garcia-Sanchez, Jesus-Nicasio; Fidalgo-Redondo, Raquel

2006-01-01

We examined the differential effects of the social cognitive model of sequential skill acquisition (SCM intervention) and the self-regulated strategy development model (SRSD intervention) for writing. One hundred and twenty-one 5th- and 6th-grade Spanish students with learning disabilities (LD) and/or low achievement (LA) were randomly assigned…

In Their Own Words: Using Self-Assessments of College Readiness to Develop Strategies for Self-Regulated Learning

ERIC Educational Resources Information Center

Verrell, Paul A.; McCabe, Norah R.

2015-01-01

The pathway to success in college can be bumpy. To smooth it we first investigated self-assessment of college readiness by undergraduates in terms of skills and habits required for college success. In a survey of almost 700 students, one of every two reported that their college work was more challenging than expected. Although 70% reported that…

Self-Regulated Learning in the Museum: Understanding the Relationship of Visitor's Goals, Learning Strategies, and Appraisals

ERIC Educational Resources Information Center

Zhou, Ji; Urhahne, Detlef

2017-01-01

Self-regulated learning (SRL) in the museum was explored by 2 investigations. The first one investigated 233 visitors on their goals and intended learning strategies by questionnaire before they visited the science museum. Results indicated visitors' learning goals can predict their intended deep-learning strategy. Moreover, visitors can be…

Self-Regulated Strategies Chinese Graduate Students Employ to Learn English at Three American Universities

ERIC Educational Resources Information Center

Ma, Wen; Wang, Chuang

2012-01-01

International students in the United States often employ culture-specific learning strategies to help them improve their proficiency in English. This study explored the use of self-regulated strategies by 49 Chinese graduate students from 24 fields of study at three universities in the Northeast. The research used the mixed survey method to…

Investigation on the Relationship among Language Learning Strategies, Critical Thinking and Self-Regulation Skills in Learning English

ERIC Educational Resources Information Center

Altay, Betül; Saracaloglu, Asuman Seda

2017-01-01

This study aimed to examine the relationship among language learning strategies, critical thinking skills and self-regulation skills of preparation class students. In this process, students were interviewed and courses were observed so as to profile students' management of learning situations and their awareness for these strategies through a…

Self-Regulated Learning Strategies of Engineering College Students While Learning Electric Circuit Concepts with Enhanced Guided Notes

ERIC Educational Resources Information Center

Lawanto, Oenardi; Santoso, Harry

2013-01-01

The current study evaluated engineering college students' self-regulated learning (SRL) strategies while learning electric circuit concepts using enhanced guided notes (EGN). Our goal was to describe how students exercise SRL strategies and how their grade performance changes after using EGN. Two research questions guided the study: (1) To what…

Effect of Teaching of Self-Regulated Learning Strategies on Attribution Styles in Students

ERIC Educational Resources Information Center

Tavakolizadeh, Jahanshir; Qavam, Soghra Ebrahimi

2011-01-01

Introduction: Nowadays, self-regulated learning has become an important focus in research and a large number of studies have been undergone about self-regulation, school achievement and motivation of learning, but few researches has been done in the field of self-regulated leaning and motivational variables and attributions. This research has…

Improving Narrative Writing Skills of Secondary Students with Disabilities Using Strategy Instruction

ERIC Educational Resources Information Center

Foxworth, Lauren L.; Mason, Linda H.; Hughes, Charles A.

2017-01-01

Writing standards and objectives outline complex skills for narrative essay writing at the secondary level. Students with disabilities often produce disorganized narratives with fewer narrative elements than their peers without disabilities. A multiple-probe design was used to examine effects of Self-Regulated Strategy Development for the Pick my…

Effects of Planning Instruction on a Young Writer with Asperger Syndrome

ERIC Educational Resources Information Center

Asaro, Kristie; Saddler, Bruce

2009-01-01

One validated model for teaching strategies to less skilled writers is the self-regulated strategy development (SRSD) approach. This method has been used to successfully improve the writing of children with learning disabilities and has recently been extended to students with emotional and behavioral disorders and attention-deficit/hyperactivity…

The Investigation of Study Strategies that Maximize Learning for Underprepared Students

ERIC Educational Resources Information Center

Cukras, Grace-Ann Gorga

2006-01-01

Research has consistently found that college students, especially freshmen, are not independent learners. To help students become self-regulated learners, reading and study skills courses as well as academic assistance programs should be designed to address this concern. Students must develop an inventory of study strategies that can be…

Teaching Students with Emotional and Behavior Disorder How to Write Persuasive Essays Fluently

ERIC Educational Resources Information Center

Cerar, Nancy Irby

2012-01-01

A multiprobe, multiple baseline design was used to evaluate the effectiveness of persuasive writing strategy instruction. Six middle school students with emotional and behavioral disabilities (EBD) received two instructional phases of Self-Regulated Strategy Development (SRSD) instruction for writing persuasive essays over 33 days of intervention.…

Teaching Children with Language-Learning Disabilities to Plan and Revise Compare-Contrast Texts

ERIC Educational Resources Information Center

Shen, Mei; Troia, Gary A.

2018-01-01

This study used a multiple-probe, multiple-baseline single-case design to investigate the efficacy of planning, and then revising strategy instruction using self-regulated strategy development on the compare-contrast writing performance of three late elementary students with language-learning disabilities. After receiving the planning instruction,…

Strategies for Improving Learner Metacognition in Health Professional Education

PubMed Central

Medina, Melissa S.; Castleberry, Ashley N.

2017-01-01

Metacognition is an essential skill in critical thinking and self-regulated, lifelong learning. It is important for learners to have skills in metacognition because they are used to monitor and regulate reasoning, comprehension, and problem-solving, which are fundamental components/outcomes of pharmacy curricula. Instructors can help learners develop metacognitive skills within the classroom and experiential setting by carefully designing learning activities within courses and the curriculum. These skills are developed through intentional questioning, modeling techniques, and reflection. This article discusses key background literature on metacognition and identifies specific methods and strategies to develop learners’ metacognitive skills in both the classroom and experiential settings. PMID:28630519

The Differential Impact of Pre-College and Self-Regulatory Factors on Academic Achievement of University Students with and without Learning Disabilities.

ERIC Educational Resources Information Center

Ruban, Lilia; McCoach, D. Betsy; Nora, Amaury

Even though research on academic self-regulation has proliferated in recent years, no studies have investigated the question of whether the perceived usefulness and the use of standard self-regulated learning strategies and compensation strategies provide a differential prediction of academic achievement for college students with and without…

Self-Regulated Learning: The Role of Motivation, Emotion, and Use of Learning Strategies in Students' Learning Experiences in a Self-Paced Online Mathematics Course

ERIC Educational Resources Information Center

Cho, Moon-Heum; Heron, Michele L.

2015-01-01

Enrollment in online remedial mathematics courses has increased in popularity in institutions of higher learning; however, students unskilled in self-regulated learning (SRL) find online remedial mathematics courses particularly challenging. We investigated the role of SRL, specifically motivation, emotion, and learning strategies, in students'…

Self-Regulated Learning Strategies in Relation with Statistics Anxiety

ERIC Educational Resources Information Center

Kesici, Sahin; Baloglu, Mustafa; Deniz, M. Engin

2011-01-01

Dealing with students' attitudinal problems related to statistics is an important aspect of statistics instruction. Employing the appropriate learning strategies may have a relationship with anxiety during the process of statistics learning. Thus, the present study investigated multivariate relationships between self-regulated learning strategies…

Control, Motivation, Affect, and Strategic Self-Regulation in the College Classroom: A Multidimensional Phenomenon

ERIC Educational Resources Information Center

Shell, Duane F.; Husman, Jenefer

2008-01-01

This study of 397 undergraduate students examined relations between self-reported control, goal orientation, future time perspective, affect, and strategic self-regulation. Five patterns were found in three canonical dimensions. The high end of bipolar Dimension 1 linked high self-regulated strategy use and study effort to high self-efficacy,…

Preschool boys' development of emotional self-regulation strategies in a sample at risk for behavior problems.

PubMed

Supplee, Lauren H; Skuban, Emily Moye; Trentacosta, Christopher J; Shaw, Daniel S; Stoltz, Emilee

2011-01-01

Little longitudinal research has been conducted on changes in children's emotional self-regulation strategy (SRS) use after infancy, particularly for children at risk. In this study, the authors examined changes in boys' emotional SRS from toddlerhood through preschool. Repeated observational assessments using delay of gratification tasks at ages 2, 3, and 4 years were examined with both variable- and person-oriented analyses in a low-income sample of boys (N = 117) at risk for early problem behavior. Results were consistent with theory on emotional SRS development in young children. Children initially used more emotion-focused SRS (e.g., comfort seeking) and transitioned to greater use of planful SRS (e.g., distraction) by 4 years of age. Person-oriented analysis using trajectory analysis found similar patterns from 2 to 4 years, with small groups of boys showing delayed movement away from emotion-focused strategies or delay in the onset of regular use of distraction. The results provide a foundation for future researchers to examine the development of SRS in low-income young children.

Preschool Boys' Development of Emotional Self-regulation Strategies in a Sample At-risk for Behavior Problems

PubMed Central

Supplee, Lauren H.; Skuban, Emily Moye; Trentacosta, Christopher J.; Shaw, Daniel S.; Stoltz, Emilee

2011-01-01

Little longitudinal research has been conducted on changes in children's emotional self-regulation strategy (SRS) use after infancy, particularly for children at risk. The current study examined changes in boys' emotional SRS from toddlerhood through preschool. Repeated observational assessments using delay of gratification tasks at ages 2, 3, and 4 were examined with both variable- and person-oriented analyses in a low-income sample of boys (N = 117) at-risk for early problem behavior. Results were consistent with theory on emotional SRS development in young children. Children initially used more emotion-focused SRS (e.g., comfort seeking) and transitioned to greater use of planful SRS (e.g., distraction) by age 4. Person-oriented analysis using trajectory analysis found similar patterns from 2–4, with small groups of boys showing delayed movement away from emotion-focused strategies or delay in the onset of regular use of distraction. The results provide a foundation for future research to examine the development of SRS in low-income young children. PMID:21675542

Emotion regulation strategies and childhood obesity in high risk preschoolers

USDA-ARS?s Scientific Manuscript database

The current study examined the relationships between the specific strategies that preschool children use to regulate their emotions and childhood weight status to see if emotion regulation strategies would predict childhood weight status over and above measures of eating self-regulation. 185 4- to 5...

Regulation of antibiotic sales in Mexico: an analysis of printed media coverage and stakeholder participation

PubMed Central

2012-01-01

Background Restricting antibiotics sales to those with medical prescriptions only is a central strategy for promoting appropriate use and containing antibiotic resistance; however, many low and middle income countries have not enforced policies that prevent widespread self-medication with antibiotics. In 2010, the Mexican government announced the enforcement of antibiotic sales regulations, a policy that gained media prominence. This study analyzes media coverage of issues, stakeholder representation, and positions taken during policy agenda setting, drafting, and implementation to shed light on policy making to promote appropriate antibiotic utilization. Methods We carried out a quantitative content analysis of 322 newspaper articles published between January 2009 and December 2010 in 18 national and regional newspapers. Additionally, we conducted a qualitative content analysis to understand the positions adopted and strategies developed by nine key stakeholders. Framing theory guided the analysis. Results The Ministry of Health dominated media coverage, justifying the enforcement policy by focusing on risks of self-medication, and to a lesser degree dangers of increasing antibiotic resistance. Pharmacy associations appeared to be the leading opponents, arguing that the policy created logistical difficulties and corruption, and had negative economic impact for pharmacies and their clients. The associations developed strategies against the regulation such as attempting to delay implementation and installing physicians’ consultation offices within pharmacies. While medical associations and academic institutions called for a comprehensive strategy to combat antibiotic resistance, improve prescription quality, and create public awareness, these issues had little impact on media coverage. Consumer groups and legislators received very little media coverage. Conclusions The narrowly-focused and polarized media coverage ─centred on problems of self- medication and economic impact ─ was a missed opportunity to publicly discuss and to develop a comprehensive national strategy on antibiotic use in Mexico. It highlights the need for discussing and developing interventions within the framework of a pharmaceutical policy. PMID:23217185

Regulation of antibiotic sales in Mexico: an analysis of printed media coverage and stakeholder participation.

PubMed

Dreser, Anahí; Vázquez-Vélez, Edna; Treviño, Sandra; Wirtz, Veronika J

2012-12-06

Restricting antibiotics sales to those with medical prescriptions only is a central strategy for promoting appropriate use and containing antibiotic resistance; however, many low and middle income countries have not enforced policies that prevent widespread self-medication with antibiotics. In 2010, the Mexican government announced the enforcement of antibiotic sales regulations, a policy that gained media prominence. This study analyzes media coverage of issues, stakeholder representation, and positions taken during policy agenda setting, drafting, and implementation to shed light on policy making to promote appropriate antibiotic utilization. We carried out a quantitative content analysis of 322 newspaper articles published between January 2009 and December 2010 in 18 national and regional newspapers. Additionally, we conducted a qualitative content analysis to understand the positions adopted and strategies developed by nine key stakeholders. Framing theory guided the analysis. The Ministry of Health dominated media coverage, justifying the enforcement policy by focusing on risks of self-medication, and to a lesser degree dangers of increasing antibiotic resistance. Pharmacy associations appeared to be the leading opponents, arguing that the policy created logistical difficulties and corruption, and had negative economic impact for pharmacies and their clients. The associations developed strategies against the regulation such as attempting to delay implementation and installing physicians' consultation offices within pharmacies. While medical associations and academic institutions called for a comprehensive strategy to combat antibiotic resistance, improve prescription quality, and create public awareness, these issues had little impact on media coverage. Consumer groups and legislators received very little media coverage. The narrowly-focused and polarized media coverage ─centred on problems of self- medication and economic impact ─ was a missed opportunity to publicly discuss and to develop a comprehensive national strategy on antibiotic use in Mexico. It highlights the need for discussing and developing interventions within the framework of a pharmaceutical policy.

Relative contributions of self-efficacy, self-regulation, and self-handicapping in predicting student procrastination.

PubMed

Strunk, Kamden K; Steele, Misty R

2011-12-01

The relative contributions of self-efficacy, self-regulation, and self-handicapping student procrastination were explored. College undergraduate participants (N = 138; 40 men, 97 women, one not reporting sex) filled out the Procrastination Scale, the Self-Handicapping Scale-Short Form, and the Self-regulation and Self-handicapping scales of the Motivated Strategies for Learning Questionnaire. A hierarchical regression of the above measures indicated that self-efficacy, self-regulation, and self-handicapping all predicted scores on the Procrastination Scale, but self-regulation fully accounted for the predictive power of self-efficacy. The results suggested self-regulation and self-handicapping predict procrastination independently. These findings are discussed in relation to the literature on the concept of "self-efficacy for self-regulation" and its use in the field of procrastination research.

A Qualitative Account of the Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

ERIC Educational Resources Information Center

Alvi, Effat; Iqbal, Zafar; Masood, Fatima; Batool, Tooba

2016-01-01

Students' conceptions of how they initiate, plan, implement and monitor self-regulated learning (SRL) strategies have practical implications for teaching and learning. This study explores the nature and use of SRL strategies employed by university students as it occurs in naturalistic settings, for example, studying in non-classroom environments.…

Constructing a Theory- and Evidence-Based Treatment Rationale for Complex eHealth Interventions: Development of an Online Alcohol Intervention Using an Intervention Mapping Approach.

PubMed

Brendryen, Håvar; Johansen, Ayna; Nesvåg, Sverre; Kok, Gerjo; Duckert, Fanny

2013-01-23

Due to limited reporting of intervention rationale, little is known about what distinguishes a good intervention from a poor one. To support improved design, there is a need for comprehensive reports on novel and complex theory-based interventions. Specifically, the emerging trend of just-in-time tailoring of content in response to change in target behavior or emotional state is promising. The objective of this study was to give a systematic and comprehensive description of the treatment rationale of an online alcohol intervention called Balance. We used the intervention mapping protocol to describe the treatment rationale of Balance. The intervention targets at-risk drinking, and it is delivered by email, mobile phone text messaging, and tailored interactive webpages combining text, pictures, and prerecorded audio. The rationale of the current treatment was derived from a self-regulation perspective, and the overarching idea was to support continued self-regulation throughout the behavior change process. Maintaining the change efforts over time and coping adaptively during critical moments (eg, immediately before and after a lapse) are key factors to successful behavior change. Important elements of the treatment rationale to achieving these elements were: (1) emotion regulation as an inoculation strategy against self-regulation failure, (2) avoiding lapses by adaptive coping, and (3) avoiding relapse by resuming the change efforts after a lapse. Two distinct and complementary delivery strategies were used, including a day-to-day tunnel approach in combination with just-in-time therapy. The tunnel strategy was in accordance with the need for continuous self-regulation and it functions as a platform from which just-in-time therapy was launched. Just-in-time therapy was used to support coping during critical moments, and started when the client reports either low self-efficacy or that they were drinking above target levels. The descriptions of the treatment rationale for Balance, the alcohol intervention reported herein, provides an intervention blueprint that will aid in interpreting the results from future program evaluations. It will ease comparisons of program rationales across interventions, and may assist intervention development. By putting just-in-time therapy within a complete theoretical and practical context, including the tunnel delivery strategy and the self-regulation perspective, we have contributed to an understanding of how multiple delivery strategies in eHealth interventions can be combined. Additionally, this is a call for action to improve the reporting practices within eHealth research. Possible ways to achieve such improvement include using a systematic and structured approach, and for intervention reports to be published after peer-review and separately from evaluation reports.

Constructing a Theory- and Evidence-Based Treatment Rationale for Complex eHealth Interventions: Development of an Online Alcohol Intervention Using an Intervention Mapping Approach

PubMed Central

Johansen, Ayna; Nesvåg, Sverre; Kok, Gerjo; Duckert, Fanny

2013-01-01

Background Due to limited reporting of intervention rationale, little is known about what distinguishes a good intervention from a poor one. To support improved design, there is a need for comprehensive reports on novel and complex theory-based interventions. Specifically, the emerging trend of just-in-time tailoring of content in response to change in target behavior or emotional state is promising. Objective The objective of this study was to give a systematic and comprehensive description of the treatment rationale of an online alcohol intervention called Balance. Methods We used the intervention mapping protocol to describe the treatment rationale of Balance. The intervention targets at-risk drinking, and it is delivered by email, mobile phone text messaging, and tailored interactive webpages combining text, pictures, and prerecorded audio. Results The rationale of the current treatment was derived from a self-regulation perspective, and the overarching idea was to support continued self-regulation throughout the behavior change process. Maintaining the change efforts over time and coping adaptively during critical moments (eg, immediately before and after a lapse) are key factors to successful behavior change. Important elements of the treatment rationale to achieving these elements were: (1) emotion regulation as an inoculation strategy against self-regulation failure, (2) avoiding lapses by adaptive coping, and (3) avoiding relapse by resuming the change efforts after a lapse. Two distinct and complementary delivery strategies were used, including a day-to-day tunnel approach in combination with just-in-time therapy. The tunnel strategy was in accordance with the need for continuous self-regulation and it functions as a platform from which just-in-time therapy was launched. Just-in-time therapy was used to support coping during critical moments, and started when the client reports either low self-efficacy or that they were drinking above target levels. Conclusions The descriptions of the treatment rationale for Balance, the alcohol intervention reported herein, provides an intervention blueprint that will aid in interpreting the results from future program evaluations. It will ease comparisons of program rationales across interventions, and may assist intervention development. By putting just-in-time therapy within a complete theoretical and practical context, including the tunnel delivery strategy and the self-regulation perspective, we have contributed to an understanding of how multiple delivery strategies in eHealth interventions can be combined. Additionally, this is a call for action to improve the reporting practices within eHealth research. Possible ways to achieve such improvement include using a systematic and structured approach, and for intervention reports to be published after peer-review and separately from evaluation reports. PMID:23612478

Supporting Students' Motivation in College Online Courses

ERIC Educational Resources Information Center

Russell, Jae-eun Lee

2013-01-01

Students' motivation has been identified as a critical factor for meaningful engagement and positive academic achievement in various educational settings. In particular, self-regulation strategies have been identified as important skills in online learning environments. However, applying self-regulation strategies, such as goal setting,…

Self-Regulation in the Learning Process: Actions through Self-Assessment Activities with Brazilian Students

ERIC Educational Resources Information Center

Punhagui, Giovana Chimentão; de Souza, Nadia Aparecida

2013-01-01

Learning a foreign language is, among other factors, based on the perception of one's own development and on undertaking strategies for greater communicative competence, which are founded in autonomous procedures that span the necessity for greater responsibility. As learning a language demands constant study, even after the school period--when…

Effect of African- and European-American maternal attitudes and limit-setting strategies on children's self-regulation.

PubMed

LeCuyer, Elizabeth A; Swanson, Dena P; Cole, Robert; Kitzman, Harriet

2011-12-01

The effect of maternal attitudes and limit-setting strategies on children's self-regulation (measured as committed compliance) was compared in 151 African-American (AA) and 108 European-American (EA) mothers and their 3-year-old children. There were no ethnic differences in children's compliance, however ethnicity moderated the relationship between maternal authoritarian attitudes and children's compliance. Higher authoritarian attitudes predicted less children's compliance in the EA sample, but greater compliance in the AA sample. Observational limit-setting data revealed that in both ethnic groups, maternal authoritarian attitudes influenced children's self-regulation through maternal use of lower-power (gentle) verbal strategies, fewer physical strategies, and judicious use of higher-power verbal strategies. The findings indicate that the meaning and purpose of authoritarian attitudes varies across these mothers' socio-cultural contexts. Copyright © 2011 Wiley Periodicals, Inc.

Transition from Secondary School to Medical School: The Role of Self-Study and Self-Regulated Learning Skills in Freshman Burnout.

PubMed

Barbosa, Joselina; Silva, Álvaro; Ferreira, Maria Amélia; Severo, Milton

2016-12-30

The transition from secondary to higher education is a challenging and demanding period for medical students. The ability to manage study time effectively and to be a self-regulated learner is essential to cope with the exponential growth of knowledge in medical education. Thus, the purpose of our study was to measure self-regulated learning skills and self-study across secondary higher education transition and to explore its effect on academic burnout in the first year of medical school. We collected data from 102 (43%) freshman medical students on self-regulated learning, academic achievement, and hours of self-study/week relative to last year of secondary school (at the beginning of academic year) and the first year of medical school (at the end of academic year). Burnout data was collected at the end of academic year. Among the 102 participants, 12% were at risk of burnout. Self-directedness at secondary school and higher education, and strategies for learning and assessment at higher education were protective factors against academic burnout. However, secondary selfdirectedness has an indirect effect on academic burnout mediated by self-directedness in the first year of medical school. In addition, self-study during class period was a risk factor for burnout. Our results support the premise that students experience mental health problems from an early stage at medical school. Empowering medical students to develop strategies for learning assessment and self-direction will help them manage their learning and, consequently, promote their well-being. Finally, we found that it is not academic performance that influences burnout but the time dedicated to study.

Investigation of the Self-Regulated Learning Strategies of Students from the Faculty of Education Using Ordinal Logistic Regression Analysis

ERIC Educational Resources Information Center

Bozpolat, Ebru

2016-01-01

The purpose of this study was to reveal whether the low, medium, and high level self-regulated learning strategies of third year students at the Education Faculty of Cumhuriyet University can be predicted by the variables of gender, academic self-efficacy, and general academic average. The study uses the Relational Screening Model. The dependent…

Culture as Mediator: Co-Regulation, Self-Regulation, and Middle School Mathematics Achievement

ERIC Educational Resources Information Center

Hinnant-Crawford, Brandi Nicole; Faison, Morgan Z.; Chang, Mei-Lin

2016-01-01

Purpose: Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing "a common problem-solving plane" through which self-regulatory strategies are learned…

Adolescents' Emotion Regulation Strategies, Self-Concept, and Internalizing Problems

ERIC Educational Resources Information Center

Hsieh, Manying; Stright, Anne Dopkins

2012-01-01

This study examined the relationships among adolescents' emotion regulation strategies (suppression and cognitive reappraisal), self-concept, and internalizing problems using structural equation modeling. The sample consisted of 438 early adolescents (13 to 15 years old) in Taiwan, including 215 boys and 223 girls. For both boys and girls,…

Agriculture Teacher Awareness and Application of Self-Regulation Strategies

ERIC Educational Resources Information Center

McKendree, R. Bud; Washurn, Shannon G.

2017-01-01

This qualitative study investigated four rural Kansas high school agriculture teachers' comprehension and implementation of self-regulation strategies in their own professional growth and in their instructional practice. The participants included two males and two females, each one having between five and 20 years of teaching experience.…

Improving Fifth Grade Students' Mathematics Self-Efficacy Calibration and Performance through Self-Regulation Training

ERIC Educational Resources Information Center

Ramdass, Darshanand H.

2009-01-01

This primary goal of this study was to investigate the effects of strategy training and self-reflection, two subprocesses of Zimmerman's cyclical model of self-regulation, on fifth grade students' mathematics performance, self-efficacy, self-evaluation, and calibration measures of self-efficacy bias, self-efficacy accuracy, self-evaluation bias,…

An Exploratory Study of Self-Regulated Learning Strategies in a Design Project by Students in Grades 9-12

ERIC Educational Resources Information Center

Lawanto, Oenardi; Butler, Deborah; Cartier, Sylvie; Santoso, Harry; Lawanto, Kevin; Clark, David

2013-01-01

This exploratory study evaluated self-regulated learning (SRL) strategies of 27 students in grades 9-12 during an engineering design project. The specific focus of the study was on student task interpretation and its relation to planning and cognitive strategies in design activities. Two research questions guided the study: (1) To what degree was…

The Third Round of the Czech Validation of the Motivated Strategies for Learning Questionnaire (MSLQ)

ERIC Educational Resources Information Center

Vaculíková, Jitka

2016-01-01

The authors present findings on the third round of the Czech validation of the Motivated Strategies for learning questionnaire (MSLQ), originally developed by Pintrich et al. (1991). The validation only covered an area designed to access motivation in self-regulated learning. Data was collected from a sample of university students in regular…

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

FAB (Functionally Alert Behavior Strategies) to Improve Self-Control

ERIC Educational Resources Information Center

Pagano, John

2015-01-01

This paper describes the FAB (Functionally Alert Behavior) Strategies approach to improve behavior in children and adolescents with complex behavioral challenges. FAB Strategies include evidence-based environmental adaptations, sensory modulation, positive behavioral support, and physical self-regulation strategies. FAB Strategies can be used by…

Self-control in postsecondary settings: students' perceptions of ADHD college coaching.

PubMed

Parker, David R; Hoffman, Sharon Field; Sawilowsky, Shlomo; Rolands, Laura

2013-04-01

The objective of this study was to identify undergraduates' perceptions of the impact of ADHD coaching on their academic success and broader life functioning. One-on-one interviews were conducted with 19 students on 10 different U.S. campuses who comprised a purposive sample of gender, cumulative grade point average, and self-regulation skills variables as measured by the learning and study strategies inventory. Interview transcripts were coded using NVivo 8 software, and emergent themes were triangulated with students' descriptions of personal artifacts that symbolized coaching's influence on their lives. Students reported that ADHD coaching helped them become more self-regulated, which led to positive academic experiences and outcomes. Students described ADHD coaching as a unique service that helped them develop more productive beliefs, experience more positive feelings, and engage in more self-regulated behaviors. ADHD coaching helped participants enhance their self-control as they responded to the multifaceted demands of undergraduate life.

The Role of Pre-Service Teachers' Perceived Instrumentality, Goal Commitment, and Motivation in Their Self-Regulation Strategies for Learning in Teacher Education Courses

ERIC Educational Resources Information Center

Lee, Jumi; Turner, Jeannine

2017-01-01

This study investigated the influence of pre-service teachers' (n = 142) perceived endogenous/exogenous instrumentality, goal commitment, and intrinsic/extrinsic motivation on their use of self-regulation strategies (effort regulation, management of time and study environment) for their teacher-education courses. Data were drawn from a customised…

Exploring Suitable Emotion-Focused Strategies in Helping Students to Regulate Their Emotional State in a Tutoring System: Malaysian Case Study

ERIC Educational Resources Information Center

Yusoff, Mohd Zaliman Mohd; Zin, Nor Azan Mat

2013-01-01

Introduction: This study explored the suitable emotion-focused strategies in helping students to regulate their emotional state in a self-regulated tutoring system. Method: A questionnaire which consists of 25 different regulation strategies adapted from Way of Coping Questionnaire (WCQ) was used to determine the strategies deployed by the…

Informal self-regulated learning on a surgical rotation: uncovering student experiences in context.

PubMed

Woods, Nicole N; Mylopoulos, Maria; Brydges, Ryan

2011-12-01

The ability to guide one's own learning is an essential skill for the health professional. The apprenticeship model of undergraduate education offers an opportunity to engage in self-regulated learning as students work to set goals, evaluate the available opportunities and seek out those with the greatest potential for learning. A close examination of how students navigate their clinical rotations could therefore foster greater understanding of how students learn to guide their own learning. The study presented here aimed to examine undergraduate medical students' day-to-day learning strategies in order to better understand the process of informal self-regulated learning in practice. As a secondary objective, we sought to provide a forum for students to share and critically reflect on their own self-regulated learning strategies. A series of focus groups were conducted with medical students on a surgical rotation. Participants were asked to discuss issues relating to the strategies and behaviours that they had implemented in order to maximize their educational experience. Three distinct approaches to informal self-regulated learning were identified: Participants articulated tendencies to acquiesce to a perceived lack of learning opportunities choose from available learning opportunities and create their own learning opportunities. The results are interpreted through the lens of self-regulated learning theory and implications for medical education are discussed.

Fostering Self-Regulation in Distributed Learning

ERIC Educational Resources Information Center

Terry, Krista P.; Doolittle, Peter

2006-01-01

Although much has been written about fostering self-regulated learning in traditional classroom settings, there has been little that addresses how to facilitate self-regulated learning skills in distributed and online environments. This article will examine some such strategies by specifically focusing on time management. Specific principles for…

Using interpersonal affect regulation in simulated healthcare consultations: an experimental investigation of self-control resource depletion.

PubMed

Martínez-Íñigo, David; Mercado, Francisco; Totterdell, Peter

2015-01-01

Controlled Interpersonal Affect Regulation -the process of deliberately influencing the internal feeling states of others- occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behavior that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agent's resource depletion but there is reason to think that effects will partially rely on target's feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers' resource depletion, measured as self-reported experienced and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78) were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving) × 2(patients' feedback: positive vs. negative) factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent's strategy and the target's response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as well as personal outcomes.

Using interpersonal affect regulation in simulated healthcare consultations: an experimental investigation of self-control resource depletion

PubMed Central

Martínez-Íñigo, David; Mercado, Francisco; Totterdell, Peter

2015-01-01

Controlled Interpersonal Affect Regulation –the process of deliberately influencing the internal feeling states of others– occurs in a variety of interpersonal relationships and contexts. An incipient corpus of research shows that interpersonal affect regulation can be characterized as a goal-directed behavior that uses self-control processes which, according to the strength model of self-regulation, consumes a limited resource that is also used by other self-control processes. Using interpersonal affect-improving and affect-worsening regulation strategies can increase agent’s resource depletion but there is reason to think that effects will partially rely on target’s feedback in response to the regulation. Using a healthcare paradigm, an experiment was conducted to test the combined effects of interpersonal affect regulation use and patient feedback on healthcare workers’ resource depletion, measured as self-reported experienced and expected emotional exhaustion, and persistence on a self-regulation task. Medical students (N = 78) were randomly assigned to a 2(interpersonal affect regulation: affect-worsening vs. affect-improving) × 2(patients’ feedback: positive vs. negative) factorial between-subjects design and given instructions to play the role of doctors in interactions with two professional actors trained to act as patients. Analysis of covariance showed that affect-worsening was more depleting than affect-improving for all measures, whereas the recovery effects of positive feedback varied depending on strategy type and measure. The findings confirm the characterization of interpersonal affect regulation as potentially depleting, but suggest that the correspondence between the agent’s strategy and the target’s response needs to be taken into consideration. Use of affect-improving and positive feedback showed positive effects on self-rated performance, indicating that interpersonal affect regulation is relevant for organizational as well as personal outcomes. PMID:26483737

Academic self-handicapping: the role of self-concept clarity and students' learning strategies.

PubMed

Thomas, Cathy R; Gadbois, Shannon A

2007-03-01

Self-handicapping is linked to students' personal motivations, classroom goal structure, academic outcomes, global self-esteem and certainty of self-esteem. Academic self-handicapping has yet to be studied with respect to students' consistency in self-description and their description of themselves as learners. This study examined students' self-esteem and self-concept clarity as well as their tendencies to employ deep- or surface-learning approaches and self-regulate while learning in relation to their self-handicapping tendencies and exam performance. Participants were 161 male and female Canadian, first-year university students. Participants completed a series of questionnaires that measured their self-esteem, self-concept clarity, approaches to learning, self-regulation and reflections on performance prior to and following their exam. Self-handicapping was negatively correlated with self-concept clarity, deep learning, self-regulated learning and exam grades, and positively correlated with surface learning and test anxiety. Regression analyses showed that self-concept clarity, self-regulation, surface-learning and test anxiety scores predicted self-handicapping scores. Self-concept clarity, test anxiety scores, academic self-efficacy and self-regulation were predictors of mid-term exam grades. This study showed that students' self-concept clarity and learning strategies are related to their tendencies to self-handicap and their exam performance. The role of students' ways of learning and their self-concept clarity in self-handicapping and academic performance was explored.

Mind-sets matter: a meta-analytic review of implicit theories and self-regulation.

PubMed

Burnette, Jeni L; O'Boyle, Ernest H; VanEpps, Eric M; Pollack, Jeffrey M; Finkel, Eli J

2013-05-01

This review builds on self-control theory (Carver & Scheier, 1998) to develop a theoretical framework for investigating associations of implicit theories with self-regulation. This framework conceptualizes self-regulation in terms of 3 crucial processes: goal setting, goal operating, and goal monitoring. In this meta-analysis, we included articles that reported a quantifiable assessment of implicit theories and at least 1 self-regulatory process or outcome. With a random effects approach used, meta-analytic results (total unique N = 28,217; k = 113) across diverse achievement domains (68% academic) and populations (age range = 5-42; 10 different nationalities; 58% from United States; 44% female) demonstrated that implicit theories predict distinct self-regulatory processes, which, in turn, predict goal achievement. Incremental theories, which, in contrast to entity theories, are characterized by the belief that human attributes are malleable rather than fixed, significantly predicted goal setting (performance goals, r = -.151; learning goals, r = .187), goal operating (helpless-oriented strategies, r = -.238; mastery-oriented strategies, r = .227), and goal monitoring (negative emotions, r = -.233; expectations, r = .157). The effects for goal setting and goal operating were stronger in the presence (vs. absence) of ego threats such as failure feedback. Discussion emphasizes how the present theoretical analysis merges an implicit theory perspective with self-control theory to advance scholarship and unlock major new directions for basic and applied research.

Self-Regulated Learning in Singaporean Context: A Congeneric Approach of Confirmatory Factor Analysis

ERIC Educational Resources Information Center

Ng, Betsy; Wang, C. K. John; Liu, W. C.

2017-01-01

The motivated strategies for learning questionnaire (MSLQ) is widely used as a self-report instrument to assess students' motivation and self-regulation. This study utilized the MSLQ Junior High to examine the motivational beliefs and self-regulation of secondary school students (Grades 8 and 9) from Singapore. The instrument was slightly modified…

Self-Regulation of Learning and Academic Delay of Gratification: Gender and Ethnic Differences among College Students

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

Self-regulated learners engage in self-generated thoughts, actions, and feelings while pursuing academic goals. The most successful learners use appropriate learning strategies and maintain high levels of motivation. Few studies on the self-regulation of learning have examined individual differences such as gender and ethnicity among college…

Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures.

PubMed

Kizilcec, René F; Cohen, Geoffrey L

2017-04-25

Academic credentials open up a wealth of opportunities. However, many people drop out of educational programs, such as community college and online courses. Prior research found that a brief self-regulation strategy can improve self-discipline and academic outcomes. Could this strategy support learners at large scale? Mental contrasting with implementation intentions (MCII) involves writing about positive outcomes associated with a goal, the obstacles to achieving it, and concrete if-then plans to overcome them. The strategy was developed in Western countries (United States, Germany) and appeals to individualist tendencies, which may reduce its efficacy in collectivist cultures such as India or China. We tested this hypothesis in two randomized controlled experiments in online courses ( n = 17,963). Learners in individualist cultures were 32% (first experiment) and 15% (second experiment) more likely to complete the course following the MCII intervention than a control activity. In contrast, learners in collectivist cultures were unaffected by MCII. Natural language processing of written responses revealed that MCII was effective when a learner's primary obstacle was predictable and surmountable, such as everyday work or family obligations but not a practical constraint (e.g., Internet access) or a lack of time. By revealing heterogeneity in MCII's effectiveness, this research advances theory on self-regulation and illuminates how even highly efficacious interventions may be culturally bounded in their effects.

Eight-minute self-regulation intervention raises educational attainment at scale in individualist but not collectivist cultures

PubMed Central

Cohen, Geoffrey L.

2017-01-01

Academic credentials open up a wealth of opportunities. However, many people drop out of educational programs, such as community college and online courses. Prior research found that a brief self-regulation strategy can improve self-discipline and academic outcomes. Could this strategy support learners at large scale? Mental contrasting with implementation intentions (MCII) involves writing about positive outcomes associated with a goal, the obstacles to achieving it, and concrete if–then plans to overcome them. The strategy was developed in Western countries (United States, Germany) and appeals to individualist tendencies, which may reduce its efficacy in collectivist cultures such as India or China. We tested this hypothesis in two randomized controlled experiments in online courses (n = 17,963). Learners in individualist cultures were 32% (first experiment) and 15% (second experiment) more likely to complete the course following the MCII intervention than a control activity. In contrast, learners in collectivist cultures were unaffected by MCII. Natural language processing of written responses revealed that MCII was effective when a learner’s primary obstacle was predictable and surmountable, such as everyday work or family obligations but not a practical constraint (e.g., Internet access) or a lack of time. By revealing heterogeneity in MCII’s effectiveness, this research advances theory on self-regulation and illuminates how even highly efficacious interventions may be culturally bounded in their effects. PMID:28396404

Development of a valid measurement instrument to understand self-regulatory driving practices among older drivers in Malaysia.

PubMed

Yeoh, Sok Foon; Ibrahim, Rahimah; Oxley, Jennifer; Hamid, Tengku Aizan; Rashid, Sharifah Norazizan Syed Abd

2016-07-01

Self-regulatory driving is a term used to describe a strategy used by older drivers to preserve mobility and safety, through the adjustment of driving behaviors to match declining physical functions. It can be regarded as a way to prolong driving, or as a process leading to the cessation of driving. Previous studies have striven to explore and understand how older drivers self-regulate their driving. This paper aims to provide an overview of the relevant theories, to explicate the factors that contribute to the adoption of self-regulated driving and the scales used to measure self-regulatory behaviors. This paper also reports on the development and psychometric testing of a Self-Regulatory Driving Practices (SRDP) scale in the Malaysian context. Based on the reviewed theories, adoption of self-regulatory driving practices is a process and involves cognitive thinking that reflects a set of actions. Existing instruments to measure self-regulatory driving practices have been developed and used to identify the behavioral components of self-regulation. Based on literature reviews and a thematic analysis from focus group discussions, a SRDP scale was developed, accommodating the Malaysian context. There were 498 surveys completed by older drivers for further psychometric testing purposes. Results revealed that the final 12-item SRDP scale (α=0.81) consists of four subscales that are planning, avoidance, reduction and alternatives. Suggestions for future research are also recommended. Copyright © 2016 Elsevier Ltd. All rights reserved.

Early Prediction of Student Self-Regulation Strategies by Combining Multiple Models

ERIC Educational Resources Information Center

Sabourin, Jennifer L.; Mott, Bradford W.; Lester, James C.

2012-01-01

Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing interest. Unfortunately, monitoring these behaviors in real-time has proven…

Lowering Foreign Language Anxiety through Self-Regulated Learning Strategy Use

ERIC Educational Resources Information Center

Martirossian, Armineh; Hartoonian, Anahid

2015-01-01

Foreign language classroom anxiety (FLCA) and self-regulated learning strategies (SRLSs) are important factors that influence language learning process in negative and positive ways respectively. The aim of this study was to explore the relationship between FLCA and SRLSs. To this end, 100 university students majoring in TEFL were selected. For…

Examination of the Relationships between Fifth Graders' Self-Regulated Learning Strategies, Motivational Beliefs, Attitudes, and Achievement

ERIC Educational Resources Information Center

Ocak, Gurbuz; Yamac, Ahmet

2013-01-01

The aim of current study was to examine predictor and explanatory relationships between fifth graders' self-regulated learning strategies, motivational beliefs, attitudes towards mathematics, and academic achievement. The study was conducted on a sample of 204 students studying in the primary schools of Afyonkarahisar province. Motivated…

E-Learning in Universities: Supporting Help-Seeking Processes by Instructional Prompts

ERIC Educational Resources Information Center

Schworm, Silke; Gruber, Hans

2012-01-01

University students are more responsible than school students for their own learning. The role of self-regulated learning increases in virtual e-learning course environments. Academic help-seeking is an important strategy of self-regulated learning, but many students fail to use this strategy appropriately. A lack of information and a perceived…

A Randomized Trial of the "Self-Management Training and Regulation Strategy" for Disruptive Students

ERIC Educational Resources Information Center

Thompson, Aaron M.

2014-01-01

Objectives: The study examined the effects of the Self-Management Training and Regulation Strategy (STARS) on disruptive behavior, authority acceptance, social competency, and student-teacher relations. Method: All fourth- and fifth-grade students (N = 762) in seven schools and 42 classrooms were screened for disruptive behaviors. Using a cluster…

Supporting Self-Regulated Learning for College Students with Asperger Syndrome: Exploring the "Strategies for College Learning" Model

ERIC Educational Resources Information Center

Ness, Bryan M.

2013-01-01

In this study, I piloted the feasibility, effects, and perceived acceptability of a peer mentoring intervention targeting academic achievement and self-regulated learning (SRL) for three college students with Asperger syndrome. The approach, dubbed Strategies for College Learning (SCL), features individualized assessment of academic performance in…

Learning Pre-Played Solos: Self-Regulated Learning Strategies in Jazz/Improvised Music

ERIC Educational Resources Information Center

Nielsen, Siw G.

2015-01-01

This article reports on the self-regulated learning strategies of two advanced students in jazz/improvised music education when learning pre-played solos over well-known jazz tunes. The students were enrolled in a well-established performance degree programme in a music conservatoire, and videotaped their own individual practice sessions. In…

Self-Regulatory Strategies as Correlates of Physical Activity Behavior in Persons With Multiple Sclerosis.

PubMed

Cederberg, Katie L; Balto, Julia M; Motl, Robert W

2018-05-01

To examine self-regulation strategies as correlates of physical activity in persons with multiple sclerosis (MS). Cross-sectional, or survey, study. University-based research laboratory. Convenience sample of persons with MS (N=68). Not applicable. Exercise Self-Efficacy Scale (EXSE), 12-item Physical Activity Self-Regulation Scale (PASR-12), and Godin Leisure-Time Exercise Questionnaire (GLTEQ). Correlation analyses indicated that GLTEQ scores were positively and significantly associated with overall self-regulation (r=.43), self-monitoring (r=.45), goal-setting (r=.27), reinforcement (r=.30), time management (r=.41), and relapse prevention (r=.53) PASR-12 scores. Regression analyses indicated that relapse prevention (B=5.01; SE B=1.74; β=.51) and self-monitoring (B=3.65; SE B=1.71; β=.33) were unique predictors of physical activity behavior, and relapse prevention demonstrated a significant association with physical activity behavior that was accounted for by EXSE. Our results indicate that self-regulatory strategies, particularly relapse prevention, may be important correlates of physical activity behavior that can inform the design of future behavioral interventions in MS. Published by Elsevier Inc.

The weight management strategies inventory (WMSI). Development of a new measurement instrument, construct validation, and association with dieting success.

PubMed

Keller, Carmen; Siegrist, Michael

2015-09-01

In an obesogenic environment, people have to adopt effective weight management strategies to successfully gain or maintain normal body weight. Little is known about the strategies used by the general population in daily life. Due to the lack of a comprehensive measurement instrument to assess conceptually different strategies with various scales, we developed the weight management strategies inventory (WMSI). In study 1, we collected 19 weight management strategies from research on self-regulation of food intake and successful weight loss and maintenance, as well as from expert interviews. We classified them under the five main categories of health self-regulation strategies - goal setting and monitoring, prospection and planning, automating behavior, construal, and inhibition. We formulated 93 items. In study 2, we developed the WMSI in a random sample from the general population (N = 658), using reliability and exploratory factor analysis. This resulted in 19 factors with 63 items, representing the 19 strategies. In study 3, we tested the 19-factor structure in a quota (age, gender) sample from the general population (N = 616), using confirmatory factor analysis. A good model fit (CFI = .918; RMSEA = .043) was revealed. Reliabilities and construct validity were high. Positive correlations of most strategies with dieting success and negative correlations of some strategies with body mass index were found among dieters (N = 292). Study 4 (N = 162) revealed a good test-retest reliability. The WMSI assesses theoretically derived, evidence-based, and conceptually different weight management strategies with different scales that have good psychometric characteristics. The scales can also be used for pre- and post measures in intervention studies. The scales provide insights into the general population's weight management strategies and facilitate tailoring and evaluating health communication. Copyright © 2015 Elsevier Ltd. All rights reserved.

The ENGAGE study: Integrating neuroimaging, virtual reality and smartphone sensing to understand self-regulation for managing depression and obesity in a precision medicine model.

PubMed

Williams, Leanne M; Pines, Adam; Goldstein-Piekarski, Andrea N; Rosas, Lisa G; Kullar, Monica; Sacchet, Matthew D; Gevaert, Olivier; Bailenson, Jeremy; Lavori, Philip W; Dagum, Paul; Wandell, Brian; Correa, Carlos; Greenleaf, Walter; Suppes, Trisha; Perry, L Michael; Smyth, Joshua M; Lewis, Megan A; Venditti, Elizabeth M; Snowden, Mark; Simmons, Janine M; Ma, Jun

2018-02-01

Precision medicine models for personalizing achieving sustained behavior change are largely outside of current clinical practice. Yet, changing self-regulatory behaviors is fundamental to the self-management of complex lifestyle-related chronic conditions such as depression and obesity - two top contributors to the global burden of disease and disability. To optimize treatments and address these burdens, behavior change and self-regulation must be better understood in relation to their neurobiological underpinnings. Here, we present the conceptual framework and protocol for a novel study, "Engaging self-regulation targets to understand the mechanisms of behavior change and improve mood and weight outcomes (ENGAGE)". The ENGAGE study integrates neuroscience with behavioral science to better understand the self-regulation related mechanisms of behavior change for improving mood and weight outcomes among adults with comorbid depression and obesity. We collect assays of three self-regulation targets (emotion, cognition, and self-reflection) in multiple settings: neuroimaging and behavioral lab-based measures, virtual reality, and passive smartphone sampling. By connecting human neuroscience and behavioral science in this manner within the ENGAGE study, we develop a prototype for elucidating the underlying self-regulation mechanisms of behavior change outcomes and their application in optimizing intervention strategies for multiple chronic diseases. Copyright © 2017. Published by Elsevier Ltd.

Smiling is fun: a Coping with Stress and Emotion Regulation Program.

PubMed

Botella, Cristina; Mira, Adriana; Garcia-Palacios, Azucena; Quero, Soledad; Navarro, Ma Vicenta; Riera López Del Amo, Antonio; Molinari, Guadalupe; Castilla, Diana; Moragrega, Inés; Soler, Carla; Alcañiz, Mariano; Baños, Rosa Maria

2012-01-01

Emotional disorders (Anxiety disorders and Mood disorders) are one of the most common health problems worldwide, and their economic costs are very high. People suffering from emotional disorders often use maladaptive emotion regulation strategies and have low coping behaviour that contributes to the presence of clinical symptoms. For this reason, it is important to develop strategies to monitor coping and promote emotion regulation in people exposed to high levels of stress. Information and Communication Technologies (ICT) can help us in this task. Recent systematic reviews of literature on evidence-based CBT treatments delivered via the Internet show that these approaches are effective. We have developed an intervention program ICT based: Coping with Stress and Emotion Regulation Program (Smiling is Fun), a self-applied program via the Internet. Smiling is Fun follows a transdiagnostic perspective, and it is based on CBT techniques. However, it also includes other psychological strategies to improve positive mood. The aim of the present work is to describe Smiling is Fun and the study designed to test its efficacy.

Self-regulation, motivation, and math achievement in middle school: variations across grade level and math context.

PubMed

Cleary, Timothy J; Chen, Peggy P

2009-10-01

The current study examined grade level, achievement group, and math-course-type differences in student self-regulation and motivation in a sample of 880 suburban middle-school students. Analysis of variance was utilized to assess group differences in student self-regulation and motivation, and linear regression analysis was used to identify variables that best predicted students' use of regulatory strategies. A key finding was that although seventh graders exhibited a more maladaptive self-regulation and motivation profile than sixth graders, achievement groups in seventh grade (high, moderate, low) were more clearly differentiated across both self-regulation and motivation than achievement groups in sixth grade. The pattern of achievement group differences also varied across math course type, as self-regulation and motivation processes more consistently differentiated achievement groups in advanced classes than regular math courses. Finally, task interest was shown to be the primary motivational predictor of students' use of regulatory strategies during math learning. The study highlights the importance of identifying shifting student motivation and self-regulation during the early middle school years and the potential role that context may have on these processes.

Teaching Critical Questions about Argumentation through the Revising Process: Effects of Strategy Instruction on College Students' Argumentative Essays

ERIC Educational Resources Information Center

Song, Yi; Ferretti, Ralph P.

2013-01-01

The effects of self-regulated strategy development revising instruction for college students that targeted the use of argumentation schemes and critical questions were assessed in three conditions. In the first condition, students were taught to revise their essays by asking and answering critical questions about the "argument from consequences"…

Children with social anxiety and other anxiety disorders show similar deficits in habitual emotional regulation: evidence for a transdiagnostic phenomenon.

PubMed

Keil, Verena; Asbrand, Julia; Tuschen-Caffier, Brunna; Schmitz, Julian

2017-07-01

Deficits in emotion regulation (ER) are an important factor in maintaining social anxiety disorder (SAD) in adults. As SAD and ER problems typically develop during childhood and adolescence, and are maintained dynamically within the parent-child dyad, research on families can help to reveal the role ER plays in the early development of SAD. The current study assessed self-reported habitual ER in dyads of children with SAD (n = 31), children with mixed anxiety disorders (MAD; n = 41) and healthy control children (HC; n = 36), and their parents. Results indicate a transdiagnostic quality of ER in that, children with SAD and children with MAD similarly reported less adaptive and more maladaptive ER strategies than HC children, whereas no group differences in parental ER strategies emerged. Furthermore, children's ER strategies aggressive action, withdrawal and self-devaluation and the parental ER strategy reappraisal were associated with social anxiety symptoms. These results suggest that there may be deficits in ER which generalize across childhood anxiety disorders. Our results are discussed in relation to current theories and their implications for treatment of childhood SAD.

Preschoolers' Emotion Regulation Strategy Understanding: Relations with Emotion Socialization and Child Self-Regulation

ERIC Educational Resources Information Center

Cole, Pamela M.; Dennis, Tracy A.; Smith-Simon, Kristen E.; Cohen, Laura H.

2009-01-01

Preschool-age children's ability to verbally generate strategies for regulating anger and sadness, and to recognize purported effective strategies for these emotions, were examined in relation to child factors (child age, temperament, and language ability) and maternal emotion socialization (supportiveness and structuring in response to child…

Examining the Level of Convergence among Self-Regulated Learning Microanalytic Processes, Achievement, and a Self-Report Questionnaire

ERIC Educational Resources Information Center

Cleary, Timothy J.; Callan, Gregory L.; Malatesta, Jaime; Adams, Tanya

2015-01-01

This study examined the convergent and predictive validity of self-regulated learning (SRL) microanalytic measures. Specifically, theoretically based relations among a set of self-reflection processes, self-efficacy, and achievement were examined as was the level of convergence between a microanalytic strategy measure and a SRL self-report…

The Relation between Self-Regulated Learning and Academic Achievement across Childhood and Adolescence: A Meta-Analysis

ERIC Educational Resources Information Center

Dent, Amy L.; Koenka, Alison C.

2016-01-01

This research synthesis explores how academic achievement relates to two main components of self-regulated learning for students in elementary and secondary school. Two meta-analyses integrated previous findings on (1) the defining metacognitive processes of self-regulated learning and (2) students' use of cognitive strategies. Overall…

Relating Motivation and Student Outcomes in General Organic Chemistry

ERIC Educational Resources Information Center

Austin, Ara C.; Hammond, Nicholas B.; Barrows, Nathan; Gould, Deena L.; Gould, Ian R.

2018-01-01

A central tenet of self-regulated learning theories is that students are motivated towards learning in order to self-regulate. It is thus important to identify student motivations in order to inform efforts to improve instructional strategies that encourage self-regulation. Here we describe a study aimed at characterizing the important motivation…

Understanding and Predicting Student Self-Regulated Learning Strategies in Game-Based Learning Environments

ERIC Educational Resources Information Center

Sabourin, Jennifer L.; Shores, Lucy R.; Mott, Bradford W.; Lester, James C.

2013-01-01

Self-regulated learning behaviors such as goal setting and monitoring have been found to be crucial to students' success in computer-based learning environments. Consequently, understanding students' self-regulated learning behavior has been the subject of increasing attention. Unfortunately, monitoring these behaviors in real-time has…

Influences of Metacognitive and Self-Regulated Learning Strategies for Reading on Mathematical Literacy of Adolescents in Australia and Singapore

ERIC Educational Resources Information Center

Kaur, Berinderjeet; Areepattamannil, Shaljan

2012-01-01

This study, drawing on data from the Programme for International Student Assessment (PISA) 2009, explored the influences of metacognitive and self-regulated learning strategies for reading on mathematical literacy of adolescents in Australia and Singapore. Ordinary least squares (OLS) regression analyses revealed the positive influences of…

The Impact of Metacognitive Strategies and Self-Regulating Processes of Solving Math Word Problems

ERIC Educational Resources Information Center

Vula, Eda; Avdyli, Rrezarta; Berisha, Valbona; Saqipi, Blerim; Elezi, Shpetim

2017-01-01

This empirical study investigates the impact of metacognitive strategies and self-regulating processes in learners' achievement on solving math word problems. It specifically analyzes the impact of the linguistic factor and the number of steps and arithmetical operations that learners need to apply during the process of solving math word problems.…

The Effect of Reflective Science Journal Writing on Students' Self-Regulated Learning Strategies

ERIC Educational Resources Information Center

Al-Rawahi, Nawar M.; Al-Balushi, Sulaiman M.

2015-01-01

The current study investigates the effectiveness of grade-ten students' reflective science journal writing on their self-regulated learning strategies. We used a pre-post control group quasi-experimental design. The sample consisted of 62 tenth-grade students (15 years old) in Oman, comprising 32 students in the experimental group and 30 students…

Assessing Self-Regulated Strategies for School Writing: Cross-Cultural Validation of a Triadic Measure

ERIC Educational Resources Information Center

Malpique, Anabela Abreu; Veiga Simão, Ana Margarida

2015-01-01

This study reports on the construction of a questionnaire to assess ninth-grade students' use of self-regulated strategies for school writing tasks. Exploratory and confirmatory factorial analyses were conducted to validate the factor structure of the instrument. The initial factor analytic stage (n = 296) revealed a 13-factor scale, accounting…

How Is Emotional Awareness Related to Emotion Regulation Strategies and Self-Reported Negative Affect in the General Population?

PubMed Central

Subic-Wrana, Claudia; Beutel, Manfred E.; Brähler, Elmar; Stöbel-Richter, Yve; Knebel, Achim; Lane, Richard D.; Wiltink, Jörg

2014-01-01

Objective The Levels of Emotional Awareness Scale (LEAS) as a performance task discriminates between implicit or subconscious and explicit or conscious levels of emotional awareness. An impaired awareness of one's feeling states may influence emotion regulation strategies and self-reports of negative emotions. To determine this influence, we applied the LEAS and self-report measures for emotion regulation strategies and negative affect in a representative sample of the German general population. Sample and Methods A short version of the LEAS, the Hospital Anxiety and Depression Scale (HADS) and the Emotion Regulation Questionnaire (ERQ), assessing reappraisal and suppression as emotion regulation strategies, were presented to N = 2524 participants of a representative German community study. The questionnaire data were analyzed with regard to the level of emotional awareness. Results LEAS scores were independent from depression, but related to self-reported anxiety. Although of small or medium effect size, different correlational patters between emotion regulation strategies and negative affectivity were related to implict and explict levels of emotional awareness. In participants with implicit emotional awareness, suppression was related to higher anxiety and depression, whereas in participants with explicit emotional awareness, in addition to a positive relationship of suppression and depression, we found a negative relationship of reappraisal to depression. These findings were independent of age. In women high use of suppression and little use of reappraisal were more strongly related to negative affect than in men. Discussion Our first findings suggest that conscious awareness of emotions may be a precondition for the use of reappraisal as an adaptive emotion regulation strategy. They encourage further research in the relation between subconsious and conscious emotional awareness and the prefarance of adaptive or maladaptive emotion regulation strategies The correlational trends found in a representative sample of the general population may become more pronounced in clinical samples. PMID:24637792

How is emotional awareness related to emotion regulation strategies and self-reported negative affect in the general population?

PubMed

Subic-Wrana, Claudia; Beutel, Manfred E; Brähler, Elmar; Stöbel-Richter, Yve; Knebel, Achim; Lane, Richard D; Wiltink, Jörg

2014-01-01

The Levels of Emotional Awareness Scale (LEAS) as a performance task discriminates between implicit or subconscious and explicit or conscious levels of emotional awareness. An impaired awareness of one's feeling states may influence emotion regulation strategies and self-reports of negative emotions. To determine this influence, we applied the LEAS and self-report measures for emotion regulation strategies and negative affect in a representative sample of the German general population. A short version of the LEAS, the Hospital Anxiety and Depression Scale (HADS) and the Emotion Regulation Questionnaire (ERQ), assessing reappraisal and suppression as emotion regulation strategies, were presented to N = 2524 participants of a representative German community study. The questionnaire data were analyzed with regard to the level of emotional awareness. LEAS scores were independent from depression, but related to self-reported anxiety. Although of small or medium effect size, different correlational patters between emotion regulation strategies and negative affectivity were related to implict and explict levels of emotional awareness. In participants with implicit emotional awareness, suppression was related to higher anxiety and depression, whereas in participants with explicit emotional awareness, in addition to a positive relationship of suppression and depression, we found a negative relationship of reappraisal to depression. These findings were independent of age. In women high use of suppression and little use of reappraisal were more strongly related to negative affect than in men. Our first findings suggest that conscious awareness of emotions may be a precondition for the use of reappraisal as an adaptive emotion regulation strategy. They encourage further research in the relation between subconsious and conscious emotional awareness and the prefarance of adaptive or maladaptive emotion regulation strategies The correlational trends found in a representative sample of the general population may become more pronounced in clinical samples.

SRSD in Practice: Creating a Professional Development Experience for Teachers to Meet the Writing Needs of Students with EBD

ERIC Educational Resources Information Center

McKeown, Debra; FitzPatrick, Erin; Sandmel, Karin

2014-01-01

Self-regulated strategy development (SRSD) is one of the most effective writing interventions (Graham, McKeown, Kiuhara, & Harris, 2012) and has improved the writing skills of students with emotional and behavior disorders (EBD). Practice-based professional development (PBPD) has been effective for teaching participants how to implement SRSD…

A multicontext approach to promoting transfer of strategy use and self regulation after brain injury: An exploratory study.

PubMed

Toglia, Joan; Johnston, Mark V; Goverover, Yael; Dain, Barry

2010-01-01

Persons with brain injury frequently demonstrate decreased ability to monitor and apply strategies learned in treatment to everyday situations. The aim of this study is to refine, explore and provide preliminary testing of the multicontext approach in promoting strategy use across situations and increasing self-regulation, awareness and functional performance. This study used a single-subject design with repeated measures pre- and post-intervention, with data analysed descriptively and graphically. Four persons with difficulty following multi-step directions, 3-5 years post-TBI, received a nine session intervention programme. Outcome measures included the Awareness Questionnaire, Self-Regulation Skills Interview, Behavior Rating Inventory of Executive Function, Multiple Errands Test and an Executive Function Performance Test sub-task. The process of change within each treatment session was examined with strategy and awareness ratings. All participants demonstrated positive changes in self-regulatory skills and strategy use that was observed across tasks. As expected, general awareness of deficits remained unchanged. Examination of individual participants revealed important, varying patterns of change in strategy use, learning transfer and self-awareness across intervention. Results provide preliminary support for the feasibility and efficacy of the multicontext approach in promoting transfer of strategy use to enhance functional performance and selective aspects of awareness. Further investigation, including a larger controlled study, is needed to confirm or limit these observations.

Automatic Processes in Self-Regulation: Implications for Alcohol Interventions

ERIC Educational Resources Information Center

Palfai, Tibor

2004-01-01

A number of learning-based interventions for problem drinking have emphasized the importance of behavioral self-control skills to help manage responses to high-risk cues. Self-management interventions typically have been based on the premise that effective self-regulation involves the use of conscious, controlled strategies to override habitual…

Self-Efficacy, Self-Regulation, and Goal Orientation: Learner Motivational Characteristics That Influence Online Student Performance

ERIC Educational Resources Information Center

Wintling, Cheral Ann

2012-01-01

Learner motivational constructs of self-efficacy, self-regulation, and goal orientation in predicting successful student performance in online courses were explored. Thirty-three undergraduate students from the online courses Introduction to Educational Technology and Introduction to Education completed sections of the Motivated Strategies for…

Enhancing Self-Regulated Practice Behavior in High School Instrumentalists

ERIC Educational Resources Information Center

Mieder, Kim; Bugos, Jennifer A.

2017-01-01

The purpose of this research is to evaluate the effects of a self-regulated learning practice strategy curriculum (SRL-PSC) on 30 high school instrumentalists' performance achievement, self-efficacy, practice behaviors, and self-perceptions of practice behaviors. The curriculum included peer collaboration, verbal mediation, group discussion, and…

The relationship between emotion regulation strategies and job search behavior among fourth-year university students.

PubMed

Wang, Ling; Xu, Huihui; Zhang, Xue; Fang, Ping

2017-08-01

The job search process is a stressful experience. This study investigated the effect of emotion regulation strategies on job search behavior in combination with anxiety and job search self-efficacy among Chinese university fourth-year students (N = 816, mean age = 21.98, 31.5% male, 34.9% majored in science, 18.0% from "211 Project" universities). Results showed that cognitive reappraisal was positively related to job search behavior, while expressive suppression was negatively related to job search behavior. Additionally, anxiety was negatively related to job search behavior, while job search self-efficacy was positively associated with job search behavior. Moreover, both anxiety and job search self-efficacy mediated the relationship between emotion regulation strategies and job search behavior. In general, emotion regulation strategies played an important role in job search behavior. Implications include the notion that emotion regulation interventions may be helpful to increase job search behavior among university students. Copyright © 2017 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

Improving Students' Science Text Comprehension through Metacognitive Self-Regulation When Applying Learning Strategies

ERIC Educational Resources Information Center

Leopold, Claudia; Leutner, Detlev

2015-01-01

In three experiments, students were trained to use strategies for learning from scientific texts: text highlighting (Experiment 1), knowledge mapping (Experiment 2), and visualizing (Experiment 3). Each experiment compared a control condition, cognitive strategy training, and a combined cognitive strategy plus metacognitive self-regulation…

Factors affecting self-regulated learning in medical students: a qualitative study

PubMed Central

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students. PMID:26549046

Factors affecting self-regulated learning in medical students: a qualitative study.

PubMed

Jouhari, Zahra; Haghani, Fariba; Changiz, Tahereh

2015-01-01

Introduction Clinical courses are required of all medical students and means that they must develop the key skill of self-regulation during learning. The ability to self-regulate learning strategies is affected by different factors. This study determined the views of medical students on the factors affecting self-regulated learning (SRL). Method This study uses a qualitative approach and the content analysis method. Nineteen medical students in their fourth, fifth, and sixth years of study at Isfahan University of Medical Science participated in semi-structured, in-depth interviews. The students were selected using purposive sampling based on their overall grade point average (GPA). Results Five main themes were found to affect SRL. These themes included family with the two subthemes of family supervisory and supportive roles; peers with the two subthemes of facilitating and inhibiting roles; instructors with the two subthemes of personal and educational instructor's characteristics; educational environment with the two subthemes of facilitator and inhibitor roles; and student with the two subthemes of facilitating and inhibiting personal factors. Conclusion The outcomes of student understanding of the factors affecting self-regulation indicate that facilitating factors should be used on an individual basis to reduce the effect of inhibiting factors to improve self-regulation in students.

Exploring Seven- to Eight-Year-Olds' Use of Self-Talk Strategies

ERIC Educational Resources Information Center

Lee, Scott Weng Fai

2011-01-01

Self-talk has been recognised as a tool used by children to regulate their thinking and behaviour. To support children's use of self-regulatory verbal strategies, educators need to understand the context, content and dynamics of children's self-talk. While a significant amount of empirical research had been carried out on self-talk, most was…

TeenACE for Science: Using Multimedia Tools and Scaffolds to Support Writing

ERIC Educational Resources Information Center

Hitchcock, Caryl H.; Rao, Kavita; Chang, Chuan Chinn; Yuen, Joann W. L.

2016-01-01

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally…

Predictors of science success: The impact of motivation and learning strategies on college chemistry performance

NASA Astrophysics Data System (ADS)

Obrentz, Shari B.

As the number of college students studying science continues to grow, it is important to identify variables that predict their success. The literature indicates that motivation and learning strategy use facilitate science success. Research findings show these variables can change throughout a semester and differ by performance level, gender and ethnicity. However, significant predictors of performance vary by research study and by group. The current study looks beyond the traditional predictors of grade point averages, SAT scores and completion of advanced placement (AP) chemistry to consider a comprehensive set of variables not previously investigated within the same study. Research questions address the predictive ability of motivation constructs and learning strategies for success in introductory college chemistry, how these variables change throughout a semester, and how they differ by performance level, gender and ethnicity. Participants were 413 introductory college chemistry students at a highly selective university in the southeast. Participants completed the Chemistry Motivation Questionnaire (CMQ) and Learning Strategies section of the Motivated Strategies for Learning Questionnaire (MSLQ) three times during the semester. Self-efficacy, effort regulation, assessment anxiety and previous achievement were significant predictors of chemistry course success. Levels of motivation changed with significant decreases in self-efficacy and increases in personal relevance and assessment anxiety. Learning strategy use changed with significant increases in elaboration, critical thinking, metacognitive self-regulation skills and peer learning, and significant decreases in time and study management and effort regulation. High course performers reported the highest levels of motivation and learning strategy use. Females reported lower intrinsic motivation, personal relevance, self-efficacy and critical thinking, and higher assessment anxiety, rehearsal and organization. Self-efficacy predicted performance for males and females, while self-determination, help-seeking and time and study environment also predicted female success. Few differences in these variables were found between ethnicity groups. Self-efficacy positively predicted performance for Asians and Whites, and metacognitive self-regulation skills negatively predicted success for Other students. The results have implications for college science instructors who are encouraged to collect and utilize data on students' motivation and learning strategy use, promote both in science classes, and design interventions for specific students who need more support.

"Sesame Street" Puts Self-Regulation Skills at the Core of School Readiness

ERIC Educational Resources Information Center

Truglio, Rosemarie T; Stefano, Autumn Zitani; Sanders, Jennifer Schiffman

2014-01-01

Self-regulation is the ability to control one's thoughts, actions, and emotions. When children are better able to follow directions or control impulses they are better prepared for school and for life. Sesame Workshop has and continues to create rich, meaningful content that places self-regulation skills and the strategies needed for school…

Self-Regulation of Learning and Academic Delay of Gratification among Korean College Students

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

The goal of the present study was to examine the relationship between Korean students' motivation for learning, use of self-regulation of learning strategies, and delay of gratification Self-regulation of learning is a process that required students to get involved in their personal, behavioral, motivational, and cognitive learning tasks in order…

Learner Self-Regulation and Web 2.0 Tools Management in Personal Learning Environment

ERIC Educational Resources Information Center

Yen, Cherng-Jyh; Tu, Chih-Hsiung; Sujo-Montes, Laura E.; Armfield, Shadow W. J.; Chan, Junn-Yih

2013-01-01

Web 2.0 technology integration requires a higher level of self-regulated learning skills to create a Personal Learning Environment (PLE). This study examined each of the four aspects of learner self-regulation in online learning (i.e., environment structuring, goal setting, time management, & task strategies) as the predictor for level of…

The Effect of Flipped Classroom Strategy Using Blackboard Mash-Up Tools in Enhancing Achievement and Self-Regulated Learning Skills of University Students

ERIC Educational Resources Information Center

El-Senousy, Hala; Alquda, Jumana

2017-01-01

The flipped classroom strategy (FCRS) is an innovative instructional approach that flips the traditional teacher-centered classroom into student-centered learning, by switching the classroom and home activities using the available educational technology. This paper examined the effect of (FCRS) on students' achievement and self-regulated learning…

The Effect of Concept Mapping with Different Levels of Generativity and Learners' Self-Regulated Learning Skills on Knowledge Acquisition and Representation

ERIC Educational Resources Information Center

Lim, Kyu Yon

2008-01-01

The purpose of this study was to investigate the effectiveness of concept mapping strategies with different levels of generativity in terms of knowledge acquisition and knowledge representation. Also, it examined whether or not learners' self-regulated learning (SRL) skills influenced the effectiveness of concept mapping strategies with different…

The Relationship between Iranian EFL Learners' Self-Regulatory Vocabulary Strategy Use and Their Vocabulary Size

ERIC Educational Resources Information Center

Amirian, Seyed Mohammad Reza; Mallahi, Omid; Zaghi, Damoon

2015-01-01

Self-regulation is referred to as learners' self-generated ideas and actions which are systematically directed towards achieving educational goals and require learners' active participation in the learning process (Zimmerman & Bandura, 1994). The present study investigated the relationship between Iranian EFL students' self-regulation capacity…

The role of strategic attention deployment in development of self-regulation: predicting preschoolers' delay of gratification from mother-toddler interactions.

PubMed

Sethi, A; Mischel, W; Aber, J L; Shoda, Y; Rodriguez, M L

2000-11-01

Toddlers' use of effective attention deployment strategies to cope with separation from the mother and with maternal behavior predicted the use of effective delay-of-gratification strategies at age 5, even though the contexts, measures, and manifest behaviors were different. Toddlers who used distraction strategies during a brief separation from the mother were able, at age 5, to delay immediate gratification longer for more valued rewards. Toddlers who explored at a distance from a controlling mother when she tried to engage the child also delayed longer and used more effective delay strategies at age 5, compared with toddlers who did not distance themselves. Toddlers whose mothers were not controlling showed the opposite pattern: Those who did not distance themselves from the mother's bids had longer preschool delay times and more effective strategies. Strategic attention deployment was shown to be an enduring self-regulatory skill visible in early development across domains, measures, and over time.

How Should I Study for the Exam? Self-Regulated Learning Strategies and Achievement in Introductory Biology.

PubMed

Sebesta, Amanda J; Bray Speth, Elena

2017-01-01

In college introductory science courses, students are challenged with mastering large amounts of disciplinary content while developing as autonomous and effective learners. Self-regulated learning (SRL) is the process of setting learning goals, monitoring progress toward them, and applying appropriate study strategies. SRL characterizes successful, "expert" learners, and develops with time and practice. In a large, undergraduate introductory biology course, we investigated: 1) what SRL strategies students reported using the most when studying for exams, 2) which strategies were associated with higher achievement and with grade improvement on exams, and 3) what study approaches students proposed to use for future exams. Higher-achieving students, and students whose exam grades improved in the first half of the semester, reported using specific cognitive and metacognitive strategies significantly more frequently than their lower-achieving peers. Lower-achieving students more frequently reported that they did not implement their planned strategies or, if they did, still did not improve their outcomes. These results suggest that many students entering introductory biology have limited knowledge of SRL strategies and/or limited ability to implement them, which can impact their achievement. Course-specific interventions that promote SRL development should be considered as integral pedagogical tools, aimed at fostering development of students' lifelong learning skills. © 2017 A. J. Sebesta and E. Bray Speth. CBE—Life Sciences Education © 2017 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).

First on the List: Effectiveness at Self-Regulation and Prioritizing Difficult Exercise Goal Pursuit

PubMed Central

Delose, Julie E.; vanDellen, Michelle R.; Hoyle, Rick H.

2015-01-01

Identifying and understanding the goal pursuit strategies that distinguish effective self-regulators from less effective self-regulators is important for elucidating how individuals achieve their goals. We suggest that the timing of plans for difficult goal pursuits is one differentiation. A pilot study shows that effective self-regulators tend to believe they are best suited to pursue difficult goals earlier in the day, and two studies provide evidence that effective and less effective self-regulators differ in the timing of their plans for difficult goal pursuits. Results indicate that when exercising is perceived as difficult goal pursuit, effective self-regulators prioritize that difficult goal pursuit by planning to exercise earlier in the day whereas less effective self-regulators plan exercise for later in the day. PMID:26957951

Self-regulation of eating and physical activity is lower in obese female college students as compared to their normal weight counterparts.

PubMed

Campos-Uscanga, Yolanda; Gutiérrez-Ospina, Gabriel; Morales-Romero, Jaime; Romo-González, Tania

2017-06-01

Obesity is characterized, among other features, by overeating, reduced physical activity and an abnormal accumulation of body fat. These features are thought to result, at least in part, from the individual's inability to self-regulate their eating and physical activity behaviors (E&PaB). Self-regulation of the E&PaB is a three-step sequential process: self-observation, self-evaluation and self-reaction. However, it is yet unclear whether deficient self-regulation of E&PaB could predispose, facilitate and/or consolidate obesity. Unraveling this issue is fundamental in order to more precisely define the role of self-regulation of E&PaB in the management of obesity. This research was focused on the question of whether or not self-regulation of E&PaB is related to obesity in female undergraduate students. This population segment seems especially vulnerable to developing obesity since they undergo a significant shift of their E&PaB upon their university enrollment. To address this question, a cross-sectional study with 108 female undergraduate students with normal weight (n = 80) or obesity (n = 28) was performed, in which self-regulation of eating habits and physical activity was measured by two validated scales and a personal data questionnaire. Female undergraduate students displaying lower E&PaB self-reactions were consistently overweight or obese. In addition, a multivariate analysis identified high levels of self-reaction towards eating habits related to a minor presence of overweight issues or obesity. Self-regulation should be an essential component in the strategies for obesity prevention as an integral approach that must include orientation about healthy eating and physical activity behaviors. In addition, further studies on the effect of self-regulation in the treatment of the obesity are needed.

Personality and self-regulation: trait and information-processing perspectives.

PubMed

Hoyle, Rick H

2006-12-01

This article introduces the special issue of Journal of Personality on personality and self-regulation. The goal of the issue is to illustrate and inspire research that integrates personality and process-oriented accounts of self-regulation. The article begins by discussing the trait perspective on self-regulation--distinguishing between temperament and personality accounts--and the information-processing perspective. Three approaches to integrating these perspectives are then presented. These range from methodological approaches, in which constructs representing the two perspectives are examined in integrated statistical models, to conceptual approaches, in which the two perspectives are unified in a holistic theoretical model of self-regulation. The article concludes with an overview of the special issue contributions, which are organized in four sections: broad, integrative models of personality and self-regulation; models that examine the developmental origins of self-regulation and self-regulatory styles; focused programs of research that concern specific aspects or applications of self-regulation; and strategies for increasing the efficiency and effectiveness of self-regulation.

Emotional Self-Regulation, Peer Rejection, and Antisocial Behavior: Developmental Associations from Early Childhood to Early Adolescence

ERIC Educational Resources Information Center

Trentacosta, Christopher J.; Shaw, Daniel S.

2009-01-01

This study examined relations among emotional self-regulation, peer rejection, and antisocial behavior in a sample of 122 boys from low-income families who participated in a summer camp and were followed longitudinally from early childhood to early adolescence. Emotional self-regulation strategies were coded in early childhood from a waiting task,…

The Relationship between Mathematical Problem-Solving Skills and Self-Regulated Learning through Homework Behaviours, Motivation, and Metacognition

ERIC Educational Resources Information Center

Özcan, Zeynep Çigdem

2016-01-01

Studies highlight that using appropriate strategies during problem solving is important to improve problem-solving skills and draw attention to the fact that using these skills is an important part of students' self-regulated learning ability. Studies on this matter view the self-regulated learning ability as key to improving problem-solving…

Understanding the Influence of Learners' Forethought on Their Use of Science Study Strategies in Postsecondary Science Learning

NASA Astrophysics Data System (ADS)

Dunn, Karee E.; Lo, Wen-Juo

2015-11-01

Understanding self-regulation in science learning is important for theorists and practitioners alike. However, very little has been done to explore and understand students' self-regulatory processes in postsecondary science courses. In this study, the influence of science efficacy, learning value, and goal orientation on the perceived use of science study strategies was explored using structural equation modeling. In addition, the study served to validate the first two stages of Zimmerman's cyclical model of self-regulation and to address the common methodological weakness in self-regulation research in which data are all collected at one point after the learning cycle is complete. Thus, data were collected across the learning cycle rather than asking students to reflect upon each construct after the learning cycle was complete. The findings supported the hypothesized model in which it was predicted that self-efficacy would significantly and positively influence students' perceived science strategy use, and the influence of students' valuation of science learning on science study strategies would be mediated by their learning goal orientation. The findings of the study are discussed and implications for undergraduate science instructors are proposed.

UnAdulterated - children and adults' visual attention to healthy and unhealthy food.

PubMed

Junghans, Astrid F; Hooge, Ignace T C; Maas, Josje; Evers, Catharine; De Ridder, Denise T D

2015-04-01

Visually attending to unhealthy food creates a desire to consume the food. To resist the temptation people have to employ self-regulation strategies, such as visual avoidance. Past research has shown that self-regulatory skills develop throughout childhood and adolescence, suggesting adults' superior self-regulation skills compared to children. This study employed a novel method to investigate self-regulatory skills. Children and adults' initial (bottom-up) and maintained (top-down) visual attention to simultaneously presented healthy and unhealthy food were examined in an eye-tracking paradigm. Results showed that both children and adults initially attended most to the unhealthy food. Subsequently, adults self-regulated their visual attention away from the unhealthy food. Despite the children's high self-reported attempts to eat healthily and importance of eating healthily, children did not self-regulate visual attention away from unhealthy food. Children remained influenced by the attention-driven desire to consume the unhealthy food whereas adults visually attended more strongly to the healthy food thereby avoiding the desire to consume the unhealthy option. The findings emphasize the necessity of improving children's self-regulatory skills to support their desire to remain healthy and to protect children from the influences of the obesogenic environment. Copyright © 2015. Published by Elsevier Ltd.

Why do English players fail in soccer penalty shootouts? A study of team status, self-regulation, and choking under pressure.

PubMed

Jordet, Geir

2009-01-15

I examine why players from some nations appear always to choke in major international soccer penalty shootouts. Based on a model on choking under pressure as a type of self-defeating behaviour (Baumeister, 1997), I hypothesized that highly favourable public appraisals of a team would be linked to displays of escapist self-regulation strategies and inferior performance. I selected the eight most merited European nations, obtained videos from penalty shootouts in two major international tournaments (World Cup and European Championships), and analysed all 200 shots taken by players representing these teams. The results showed significant relationships between team status, self-regulation strategies, and performance. Players from countries that, at the time of the penalty shootout, either had many international club titles or featured many internationally decorated players, spent less time preparing their shots and were less successful from the penalty spot than players from countries with lower public status. England and Spain are used to illustrate these effects, as the data suggest that players from these two countries may have underperformed in previous international soccer tournaments because of high public status and misguided self-regulation strategies.

Development and Validation of an Instrument to Measure Students' Motivation and Self-Regulation in Science Learning

NASA Astrophysics Data System (ADS)

Velayutham, Sunitadevi; Aldridge, Jill; Fraser, Barry

2011-10-01

Students' motivational beliefs and self-regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self-regulation of students in lower secondary science classrooms. The development of the instrument involved identifying key determinants of students' motivation and self-regulation in science learning based on theoretical and research underpinnings. Once the instrument was developed, a pilot study involving 52 students from two Grade 8 science classes was undertaken. Quantitative data were collected from 1,360 students in 78 classes across Grades 8, 9, and 10, in addition to in-depth qualitative information gathered from 10 experienced science teachers and 12 Grade 8 students. Analyses of the data suggest that the survey has strong construct validity when used with lower secondary students. This survey could be practically valuable as a tool for gathering information that may guide classroom teachers in refocusing their teaching practices and help to evaluate the effectiveness of intervention programmes.

Chicken or the Egg: Longitudinal Analysis of the Causal Dilemma between Goal Orientation, Self-Regulation and Cognitive Processing Strategies in Higher Education

ERIC Educational Resources Information Center

De Clercq, Mikael; Galand, Benoit; Frenay, Mariane

2013-01-01

The aim of this study was to investigate the direction of the effect between goal orientation, self-regulation and deep processing strategies in order to understand the impact of these three constructs on students' achievement. The participants were 110 freshmen from the engineering faculty at the Universite catholique de Louvain in Belgium, who…

The Relationships among Students' Future-Oriented Goals and Subgoals, Perceived Task Instrumentality, and Task-Oriented Self-Regulation Strategies in an Academic Environment

ERIC Educational Resources Information Center

Tabachnick, Sharon E.; Miller, Raymond B.; Relyea, George E.

2008-01-01

The authors performed path analysis, followed by a bootstrap procedure, to test the predictions of a model explaining the relationships among students' distal future goals (both extrinsic and intrinsic), their adoption of a middle-range subgoal, their perceptions of task instrumentality, and their proximal task-oriented self-regulation strategies.…

The Emotion Reactivity Scale: Development, Evaluation, and Relation to Self-Injurious Thoughts and Behaviors

ERIC Educational Resources Information Center

Nock, Matthew K.; Wedig, Michelle M.; Holmberg, Elizabeth B.; Hooley, Jill M.

2008-01-01

Prior research has examined the relations between various facets of emotion and psychopathology, with a great deal of recent work highlighting the importance of emotion regulation strategies. Much less attention has been given to the examination of emotion reactivity. This study reports on the development and evaluation of the Emotion Reactivity…

A theoretical lens on a biology intensive orientation program: A study of self-efficacy and self-regulation of freshman biology majors

NASA Astrophysics Data System (ADS)

Wheeler, Erin R.

There is a national effort to increase the number of undergraduate students graduating in science, math, engineering, and technology (STEM) (National Science Foundation, 2007). The majority of students initially populating these STEM majors ultimately switch to and graduate from non-STEM majors (Seymour & Hewitt, 2000; Seymour, 2002). The source of attrition from STEM fields lies within the difficulty of concepts presented in freshman STEM introductory courses (Jensen & Moore, 2007, 2008, 2009; Seymour & Hewitt, 2000). These gateway courses are considered high-risk because nearly half of students enrolled in these courses receive either a "D" or "F" or completely withdraw from the course (Labov, 2004). Research shows that students who have uncalibrated self-efficacy and an attenuated self-regulated learning are unsuccessful in high-risk courses (Kitsantas et al., 2008; Ross, Green, Salisbury-Glennon, & Tollefson, 2006; Zimmerman, 2002). Traditional academic assistance, such as tutoring, learning to learn courses, and supplemental instruction, does not explicitly develop an undergraduate's self-efficacy and self-regulated learning as it specifically relates to the STEM domains (Cao & Nietfeld, 2007; Dembo & Seli, 2006; Ross et al., 2006; Simpson, Hind, Nist, Burrell, 1997). Some STEM departments have created academic interventions, such as one-credit seminars, orientation programs, and bridge programs, to directly address the needs of STEM majors (Belzer, 2003; Bonner, 2009; Chevalier, Chrisman, & Kelsey, 2001; Hutchison-Green, Follman, & Bodner, 2008; D. J. Minchella, Yazvac, C. W., Fodrea, R. A., Ball G., 2007; Reyes, Anderson-Rowland, & McCartney, 1998). This study focused on the effect of a biology-intensive orientation program on biology majors' self-efficacy and self-regulated learning. The study utilized approximately 300 undergraduate biology majors participating in a biology-intensive orientation that occurred on August 7-12, 2011, at a public state university. The pre-test and post-test measurements of the Motivated Strategies for Learning Questionnaire, as well as observations, interviews, and open-ended email surveys, were employed to evaluate the program as an effective format for developing self-regulated learning and self-efficacy. The Biology Intensive Orientation for Students (BIOS) was found to exhibit four elements that previous research deemed necessary to develop self-efficacy and self-regulation. BIOS were also shown successfully to calibrate students' self-efficacy and self-regulation to a level for optimal performance in Biology 1201. Camp participants exhibited higher self-efficacy, self-regulation, and final Biology 1201 grades than their non-BIOS peers. Self-efficacy was found to contribute more variance to course performance than self-regulation. Together these results offer insight into the mechanism behind the success of science boot camps and the role of motivation in STEM retention initiatives.

Zooming in on children's behavior during delay of gratification: Disentangling impulsigenic and volitional processes underlying self-regulation.

PubMed

Neuenschwander, Regula; Blair, Clancy

2017-02-01

When delaying gratification, both motivational and regulatory processes are likely to be at play; however, the relative contributions of motivational and regulatory influences on delay behavior are unclear. By examining behavioral responses during a delay task, this study sought to examine the motivational (anticipatory behavior) and regulatory mechanisms (executive function and self-control strategies) underlying children's self-regulation. The participants, 65 5- to 9-year-old children (M age =7.19years, SD=0.89), were video-recorded during a delay procedure and later coded for anticipatory behaviors (e.g., gazing intensely at the tablet) and self-control strategies. Children also completed two executive function (EF) tasks. We found that anticipatory behavior was curvilinearly related to delay time. Children showing either very low or very high levels of anticipatory behavior were not able to wait the entire time. Furthermore, our results indicated that anticipatory behavior interacted with EF to predict delay time. Specifically, anticipatory behavior was negatively related to delay time only if EF abilities were low. Finally, self-control strategies also interacted with EF to predict children's ability to delay. Spontaneous engagement in self-control strategies such as fidgeting and engagement in alternative activities were beneficial for children with low EF but were unrelated to delay time for children with high EF. Results indicate the value of examining motivational and regulatory influences on delay behavior. Lapses in self-regulation may be due to the combination of powerful impulsigenic (i.e., anticipatory behavior) and weak volitional processes (i.e., EF, self-control strategies). Copyright © 2016. Published by Elsevier Inc.

Emotional Self-Regulation of Individuals with Autism Spectrum Disorders: Smartwatches for Monitoring and Interaction.

PubMed

Torrado, Juan C; Gomez, Javier; Montoro, Germán

2017-06-11

In this paper, we analyze the needs of individuals with Autism Spectrum Disorders (ASD) to have a pervasive, feasible and non-stigmatizing form of assistance in their emotional self-regulation, in order to ease certain behavioral issues that undermine their mental health throughout their life. We argue the potential of recent widespread wearables, and more specifically smartwatches, to achieve this goal. Then, a smartwatch system that implements a wide range of self-regulation strategies and infers outburst patterns from physiological signals and movement is presented, along with an authoring tool for smartphones that is to be used by caregivers or family members to create and edit these strategies, in an adaptive way. We conducted an intensive experiment with two individuals with ASD who showed varied, representative behavioral responses to their emotional dysregulation. Both users were able to employ effective, customized emotional self-regulation strategies by means of the system, recovering from the majority of mild stress episodes and temper tantrums experienced in the nine days of experiment in their classroom.

Emotional Self-Regulation of Individuals with Autism Spectrum Disorders: Smartwatches for Monitoring and Interaction

PubMed Central

Torrado, Juan C.; Gomez, Javier; Montoro, Germán

2017-01-01

In this paper, we analyze the needs of individuals with Autism Spectrum Disorders (ASD) to have a pervasive, feasible and non-stigmatizing form of assistance in their emotional self-regulation, in order to ease certain behavioral issues that undermine their mental health throughout their life. We argue the potential of recent widespread wearables, and more specifically smartwatches, to achieve this goal. Then, a smartwatch system that implements a wide range of self-regulation strategies and infers outburst patterns from physiological signals and movement is presented, along with an authoring tool for smartphones that is to be used by caregivers or family members to create and edit these strategies, in an adaptive way. We conducted an intensive experiment with two individuals with ASD who showed varied, representative behavioral responses to their emotional dysregulation. Both users were able to employ effective, customized emotional self-regulation strategies by means of the system, recovering from the majority of mild stress episodes and temper tantrums experienced in the nine days of experiment in their classroom. PMID:28604607

Long-Term Use and Perceived Benefits of Goal-Oriented Attentional Self-Regulation Training in Chronic Brain Injury.

PubMed

Loya, Fred; Novakovic-Agopian, Tatjana; Binder, Deborah; Rossi, Annemarie; Rome, Scott; Murphy, Michelle; Chen, Anthony J-W

2017-01-01

Primary Objective. To investigate the long-term use and perceived benefit(s) of strategies included in Goal-Oriented Attentional Self-Regulation (GOALS) training (Novakovic-Agopian et al., 2011) by individuals with acquired brain injury (ABI) and chronic executive dysfunction. Research Design. Longitudinal follow-up of training. Methods and Procedures. Sixteen participants with chronic ABI participated in structured telephone interviews 20 months (range 11 to 31 months) following completion of GOALS training. Participants responded to questions regarding the range of strategies they continued to utilize, perceived benefit(s) of strategy use, situations in which strategy use was found helpful, and functional changes attributed to training. Results. Nearly all participants (94%) reported continued use of at least one trained strategy in their daily lives, with 75% of participants also reporting improved functioning resulting from training. However, there was considerable variability with respect to the specific strategies individuals found helpful as well as the perceived impact of training on overall functioning. Conclusions. GOALS training shows promising long-term benefits for individuals in the chronic phase of brain injury. Identifying individual- and injury-level factors that account for variability in continued strategy use and the perceived long-term benefits of training will help with ongoing intervention development.

Long-Term Use and Perceived Benefits of Goal-Oriented Attentional Self-Regulation Training in Chronic Brain Injury

PubMed Central

Novakovic-Agopian, Tatjana; Binder, Deborah; Rossi, Annemarie; Rome, Scott; Murphy, Michelle; Chen, Anthony J.-W.

2017-01-01

Primary Objective. To investigate the long-term use and perceived benefit(s) of strategies included in Goal-Oriented Attentional Self-Regulation (GOALS) training (Novakovic-Agopian et al., 2011) by individuals with acquired brain injury (ABI) and chronic executive dysfunction. Research Design. Longitudinal follow-up of training. Methods and Procedures. Sixteen participants with chronic ABI participated in structured telephone interviews 20 months (range 11 to 31 months) following completion of GOALS training. Participants responded to questions regarding the range of strategies they continued to utilize, perceived benefit(s) of strategy use, situations in which strategy use was found helpful, and functional changes attributed to training. Results. Nearly all participants (94%) reported continued use of at least one trained strategy in their daily lives, with 75% of participants also reporting improved functioning resulting from training. However, there was considerable variability with respect to the specific strategies individuals found helpful as well as the perceived impact of training on overall functioning. Conclusions. GOALS training shows promising long-term benefits for individuals in the chronic phase of brain injury. Identifying individual- and injury-level factors that account for variability in continued strategy use and the perceived long-term benefits of training will help with ongoing intervention development. PMID:28265472

Changes in medical students' motivation and self-regulated learning: a preliminary study.

PubMed

Kim, Kyong-Jee; Jang, Hye W

2015-12-28

To investigate whether medical students' motivation and Self-Regulated Learning (SRL) change over time to enhance our understanding of these constructs as dependent variables in medical education. A cohort of first-year students (n=43) at a medical school in South Korea completed a self-report questionnaire on motivation and SRL--the Motivated Strategies for Learning Questionnaire (MSLQ). The same questionnaire was administered to the same cohort in the beginning of Year 2. A Wilcoxon signed-rank test was conducted to determine if changes in participants' MSLQ scores occurred between in Years 1 and 2. Forty-one students completed the questionnaires in both years (95% response rate). Participants' motivation scores significantly increased, whereas their SRL scores decreased significantly after they went through Year 1. The most notable change in participants' MLSQ scores was in the increase in their test anxiety. There was a positive association between the participants' test anxiety and their cognitive strategies use in Year 1, which changed to a negative one in Year 2. Meanwhile, participants' test anxiety scores and their self-regulation scores became more negatively associated over time. Our study shows that even as medical students become more motivated, they actually use fewer self-regulated strategies over time. Our findings highlight the need for change in the medical school's learning environment to lessen students' test anxiety to facilitate their use of cognitive and meta-cognitive strategies.

Isolating Metamemory Deficits in the Self-Regulated Learning of Adults with ADHD

ERIC Educational Resources Information Center

Knouse, Laura E.; Anastopoulos, Arthur D.; Dunlosky, John

2012-01-01

ADHD in adulthood is associated with chronic academic impairments and problems with strategic memory encoding on standardized memory assessments, but little is known about self-regulated learning that might guide intervention. Objective: Examine the contribution of metamemory judgment accuracy and use of learning strategies to self-regulated…

Developmental College Student Self-Regulation: Results from Two Measures

ERIC Educational Resources Information Center

Young, Dawn; Ley, Kathryn

2005-01-01

This study compared 34 lower-achieving (developmental) first-time college students' self-reported self-regulation strategies from a Likert scale to those they reported in structured interviews. Likert scales have offered convenient administration and evaluation and have been used to identify what and how learners study. The reported study activity…

Public health tools for holding self-regulators accountable: lessons from the alcohol experience.

PubMed

Jernigan, David H

2011-05-01

Self-regulation is a common strategy used by industries to avoid or supplement statutory health and safety regulation of their products and practices. The public health experience with self-regulation in the alcohol industry provides methods and lessons relevant to health educators and advocates working in other public health fields. Methods for and examples and limitations of monitoring content and placement of marketing messages are described. The alcohol experience shows that, although self-regulation has many drawbacks in terms of protecting the health of the public, there are tools available for valid monitoring of self-regulated activities that, when combined with aggressive dissemination of results to media and policy makers, can make self-regulation more accountable and build an evidence base for effective measures to be taken.

How Do Motivational Regulation Strategies Affect Achievement: Mediated by Effort Management and Moderated by Intelligence

ERIC Educational Resources Information Center

Schwinger, Malte; Steinmayr, Ricarda; Spinath, Birgit

2009-01-01

It was assumed that the effect of motivational regulation strategies on achievement is mediated by effort management and moderated by intelligence. A sample of 231 11th and 12th grade German high-school students provided self-reports on their use of motivational regulation strategies and effort management and completed an intelligence test.…

Interoceptive Awareness Skills for Emotion Regulation: Theory and Approach of Mindful Awareness in Body-Oriented Therapy (MABT).

PubMed

Price, Cynthia J; Hooven, Carole

2018-01-01

Emotion regulation involves a coherent relationship with the self, specifically effective communication between body, mind, and feelings. Effective emotion regulation involves the ability to accurately detect and evaluate cues related to physiological reactions to stressful events, accompanied by appropriate regulation strategies that temper and influence the emotional response. There is compelling evidence demonstrating links between poor or disrupted awareness of sensory information, or interoceptive awareness, and difficulties with emotion regulation. This paper presents a framework, based on psychological and neurobiological research, for understanding how interoceptive awareness facilitates regulation and an integrated sense of self, and thus contributes to health and well-being. A mind-body therapeutic approach called mindful awareness in body-oriented therapy (MABT), uniquely designed to teach fundamental skills of interoceptive awareness, is described. MABT develops the distinct interoceptive awareness capacities of identifying, accessing, and appraising internal bodily signals that are identified in physiological models as the critical components of interoception for emotion regulation. The explanatory model is that the development of these key interoceptive capacities improves sensory (physical and emotional) awareness, reduces distress, and improves regulation. Strategies for teaching and learning interoceptive awareness are not well-developed in mindfulness or psychotherapeutic approaches, particularly important for people who may have difficulty attending to interoceptive awareness due to stress, chronic pain or trauma. To address this issue, MABT provides an individualized protocol for scaffolding interoceptive awareness through a combination of psychoeducation and somatic approaches explicitly addressing difficulties with interoceptive processing. Clinical vignettes are included to provide exemplars of this approach and to highlight key components of the therapeutic process. Results from research are also included to highlight the acceptability, safety, health outcomes, and possible mechanisms underlying the MABT approach.

The development of adolescent self-regulation: reviewing the role of parent, peer, friend, and romantic relationships.

PubMed

Farley, Julee P; Kim-Spoon, Jungmeen

2014-06-01

Self-regulation plays an important role in adolescent development, predicting success in multiple domains including school and social relationships. While researchers have paid increasing attention to the influence of parents on the development of adolescent self-regulation, we know little about the influence of peers and friends and even less about the influence of romantic partners on adolescent development of self-regulation. Extant studies examined a unidirectional model of self-regulation development rather than a bidirectional model of self-regulation development. Given that relationships and self-regulation develop in tandem, a model of bidirectional development between relationship context and adolescent self-regulation may be relevant. This review summarizes extant literature and proposes that in order to understand how adolescent behavioral and emotional self-regulation develops in the context of social relationships one must consider that each relationship builds upon previous relationships and that self-regulation and relationship context develop bidirectionally. Copyright © 2014 The Foundation for Professionals in Services for Adolescents. Published by Elsevier Ltd. All rights reserved.

The Process Model of Group-Based Emotion: Integrating Intergroup Emotion and Emotion Regulation Perspectives.

PubMed

Goldenberg, Amit; Halperin, Eran; van Zomeren, Martijn; Gross, James J

2016-05-01

Scholars interested in emotion regulation have documented the different goals and strategies individuals have for regulating their emotions. However, little attention has been paid to the regulation of group-based emotions, which are based on individuals' self-categorization as a group member and occur in response to situations perceived as relevant for that group. We propose a model for examining group-based emotion regulation that integrates intergroup emotions theory and the process model of emotion regulation. This synergy expands intergroup emotion theory by facilitating further investigation of different goals (i.e., hedonic or instrumental) and strategies (e.g., situation selection and modification strategies) used to regulate group-based emotions. It also expands emotion regulation research by emphasizing the role of self-categorization (e.g., as an individual or a group member) in the emotional process. Finally, we discuss the promise of this theoretical synergy and suggest several directions for future research on group-based emotion regulation. © 2015 by the Society for Personality and Social Psychology, Inc.

Students' Motivation to Learn in Middle School--A Self-Regulated Learning Approach

ERIC Educational Resources Information Center

Paulino, Paula; Sá, Isabel; Lopes da Silva, Adelina

2016-01-01

Introduction: The self-regulation of motivation (SRM) is conceptualized as a meta-motivational process that guides students' efforts and persistence when performing tasks. This process regulates students' behavior through strategies that are influenced by motivational beliefs. SRM allows students to motivate themselves and guides their behavior.…

Learning How Students Learn: An Exploration of Self-Regulation Strategies in a Two-Year College General Chemistry Class

ERIC Educational Resources Information Center

Miller, Dionne A.

2015-01-01

This study investigated how students in an urban 2-year college used self-regulation strategies in a General Chemistry I course and whether their use was correlated with both performance and the ability to correctly predict performance on a course exam. The 142 students enrolled in all 10 sections of the course were asked to complete the Motivated…

A self-tuning automatic voltage regulator designed for an industrial environment

DOE Office of Scientific and Technical Information (OSTI.GOV)

Flynn, D.; Hogg, B.W.; Swidenbank, E.

Examination of the performance of fixed parameter controllers has resulted in the development of self-tuning strategies for excitation control of turbogenerator systems. In conjunction with the advanced control algorithms, sophisticated measurement techniques have previously been adopted on micromachine systems to provide generator terminal quantities. In power stations, however, a minimalist hardware arrangement would be selected leading to relatively simple measurement techniques. The performance of a range of self-tuning schemes is investigated on an industrial test-bed, employing a typical industrial hardware measurement system. Individual controllers are implemented on a standard digital automatic voltage regulator, as installed in power stations. This employsmore » a VME platform, and the self-tuning algorithms are introduced by linking to a transputer network. The AVR includes all normal features, such as field forcing, VAR limiting and overflux protection. Self-tuning controller performance is compared with that of a fixed gain digital AVR.« less

Effects of a prevention program for internet addiction among middle school students in South Korea.

PubMed

Yang, Sun-Yi; Kim, Hee-Soon

2018-05-01

This study explored the effects of a self-regulatory efficacy improvement program on self-control, self-efficacy, internet addiction, and time spent on the internet among middle school students in South Korea. The program was led by school nurses, and it is integrated self-efficacy and self-regulation promotion strategies based on Bandura's social cognitive theory. A quasi-experimental, nonequivalent, control group, pre-posttest design was used. The participants were 79 middle school students. Measurements included the Self-Control Scale, Self-Efficacy Scale, Internet Addiction Proneness Scale, and an assessment of internet addiction. Self-control and self-efficacy significantly increased and internet addiction and time spent on the internet significantly decreased in the intervention group compared with the control group. A program led by school nurses that integrated and applied self-efficacy and self-regulation intervention strategies proved effective for prevention of students' internet addiction. © 2018 Wiley Periodicals, Inc.

The Effects of Self-Regulation Strategies on Reading Comprehension, Motivation for Learning, and Self-Efficacy with Struggling Readers

ERIC Educational Resources Information Center

Cosentino, Cassandra L.

2017-01-01

The purpose of this quasi-experimental study was to investigate the effect of a self-regulation treatment on sixth grade students' reading comprehension, motivation for learning, and self-efficacy perceptions. The research took place in three urban schools in the northeast United States in the winter of 2016. The study's quasi-experimental design…

Examining the Effects of Self-Reported Posttraumatic Stress Disorder Symptoms and Positive Relations with Others on Self-Regulated Learning for Student Service Members/Veterans

ERIC Educational Resources Information Center

Ness, Bryan M.; Middleton, Michael J.; Hildebrandt, Michael J.

2015-01-01

Objectives: To examine the relationships between self-reported posttraumatic stress disorder (PTSD) symptoms, perceived positive relations with others, self-regulation strategy use, and academic motivation among student service members/veterans (SSM/V) enrolled in postsecondary education. Participants: SSM/V (N = 214), defined as veterans, active…

Emotion Self-Regulation: A Mixed-Methods Intervention Study of Socioemotional and Reading Outcomes of High School Students with Reading Difficulties

ERIC Educational Resources Information Center

Novosel, Leslie C.

2012-01-01

Employing multiple methods, including a comparison group pre/posttest design and student interviews and self-reflections, this study represents an initial attempt to investigate the efficacy of a social and emotional learning self-regulation strategy relative to the general reading ability, reading self-concept, and social and emotional well-being…

Relationships between Students' Conceptions of Constructivist Learning and Their Regulation and Processing Strategies

ERIC Educational Resources Information Center

Loyens, Sofie M. M.; Rikers, Remy M. J. P.; Schmidt, Henk G.

2008-01-01

The present study investigated relationships between students' conceptions of constructivist learning on the one hand, and their regulation and processing strategies on the other hand. Students in a constructivist, problem-based learning curriculum were questioned about their conceptions of knowledge construction and self-regulated learning, as…

Self-Regulation Strategies Improve Self-Discipline in Adolescents: Benefits of Mental Contrasting and Implementation Intentions

ERIC Educational Resources Information Center

Duckworth, Angela Lee; Grant, Heidi; Loew, Benjamin; Oettingen, Gabriele; Gollwitzer, Peter M.

2011-01-01

Adolescents struggle with setting and striving for goals that require sustained self-discipline. Research on adults indicates that goal commitment is enhanced by mental contrasting (MC), a strategy involving the cognitive elaboration of a desired future with relevant obstacles of present reality. Implementation intentions (II), which identify the…

The consequences of coping with stalking-results from the first qualitative study on stalking in Denmark.

PubMed

Johansen, Katrine Bindesbøl Holm; Tjørnhøj-Thomsen, Tine

2016-11-01

The purpose of this article is to explore: (1) how victims of stalking experience the phenomenon in their daily life, (2) how the nature of stalking informs the victim's internal coping strategies, and (3) how the victims' internal coping strategies negatively affect their daily life and well-being. Qualitative semi-structured interviews were conducted with 25 victims of stalking. Thematic content analysis was employed, and themes were primarily identified inductively and broad into dialogue with concepts, such as Foucault's panopticism. The results of the study indicate that rather than the stalkers' harassment itself; it is the unpredictability of the stalkers' potential actions that inform the victims' primary coping strategy-self-regulation. Self-regulation consists of various strategies victims employ to avoid the stalker. Our analysis shows that self-regulation as a coping strategy has social and psychological consequences for the victims, leading to various degrees of social isolation and apprehension. We conclude that it is necessary to consider how professionals advise victims to cope with their situation as how legal measures should focus on the security of victims.

Strategic Persuasive Writing Instruction for Students with Emotional and Behavioral Disabilities

ERIC Educational Resources Information Center

Mastropieri, Margo A.; Scruggs, Thomas E.; Irby Cerar, Nancy; Guckert, Mary; Thompson, Catherine; Bronaugh, Danette Allen; Jakulski, Jill; Abdulalim, Latif; Mills, Sara; Evmenova, Anya; Regan, Kelley; Cuenca-Carlino, Yojanna

2015-01-01

Expressive writing is important for school and life success, but remains challenging for many students with emotional and behavioral disabilities. Emerging evidence reveals promise for teaching students with learning and behavioral issues to improve written expression with self-regulated strategy development instruction. In that research, students…

Do Lifestyles Shape Self-Regulated Learning Strategies?

ERIC Educational Resources Information Center

Tezci, Erdogan; Sezer, Fahri; Aktan, Sumer; Gurgan, Ugur

2016-01-01

Problem Statement: Being a virtuous citizen, developing communication skills, and becoming a life-long learner are directly proportionate to the individuals' perspectives on life. Provided that an education system is able to positively change the individuals' perspectives on life, it may allow individuals to acquire terminal behaviors easier. This…

Body Awareness and Movement for Students with Multiple Disabilities Including Visual Impairments

ERIC Educational Resources Information Center

DePountis, Vicki; Cady, Deborah; Hallak, Tracy

2013-01-01

This conference presentation examines concept development for congenitally blind students. It presents current research on best-practice for teaching this population. Examples of strategies to reinforce understanding of body concepts, spatial awareness, and positional language, while promoting mirroring, self regulation, and purposeful movement to…

Self-Regulated Strategy Development as a Tier 2 Writing Intervention

ERIC Educational Resources Information Center

Johnson, Evelyn S.; Hancock, Christine; Carter, Deborah R.; Pool, Juli L.

2013-01-01

In a response to intervention framework, the implication of limited writing instruction suggests an immediate need for Tier 2 interventions to support struggling writers while at the same time addressing instructional gaps in Tier 1. Many schools struggle with implementing writing intervention, partly because of the limited number of…

The Role of Personal Epistemology in the Self-Regulation of Internet-Based Learning

ERIC Educational Resources Information Center

Stromso, Helge I.; Braten, Ivar

2010-01-01

The predictability of Internet-specific epistemic beliefs for self-regulated learning within Internet technologies was examined in a sample of 84 physics undergraduates. Dimensions of Internet-specific epistemic beliefs were found to explain unique variance in Internet-based search, help-seeking, and self-regulatory strategies, respectively.…

The Relation of Motivational Beliefs and Self-Regulatory Processes to Homework Completion and Academic Achievement.

ERIC Educational Resources Information Center

Bembenutty, Hefer; Zimmerman, Barry J.

This study examined individual differences in the ways students responded to a self-regulation learning training. It was predicted that students' motivational beliefs would be associated with at-risk college students' use of self-regulated learning strategies, homework completion, and academic performance. Participants were 58 college students in…

Preservice Teachers' Motivational Beliefs and Self-Regulation of Learning

ERIC Educational Resources Information Center

Bembenutty, Hefer

2007-01-01

Successful learners are those who engage in self-regulation of learning by using learning strategies to secure task completion. They exercise behavioral control to not only choose or plan valuable academic tasks, but also to maintain motivation and intention in the light of distracting alternatives. It was expected that teachers' self-efficacy…

Self-deception as pseudo-rational regulation of belief.

PubMed

Michel, Christoph; Newen, Albert

2010-09-01

Self-deception is a special kind of motivational dominance in belief-formation. We develop criteria which set paradigmatic self-deception apart from related phenomena of auto-manipulation such as pretense and motivational bias. In self-deception rational subjects defend or develop beliefs of high subjective importance in response to strong counter-evidence. Self-deceivers make or keep these beliefs tenable by putting prima-facie rational defense-strategies to work against their established standards of rational evaluation. In paradigmatic self-deception, target-beliefs are made tenable via reorganizations of those belief-sets that relate relevant data to target-beliefs. This manipulation of the evidential value of relevant data goes beyond phenomena of motivated perception of data. In self-deception belief-defense is pseudo-rational. Self-deceivers will typically apply a dual standard of evaluation that remains intransparent to the subject. The developed model of self-deception as pseudo-rational belief-defense is empirically anchored. So, we hope to put forward a promising candidate. Copyright © 2010 Elsevier Inc. All rights reserved.

[English as a foreign language (EFL) homework diaries: evaluating gains and constraints for self-regulated learning and achievement].

PubMed

Rosário, Pedro; Mourão, Rosa; Trigo, Luisa; Suárez, Natalia; Fernández, Estrella; Tuero-Herrero, Ellián

2011-11-01

Although homework completion is said to be rather important to achievement, nowadays there is a growing concern of educators about the increasing number of students who do not engage properly on doing the homework tasks and the subsequent impact on school failure rates. Focusing on English as a Foreign Language (EFL) and using a sample of 591 Portuguese fifth and sixth graders, the present study analyses the role played by a number of homework variables on students' achievement (proximal and distal), and their mediating role on the use of self-regulated learning strategies and perceived self-efficacy in the domain. Data confirm the indirect effect of homework on school achievement, by means of the referred cognitive and motivational variables (use of self-regulated learning strategies and self-efficacy). These findings are further discussed in order to highlight the significant role homework completion can play on fighting school failure.

Elementary Teachers' Comprehension of Flooding through Inquiry-Based Professional Development and Use of Self-Regulation Strategies

ERIC Educational Resources Information Center

Lewis, Elizabeth B.; van der Hoeven Kraft, Katrien J.; Watts, Nievita Bueno; Baker, Dale R.; Wilson, Meredith J.; Lang, Michael

2011-01-01

This study focuses on elementary teachers' comprehension of flooding before and after inquiry-based professional development (PD). There was an improvement in teachers' understanding toward a normative view from pre- to post-test (n = 17, mean gain = 4.3, SD = 3.27). Several misunderstandings and a general lack of knowledge about flooding emerged…

Pattern of Task Interpretation and Self-Regulated Learning Strategies of High School Students and College Freshmen during an Engineering Design Project

ERIC Educational Resources Information Center

Lawanto, Oenardi; Butler, Deborah; Cartier, Sylvie C.; Santoso, Harry B.; Goodridge, Wade; Lawanto, Kevin N.; Clark, David

2013-01-01

The objective of this exploratory study was to describe patterns in self-regulated learning (SRL) for both high school students and college freshmen while engaged in a design activity. The main research question guiding this study was: How did high school and first-year college students self-regulate their approaches to learning when engaged in an…

Self-reported emotional dysregulation but no impairment of emotional intelligence in borderline personality disorder: an explorative study.

PubMed

Beblo, Thomas; Pastuszak, Anna; Griepenstroh, Julia; Fernando, Silvia; Driessen, Martin; Schütz, Astrid; Rentzsch, Katrin; Schlosser, Nicole

2010-05-01

Emotional dysfunction is a key feature of patients with borderline personality disorder (BPD) but emotional intelligence (EI) has rarely been investigated in this sample. This study aimed at an investigation of ability EI, general intelligence, and self-reported emotion regulation in BPD. We included 19 patients with BPD and 20 healthy control subjects in the study. EI was assessed by means of the Mayer-Salovey-Caruso emotional intelligence test and the test of emotional intelligence. For the assessment of general intelligence, we administered the multidimensional "Leistungsprüfsystem-Kurzversion." The emotion regulation questionnaire and the difficulties in Emotion Regulation Scale were used to assess emotion regulation. The patients with BPD did not exhibit impairments of ability EI and general intelligence but reported severe impairments in emotion regulation. Ability EI was related both to general intelligence (patients and controls) and to self-reported emotion regulation (patients). In conclusion, emotional dysfunction in BPD might primarily affect self-perceived behavior rather than abilities. Intense negative emotions in everyday life may trigger dysfunctional emotion regulation strategies in BPD although patients possess sufficient theoretical knowledge about optimal regulation strategies.

How are learning strategies reflected in the eyes? Combining results from self-reports and eye-tracking.

PubMed

Catrysse, Leen; Gijbels, David; Donche, Vincent; De Maeyer, Sven; Lesterhuis, Marije; Van den Bossche, Piet

2018-03-01

Up until now, empirical studies in the Student Approaches to Learning field have mainly been focused on the use of self-report instruments, such as interviews and questionnaires, to uncover differences in students' general preferences towards learning strategies, but have focused less on the use of task-specific and online measures. This study aimed at extending current research on students' learning strategies by combining general and task-specific measurements of students' learning strategies using both offline and online measures. We want to clarify how students process learning contents and to what extent this is related to their self-report of learning strategies. Twenty students with different generic learning profiles (according to self-report questionnaires) read an expository text, while their eye movements were registered to answer questions on the content afterwards. Eye-tracking data were analysed with generalized linear mixed-effects models. The results indicate that students with an all-high profile, combining both deep and surface learning strategies, spend more time on rereading the text than students with an all-low profile, scoring low on both learning strategies. This study showed that we can use eye-tracking to distinguish very strategic students, characterized using cognitive processing and regulation strategies, from low strategic students, characterized by a lack of cognitive and regulation strategies. These students processed the expository text according to how they self-reported. © 2017 The British Psychological Society.

Emotional Reactivity and Internalizing Symptoms: Moderating Role of Emotion Regulation

PubMed Central

Shapero, Benjamin G.; Abramson, Lyn Y.; Alloy, Lauren B.

2015-01-01

Emotion dysregulation has been associated with increases in many forms of psychopathology in adolescents and adults. The development of effective emotion regulation skills is important during adolescence, especially as stressful life events increase during this time. The current study examined two emotion regulation strategies, cognitive reappraisal and affective suppression, in interaction with self-report and biological measures of emotional reactivity as predictors of internalizing symptoms. A community sample of adolescents (n = 127), at an age of risk for depression and anxiety, completed self-report measures of emotional reactivity and internalizing symptoms. In addition, they completed a modified social stress task and were assessed on biological measures of reactivity and regulation. Findings suggested that the trait tendency to reappraise was associated with a reduced impact of emotional reactivity on depressive, but not anxiety symptoms. Implications for shared and specific aspects of emotional reactivity and regulation are discussed. PMID:27231404

Children's Self-Regulation and School Achievement in Cultural Contexts: The Role of Maternal Restrictive Control

PubMed Central

Weis, Mirjam; Trommsdorff, Gisela; Muñoz, Lorena

2016-01-01

Self-regulation can be developed through parent-child interactions and has been related to developmental outcomes, e.g., such as educational achievement. This study examined cross-cultural differences and similarities in maternal restrictive control, self-regulation (i.e., behavior and emotion regulation) and school achievement and relations among these variables in Germany and Chile. Seventy-six German and 167 Chilean fourth graders, their mothers, and their teachers participated. Mothers and teachers rated children's behavior regulation with a subscale of the Strengths and Difficulties Questionnaire. Children reported their use of emotion regulation strategies on the Questionnaire for the Measurement of Stress and Coping. Mothers rated maternal restrictive control by answering the Parenting Practice Questionnaire. School achievement was assessed by grades for language and mathematics. Results showed higher behavior regulation of German children in comparison to Chilean children and a higher preference of restrictive parental control in Chilean mothers than in German mothers. Regression analyses revealed positive relations between children's behavior regulation and school achievement in Germany and in Chile. Further, in both cultural contexts, maternal restrictive control was related negatively to behavior regulation and positively to anger-oriented emotion regulation. In sum, the study showed the central function of behavior regulation for school achievement underlining negative relations of maternal restrictive control with children's self-regulation and school achievement in diverse cultural contexts. Culturally adapted interventions related to parenting practices to promote children's behavior regulation may assist in also promoting children's school achievement. PMID:27303318

Process Mining Techniques for Analysing Patterns and Strategies in Students' Self-Regulated Learning

ERIC Educational Resources Information Center

Bannert, Maria; Reimann, Peter; Sonnenberg, Christoph

2014-01-01

Referring to current research on self-regulated learning, we analyse individual regulation in terms of a set of specific sequences of regulatory activities. Successful students perform regulatory activities such as analysing, planning, monitoring and evaluating cognitive and motivational aspects during learning not only with a higher frequency…

Developing an alternative alcohol advertising complaint review system: lessons from a world-first public health advocacy initiative.

PubMed

Pierce, Hannah L; Stafford, Julia M; Daube, Mike

2017-07-26

Young people in Australia are frequently exposed to alcohol marketing. Leading health organisations recommend legislative controls on alcohol advertising as part of a comprehensive approach to reduce alcohol-related harm. However, Australia relies largely on industry self-regulation. This paper describes the development and implementation of the Alcohol Advertising Review Board (AARB), a world-first public health advocacy initiative that encourages independent regulation of alcohol advertising. The AARB reviews complaints about alcohol advertising, and uses strategies such as media advocacy, community engagement and communicating with policy makers to highlight the need for effective regulation. In 4 years of operation, the AARB has received more complaints than the self-regulatory system across a similar period. There has been encouraging movement towards stronger regulation of alcohol advertising. Key lessons include the importance of a strong code, credible review processes, gathering support from reputable organisations, and consideration of legal risks and sustainability. The AARB provides a unique model that could be replicated elsewhere.

Making Online Learning Personal: Evolution, Evidentiary Reasoning, and Self-Regulation in an Online Curriculum

NASA Astrophysics Data System (ADS)

Marsteller, Robert B.

An online curriculum about biological evolution was designed according to the Promoting Evidentiary Reasoning and Self-regulation Online (PERSON) theoretical framework. PERSON is an attempt to develop online science instruction focused on supporting evidentiary reasoning and self-regulation. An efficacy study was conducted with 80 suburban high school biology students using a design-based research approach to develop a curriculum to promote biological evolution understandings, evidentiary reasoning, and self-regulation. Data sources and instruments included (1) the Biological Evolution Assessment Measurement (BEAM); (2) the modified Motivated Strategies for Learning Questionnaire (MSLQ); (3) discussion forum posts; (4) formative assessments of evidence based reasoning; (5) Prediction, Monitoring, and Reflection forms (PMR); (6) the Online Instruction Questionnaire; and (7) field notes. Findings revealed that BEAM posttest scores were significantly greater than pretest scores for items designed to measure biological evolution content knowledge and evidentiary reasoning. Students tracked in a lower level biology course showed improvement in biological evolution understandings and evidentiary reasoning. It was found that performance on daily evidentiary reasoning tasks strongly predicted BEAM posttest scores. However, findings revealed that students did not meet local standards for performance on items designed to measure evidentiary reasoning. Students expressed a variety of opinions about their learning experiences with the online curriculum. Some students expressed a definite preference for traditional learning environments, while others expressed a definite preference for online learning. Self-regulatory ability did not significantly predict BEAM gain scores. Further, self-regulatory ability was not demonstrably improved as a result of this intervention. Implications for designing science instruction in asynchronous online learning environments to support evidentiary reasoning and self-regulation are discussed.

Developmental trends in eating self-regulation and dietary intake in adolescents.

PubMed

Tăut, Diana; Băban, Adriana; Giese, Helge; de Matos, Margarida Gaspar; Schupp, Harald; Renner, Britta

2015-03-01

Research suggests that while capacities for self-regulation gradually improve during adolescence, eating habits become unhealthier. This study investigated whether there are age-related patterns in using self-regulation strategies (SRS) as well as in the self-reported dietary intake of fruit, vegetables, and unhealthy snacks. Moreover, we tested the strength of the relationship between different SRS (aimed at goal versus aimed at temptations) and dietary intake across different ages in adolescents. In total, 11,392 adolescents (49.5% boys, age range 10-17) from nine European countries took part at this study. Eating SRS, daily intake of fruit, vegetables, and unhealthy snacks were assessed. Older adolescents had lower scores on self-regulation measures compared to younger ones, as well as lower intakes of fruit and vegetables and higher intakes of unhealthy snacks. The strength of the associations between strategies aimed at goal and unhealthy dietary intake, as well as between strategies aimed at temptation and healthy dietary intake, were generally small and/or insignificant. There were small age differences in the direction and strength of these patterns. The trends in SRS and dietary intake of fruit, vegetables and unhealthy snacks suggest that middle (13-15-years-old) but also older adolescents might benefit greatly from interventions focused on boosting eating SRS. © 2014 The International Association of Applied Psychology.

The development, factor structure and psychometric properties of driving self-regulation scales for older adults: Has self-regulation evolved in the last 15 years?

PubMed

Wong, Ides Y; Smith, Simon S; Sullivan, Karen A

2015-07-01

The term driving self-regulation is typically used to describe the practice of drivers who avoid driving in situations that they regard as unsafe because of perceived physical impairment. Older adults report using this strategy to improve safety while retaining mobility. Self-regulation is typically assessed using the driving avoidance items from the driving habits questionnaire (DHQ) and the driver mobility questionnaire (DMQ-A). However, the psychometric properties of these measures are not well understood. Using data from 277 older drivers, exploratory factor analysis was used to test the homogeneity of three driving self-regulation scales: the DHQ, DMQ-A, and an extended DMQ-A. Good internal consistency for each of the scales was identified (all αs≥.9). A one factor solution was identified for two of the measures (DHQ, DMQ-A) and a two factor solution accounting for over 70% of the score variance was identified for the third measure. The two factors assessed situations that may be avoided while driving because of the "external" (e.g., weather-related) or "internal" (e.g., passenger-related) driving environments, respectively. The findings suggest that the interpretation of an overall summated scale score, or single-item interpretations, may not be appropriate. Instead, driving self-regulation may be a multifaceted construct comprised of distinct dimensions that have not been identified previously but can be reliably measured. These data have implications for our understanding of driving self-regulation by older adults and the way in which this behavior is measured. Copyright © 2015 Elsevier Ltd. All rights reserved.

Sense of coherence, self-regulated learning and academic performance in first year nursing students: A cluster analysis approach.

PubMed

Salamonson, Yenna; Ramjan, Lucie M; van den Nieuwenhuizen, Simon; Metcalfe, Lauren; Chang, Sungwon; Everett, Bronwyn

2016-03-01

This paper examines the relationship between nursing students' sense of coherence, self-regulated learning and academic performance in bioscience. While there is increasing recognition of a need to foster students' self-regulated learning, little is known about the relationship of psychological strengths, particularly sense of coherence and academic performance. Using a prospective, correlational design, 563 first year nursing students completed the three dimensions of sense of coherence scale - comprehensibility, manageability and meaningfulness, and five components of self-regulated learning strategy - elaboration, organisation, rehearsal, self-efficacy and task value. Cluster analysis was used to group respondents into three clusters, based on their sense of coherence subscale scores. Although there were no sociodemographic differences in sense of coherence subscale scores, those with higher sense of coherence were more likely to adopt self-regulated learning strategies. Furthermore, academic grades collected at the end of semester revealed that higher sense of coherence was consistently related to achieving higher academic grades across all four units of study. Students with higher sense of coherence were more self-regulated in their learning approach. More importantly, the study suggests that sense of coherence may be an explanatory factor for students' successful adaptation and transition in higher education, as indicated by the positive relationship of sense of coherence to academic performance. Copyright © 2016 Elsevier Ltd. All rights reserved.

Self-assembled nanomaterials for photoacoustic imaging

NASA Astrophysics Data System (ADS)

Wang, Lei; Yang, Pei-Pei; Zhao, Xiao-Xiao; Wang, Hao

2016-01-01

In recent years, extensive endeavors have been paid to construct functional self-assembled nanomaterials for various applications such as catalysis, separation, energy and biomedicines. To date, different strategies have been developed for preparing nanomaterials with diversified structures and functionalities via fine tuning of self-assembled building blocks. In terms of biomedical applications, bioimaging technologies are urgently calling for high-efficient probes/contrast agents for high-performance bioimaging. Photoacoustic (PA) imaging is an emerging whole-body imaging modality offering high spatial resolution, deep penetration and high contrast in vivo. The self-assembled nanomaterials show high stability in vivo, specific tolerance to sterilization and prolonged half-life stability and desirable targeting properties, which is a kind of promising PA contrast agents for biomedical imaging. Herein, we focus on summarizing recent advances in smart self-assembled nanomaterials with NIR absorption as PA contrast agents for biomedical imaging. According to the preparation strategy of the contrast agents, the self-assembled nanomaterials are categorized into two groups, i.e., the ex situ and in situ self-assembled nanomaterials. The driving forces, assembly modes and regulation of PA properties of self-assembled nanomaterials and their applications for long-term imaging, enzyme activity detection and aggregation-induced retention (AIR) effect for diagnosis and therapy are emphasized. Finally, we conclude with an outlook towards future developments of self-assembled nanomaterials for PA imaging.

Self-assembled nanomaterials for photoacoustic imaging.

PubMed

Wang, Lei; Yang, Pei-Pei; Zhao, Xiao-Xiao; Wang, Hao

2016-02-07

In recent years, extensive endeavors have been paid to construct functional self-assembled nanomaterials for various applications such as catalysis, separation, energy and biomedicines. To date, different strategies have been developed for preparing nanomaterials with diversified structures and functionalities via fine tuning of self-assembled building blocks. In terms of biomedical applications, bioimaging technologies are urgently calling for high-efficient probes/contrast agents for high-performance bioimaging. Photoacoustic (PA) imaging is an emerging whole-body imaging modality offering high spatial resolution, deep penetration and high contrast in vivo. The self-assembled nanomaterials show high stability in vivo, specific tolerance to sterilization and prolonged half-life stability and desirable targeting properties, which is a kind of promising PA contrast agents for biomedical imaging. Herein, we focus on summarizing recent advances in smart self-assembled nanomaterials with NIR absorption as PA contrast agents for biomedical imaging. According to the preparation strategy of the contrast agents, the self-assembled nanomaterials are categorized into two groups, i.e., the ex situ and in situ self-assembled nanomaterials. The driving forces, assembly modes and regulation of PA properties of self-assembled nanomaterials and their applications for long-term imaging, enzyme activity detection and aggregation-induced retention (AIR) effect for diagnosis and therapy are emphasized. Finally, we conclude with an outlook towards future developments of self-assembled nanomaterials for PA imaging.

[Relationship between self-directed learning with learning styles and strategies in medical students].

PubMed

Márquez U, Carolina; Fasce H, Eduardo; Pérez V, Cristhian; Ortega B, Javiera; Parra P, Paula; Ortiz M, Liliana; Matus B, Olga; Ibáñez G, Pilar

2014-11-01

Self-directed learning (SDL) skills are particularly important in medical education, considering that physicians should be able to regulate their own learning experiences. To evaluate the relationship between learning styles and strategies and self-directed learning in medical students. One hundred ninety nine first year medical students (120 males) participated in the study. Preparation for Independent Learning (EPAI) scale was used to assess self-direction. Schmeck learning strategies scale and Honey and Alonso (CHAEA) scales were used to evaluate learning styles and strategies. Theoretical learning style and deep processing learning strategy had positive correlations with self-direct learning. Medical students with theoretical styles and low retention of facts are those with greater ability to self-direct their learning. Further studies are required to determine the relationship between learning styles and strategies with SDL in medical students. The acquired knowledge will allow the adjustment of teaching strategies to encourage SDL.

High and Low Computer Self-Efficacy Groups and Their Learning Behavior from Self-Regulated Learning Perspective While Engaged in Interactive Learning Modules

ERIC Educational Resources Information Center

Santoso, Harry B.; Lawanto, Oenardi; Becker, Kurt; Fang, Ning; Reeve, Edward M.

2014-01-01

The purpose of this research was to investigate high school students' computer self-efficacy (CSE) and learning behavior in a self-regulated learning (SRL) framework while utilizing an interactive learning module. The researcher hypothesizes that CSE is reflected on cognitive actions and metacognitive strategies while the students are engaged with…

The Effect of Self-Regulation Writing Strategies and Gender on Writing Self-Efficacy and Persuasive Writing Achievement for Secondary Students

ERIC Educational Resources Information Center

Galbraith, Jessica

2014-01-01

This study investigated the impact of a self-regulation writing intervention program on the writing self-efficacy and persuasive writing achievement of ninth and tenth grade students. In addition, this study explored whether gender differences in writing may be addressed by the type of writing program that is implemented. Limited empirical studies…

The motivations and experiences of students enrolled in online science courses at the community college

NASA Astrophysics Data System (ADS)

Ghosh, Urbi

An important question in online learning involves how to effectively motivate and retain students in science online courses. There is a dearth of research and knowledge about the experiences of students enrolled in online science courses in community colleges which has impeded the proper development and implementation of online courses and retention of students in the online environment. This study sought to provide an understanding of the relationships among each of the following variables: self-efficacy, task value, negative-achievement emotions, self-regulation learning strategies (metacognition), learning strategy (elaboration), and course satisfaction to student's performance (course final grade). Bandura's social-cognitive theory was used as a framework to describe the relationships among students' motivational beliefs (perceived task value, self-efficacy, and self-regulation) and emotions (frustration and boredom) with the dependent variables (elaboration and overall course satisfaction). A mixed-method design was used with a survey instrumentation and student interviews. A variety of science online courses in biology, genetics, astronomy, nutrition, and chemistry were surveyed in two community colleges. Community colleges students (N = 107) completed a questionnaire during enrollment in a variety of online science online courses. Upon course completion, 12 respondents were randomly selected for follow-up in-depth interviews. Multiple regression results from the study indicate perceived task value and self-regulatory learning strategies (metacognition) were as important predictors for students' use of elaboration, while self-efficacy and the number of prior online courses was not significant predictors for students' elaboration when all four predictors were included. Frustration was a significant negative predictor of overall course satisfaction, and boredom unexpectedly emerged as a positive predictor when frustration was also in the model. In addition, the correlations indicated that elaboration and overall course satisfaction were not significantly related to participants' course grade (performance). Furthermore, five major themes emerged from the students' experiences: the role of personal dispositions, academic challenge, self-regulated learning, student communication, and the negative emotions that shaped student experiences. In particular, negative emotions most experienced by students were found to be anxiety, stress, frustration and confusion. In total, results from this study implicate an important role of emotions such as frustration in students' overall course satisfaction and the importance of task value. Students' career aspirations and direct use of the course content were more likely to report greater use of elaboration strategies. Finally, this research also found that students self-regulated their learning in the online environment on a variety of levels.

Toddler Emotion Regulation with Mothers and Fathers: Temporal Associations between Negative Affect and Behavioral Strategies

ERIC Educational Resources Information Center

Ekas, Naomi V.; Braungart-Rieker, Julia M.; Lickenbrock, Diane M.; Zentall, Shannon R.; Maxwell, Scott M.

2011-01-01

The present study investigated temporal associations between putative emotion regulation strategies and negative affect in 20-month-old toddlers. Toddlers' parent-focused, self-distraction, and toy-focused strategies, as well as negative affect, were rated on a second-by-second basis during laboratory parent-toddler interactions. Longitudinal…

Interrelations among University Students' Approaches to Learning, Regulation of Learning, and Cognitive and Attributional Strategies: A Person Oriented Approach

ERIC Educational Resources Information Center

Heikkila, Annamari; Niemivirta, Markku; Nieminen, Juha; Lonka, Kirsti

2011-01-01

This study investigated the relationships among approaches to learning, regulation of learning, cognitive and attributional strategies, stress, exhaustion, and study success. University students (N = 437) from three faculties filled in a questionnaire concerning their self-reported study behaviour, cognitive strategies, and well-being. Their…

The politics and strategy of industry self-regulation: the pharmaceutical industry's principles for ethical direct-to-consumer advertising as a deceptive blocking strategy.

PubMed

Arnold, Denis G; Oakley, James L

2013-06-01

As the pharmaceutical industry lobbies European regulators to permit direct-to-consumer advertising (DTCA) of prescription drugs in the European Union, we found that five leading companies violated industry-developed and -promulgated standards for ethical advertising in the United States. Utilizing multiple data sources and methods, we demonstrate a consistent failure by companies that market erectile dysfunction drugs to comply with the industry's guiding principles for ethical DTCA over a four-year period despite pledges of compliance by company leaders. Noncompliance resulted in children being exposed to sexually themed promotional messages more than 100 billion times. We argue that the guidelines are a coordinated effort by the industry to prevent unwanted federal regulation, and we introduce the concept of a blocking strategy to explain company behavior and to advance theoretical understanding of firms' public affairs strategies. We recommend policy responses to prevent deceptive practices, protect children from adult content, and promote genuine health care education.

Growing and Educational Environment of College Students and Their Motivational and Self-regulated Learning

NASA Astrophysics Data System (ADS)

Peng, Cuixin

Students growing and being educated in different social background may perform differently in their learning process. These differences can be found in self-regulated behavior in fulfilling a certain task. This paper focuses on the differences of students' various growing and educational environment in motivation and self-regulated learning. Results reveal that there exist differences among students from big cities, middle and small town and countryside in motivational and self-regulated learning. It also indicates that students from big cities gain more knowledge of cognitive strategies in there learning process.

Mindful Attention Awareness Scale (MAAS): Psychometric properties of the French translation and exploration of its relations with emotion regulation strategies.

PubMed

Jermann, Françoise; Billieux, Joël; Larøi, Frank; d'Argembeau, Arnaud; Bondolfi, Guido; Zermatten, Ariane; Van der Linden, Martial

2009-12-01

Over the past few years, several questionnaires have been developed to measure mindfulness. The Mindful Attention Awareness Scale (MAAS) was created to specifically capture attention and awareness in daily life (Brown & Ryan, 2003). In this article, we present a French adaptation of the MAAS. In the 1st study, we explored the psychometric properties of this adaptation. In the 2nd study, we investigated its relation to cognitive emotion regulation and depressive symptomatology using path analysis. As in the original version of the MAAS, the French adaptation has a strong 1-factor structure. Moreover, there was a negative relationship between the MAAS and the severity of depressive symptoms, both directly and indirectly. The indirect pathway was mediated by the nonadaptive cognitive emotion regulation strategy of self-blame and the adaptive cognitive emotion regulation strategy of positive reappraisal. In conclusion, this questionnaire represents a valid mindfulness measure for French-speaking clinicians and researchers.

Middle Years Students' Use of Self-Regulating Strategies in an Online Journaling Environment

ERIC Educational Resources Information Center

Campbell, Chris

2009-01-01

This study investigated boys' capacity for self regulation in a Year 8 classroom at a regional secondary college in the state of Victoria, Australia. This was an exploratory descriptive study that sought to examine how the use of an online journal influenced students' capacity to adaptively react (Zimmerman, 2002) to self-determined knowledge…

How Our Majors Believe They Learn: Student Learning Strategies in an Undergraduate Theory Course

ERIC Educational Resources Information Center

Pelton, Julie A.

2014-01-01

In this study, I set out to gain a better understanding of the learning strategies typically used by sociology majors, whether and to what extent they engage in metacognitive strategies, and whether teaching about learning results in students reporting greater use of self-regulatory behaviors. I discuss the importance of self-regulated learning…

A focus on adolescence to reduce neurological, mental health and substance-use disability.

PubMed

Davidson, Leslie L; Grigorenko, Elena L; Boivin, Michael J; Rapa, Elizabeth; Stein, Alan

2015-11-19

Globally, there is a crucial need to prioritize research directed at reducing neurological, mental health and substance-use disorders in adolescence, which is a pivotal age for the development of self-control and regulation. In adolescence, behaviour optimally advances towards adaptive long-term goals and suppresses conflicting maladaptive short-lived urges to balance impulsivity, exploration and defiance, while establishing effective societal participation. When self-control fails to develop, violence, injury and neurological, mental health and substance-use disorders can result, further challenging the development of self-regulation and impeding the transition to a productive adulthood. Adolescent outcomes, positive and negative, arise from both a life-course perspective and within a socioecological framework. Little is known about the emergence of self-control and regulation in adolescents in low- and middle-income countries where enormous environmental threats are more common (for example, poverty, war, local conflicts, sex trafficking and slavery, early marriage and/or pregnancy, and the absence of adequate access to education) than in high-income countries and can threaten optimal neurodevelopment. Research must develop or adapt appropriate assessments of adolescent ability and disability, social inclusion and exclusion, normative development, and neurological, mental health and substance-use disorders. Socioecological challenges in low- and middle-income countries require innovative strategies to prevent mental health, neurological and substance-use disorders and develop effective interventions for adolescents at risk, especially those already living with these disorders and the consequent disability.

Intrapersonal and interpersonal functions of non suicidal self-injury: associations with emotional and social functioning.

PubMed

Turner, Brianna J; Chapman, Alexander L; Layden, Brianne K

2012-02-01

Understanding the functions of nonsuicidal self-injury (NSSI) has important implications for the development and refinement of theoretical models and treatments of NSSI. Emotional and social vulnerabilities associated with five common functions of NSSI-emotion relief (ER), feeling generation (FG), self-punishment (SP), interpersonal influence (II), and interpersonal communication (IC)-were investigated to clarify why individuals use this behavior in the service of different purposes. Female participants (n = 162) with a history of NSSI completed online measures of self-injury, emotion regulation strategies and abilities, trait affectivity, social problem-solving styles, and interpersonal problems. ER functions were associated with more intense affectivity, expressive suppression, and limited access to emotion regulation strategies. FG functions were associated with a lack of emotional clarity. Similar to ER functions, SP functions were associated with greater affective intensity and expressive suppression. II functions were negatively associated with expressive suppression and positively associated with domineering/controlling and intrusive/needy interpersonal styles. IC functions were negatively associated with expressive suppression and positively associated with a vindictive or self-centered interpersonal style. These findings highlight the specific affective traits, emotional and social skill deficits, and interpersonal styles that may render a person more likely to engage in NSSI to achieve specific goals. © 2012 The American Association of Suicidology.

Brief report: emotion regulation and coping as moderators in the relationship between personality and self-injury.

PubMed

Hasking, Penelope A; Coric, Sarah J; Swannell, Sarah; Martin, Graham; Thompson, Holly Knox; Frost, Aaron D J

2010-10-01

Self-injury without conscious suicidal intent is an increasingly prevalent phenomenon particularly among adolescent populations. This pilot study examined the extent and correlates of self-injurious behaviour in a school population sample of 393 adolescents (aged 13-18 years) using a self-report questionnaire. Specifically, we aimed to determine whether personality was related to self-injury and whether this relationship was moderated by emotion regulation or coping strategies. Few personality and coping variables were directly related to self-injury after controlling for age and psychopathology. However the relationship between personality and self-injury was moderated by coping skills and emotion regulation. We suggest future research explore these relationships in order to determine the role of coping skills and emotional regulation training in prevention of self-injury.

How Do People Stop Non-Suicidal Self-Injury? A Systematic Review.

PubMed

Mummé, Tess Alexandra; Mildred, Helen; Knight, Tess

2017-07-03

The current paper reviews extant quantitative and qualitative literature into how Non-Suicidal Self-Injury cessation occurs, and individuals' experiences of stopping. Specific search criteria utilizing a PRISMA format were used across 5 databases, which resulted in 454 papers being identified. After utilizing exclusion criteria and then review, nine of the 454 papers identified were retained for extensive synthesis and critique. Results from 8 of the identified papers indicated that both intra and inter personal factors can influence self-injury cessation. These include: family support, self-esteem, emotional regulation, and professional help. Only 1 paper articulated a cessation process, describing it as a procedural event of developing interpersonal strength, then implementing alternative coping strategies. Limitations and implications of the studies are reported, concluding that further research is warranted to inform effective prevention and treatment strategies to ameliorate this growing public health concern.

Self-Report and Brain Indicators of Impaired Emotion Regulation in the Broad Autism Spectrum

ERIC Educational Resources Information Center

De Groot, Kristel; Van Strien, Jan W.

2017-01-01

Although not used as a diagnostic criterion, impaired emotion regulation is frequently observed in autism. The present study examined self-reported use of emotion regulation strategies in individuals scoring low or high on autistic traits. In addition, the late positive potential, which is sensitive to emotional arousal, was used to examine the…

Causal relationships among academic delay of gratification, motivation, and self-regulated learning in elementary school children.

PubMed

Zhang, Lili; Maruno, Shun'ichi

2010-10-01

Academic delay of gratification refers to the postponement of immediate rewards by students and the pursuit of more important, temporally remote academic goals. A path model was designed to identify the causal relationships among academic delay of gratification and motivation, self-regulated learning strategies (as specified in the Motivated Strategies for Learning Questionnaire), and grades among 386 Chinese elementary school children. Academic delay of gratification was found to be positively related to motivation and metacognition. Cognitive strategy, resource management, and grades mediated these two factors and were indirectly related to academic delay of gratification.

The relationship between emotion regulation strategies, personality traits and skin picking behaviours in a non-clinical sample of Polish adults.

PubMed

Prochwicz, Katarzyna; Kłosowska, Joanna; Kałużna-Wielobób, Alina

2018-06-01

Although skin-picking is a relatively common behaviour, data concerning factors which underlie skin-picking severity and functional impairment caused by picking are still limited. In the present study we examined whether some emotion regulation strategies (cognitive reappraisal and expressive suppression) and personality features influence skin-picking in a university sample; the moderating role of personality traits in the relationship between emotion regulation strategies and skin-picking was also considered. A total sample of 252 adults (mean age 24.03; SD = 5.66) completed the Skin-Picking Scale-Revised, Temperament and Character Inventory and Emotion Regulation Questionnaire. The linear regression analyses indicated that the use of cognitive reappraisal as emotion regulation strategy decrease skin-picking severity. Reduced novelty seeking and reduced self-directedness were identified as significant predictors of skin-picking severity, whereas decreased self-directedness and elevated cooperativeness predicted functional impairment caused by skin-picking. Further moderation analysis revealed that cognitive reappraisal decreases skin-picking severity only among individuals with low and moderate novelty seeking, however, not among those with high novelty seeking. These results indicate that emotion regulation strategies and specific personality traits are important factors associated with skin-picking behaviours in a university sample. Further research is needed to establish the link between emotion regulation strategies and personality traits in clinical sample. Copyright © 2018 Elsevier B.V. All rights reserved.

The effect of self-regulatory and metacognitive strategy instruction on impoverished students' assessment achievement in physics

NASA Astrophysics Data System (ADS)

Fouche, Jaunine

The purpose of this nonequivalent control group design study was to evaluate the effectiveness of metacognitive and self-regulatory strategy use on the assessment achievement of 215 9th-grade, residential physics students from low socioeconomic status (low-SES) backgrounds. Students from low-SES backgrounds often lack the self-regulatory habits and metacognitive strategies to improve academic performance. In an effort to increase these scores and to increase student self-regulation and metacognition with regard to achievement in physics, this study investigated the use of metacognitive and self-regulatory strategies specifically as they apply to students' use of their own assessment data. Traditionally, student performance data is used by adults to inform instructional and curricular decisions. However, students are rarely given or asked to evaluate their own performance data. Moreover, students are not shown how to use this data to plan for or inform their own learning. It was found that students in the overall and algebra-ready treatment groups performed significantly better than their control group peers. These results are favorable for inclusion of strategies involving self-regulation and metacognition in secondary physics classrooms. Although these results may be applicable across residential, impoverished populations, further research is needed with non-residential populations.

Mobile and Online Learning Journal: Effects on Apprentices' Reflection in Vocational Education and Training

ERIC Educational Resources Information Center

Mauroux, Laetitia; Könings, Karen D.; Zufferey, Jessica Dehler; Gurtner, Jean-Luc

2014-01-01

While learning journals (LJs) have been shown to support self-regulated learning strategies, reflection and learning outcomes in academic contexts, few studies have investigated their relevance in vocational education. A mobile and online learning journal (MOLJ) was developed to support reflection on workplace experiences. However, acceptance of…

An Experimental Examination of Quick Writing in the Middle School Science Classroom

ERIC Educational Resources Information Center

Benedek-Wood, Elizabeth; Mason, Linda H.; Wood, Philip H.; Hoffman, Katie E.; McGuire, Ashley

2014-01-01

A staggered A-B design study was used to evaluate the effects of Self- Regulated Strategy Development (SRSD) instruction for quick writing in middle school science across four classrooms. A sixth-grade science teacher delivered all students' writing assessment and SRSD instruction for informative quick writing. Results indicated that performance…

Avoiding the Struggle: Instruction That Supports Students' Motivation in Reading and Writing about Content Material

ERIC Educational Resources Information Center

Mason, Linda H.; Meadan, Hedda; Hedin, Laura R.; Cramer, Anne Mong

2012-01-01

We conducted a mixed methods study to evaluate motivation among 20 fourth-grade students who struggle with reading and writing prior to and after receiving either self-regulated strategy development (SRSD) instruction for expository reading comprehension or SRSD instruction for expository reading comprehension plus informative writing. We…

Student Motivations as Predictors of High-Level Cognitions in Project-Based Classrooms

ERIC Educational Resources Information Center

Stolk, Jonathan; Harari, Janie

2014-01-01

It is well established that active learning helps students engage in high-level thinking strategies and develop improved cognitive skills. Motivation and self-regulated learning research, however, illustrates that cognitive engagement is an effortful process that is related to students' valuing of the learning tasks, adoption of internalized goal…

Self-Assessment: Challenging Students to Take Charge of Learning

ERIC Educational Resources Information Center

Harada, Violet H.

2010-01-01

Students are frequently unaware that they hold the power of learning in their own hands. Their ability to figure out what they are doing and where they are heading are crucial keys to consciously applying learning strategies, developing effective work habits, and assessing their own performance. The ability to regulate one's own learning means…

Improvement of Self-regulated Learning in Mathematics through a Hypermedia Application: Differences based on Academic Performance and Previous Knowledge.

PubMed

Cueli, Marisol; Rodríguez, Celestino; Areces, Débora; García, Trinidad; González-Castro, Paloma

2017-12-04

Self-regulation on behalf of the student is crucial in learning Mathematics through hypermedia applications and is an even greater challenge in these IT environments. Two aims are formulated. First, to analyze the effectiveness of a hypermedia tool in improving perceived knowledge of self-regulatory strategies and the perceived usage of the planning, executing and assessment strategy on behalf of students with low, medium and high levels of academic performance. Second, to analyze the effectiveness of the hypermedia tool in improving perceived usage of the strategy for planning, monitoring and evaluating on behalf of students with a perceived knowledge (low, medium and high). Participants were 624 students (aged 10-13), classified into a treatment group (TG; 391) and a comparative group (CG; 233). They completed a questionnaire on perceived knowledge (Perceived Knowledge of Self-Regulatory Strategies) and another one on perceived usage of the strategy for planning, performing and evaluating (Inventory of Self-regulatory Learning Processes). Univariate covariance analyses (ANCOVAs) and Student-t tests were used. ANCOVA results were not statistically significant. However, the linear contrast indicated a significant improvement in perceived knowledge of strategies among the TG with low, medium and high academic performance (p ≤ .001). Results are discussed in the light of past and future research.

Older adults' exercise behavior: roles of selected constructs of social-cognitive theory.

PubMed

Umstattd, M Renée; Hallam, Jeffrey

2007-04-01

Exercise is consistently related to physical and psychological health benefits in older adults. Bandura's social-cognitive theory (SCT) is one theoretical perspective on understanding and predicting exercise behavior. Thus, the authors examined whether three SCT variables-self-efficacy, self-regulation, and outcome-expectancy value-predicted older adults' (N = 98) exercise behavior. Bivariate analyses revealed that regular exercise was associated with being male, White, and married; having higher income, education, and self-efficacy; using self-regulation skills; and having favorable outcome-expectancy values (p < .05). In a simultaneous multivariate model, however, self-regulation (p = .0097) was the only variable independently associated with regular exercise. Thus, exercise interventions targeting older adults should include components aimed at increasing the use of self-regulation strategies.

Improving Written Language Performance of Adolescents with Asperger Syndrome

PubMed Central

Delano, Monica E

2007-01-01

The effects of a multicomponent intervention involving self-regulated strategy development delivered via video self-modeling on the written language performance of 3 students with Asperger syndrome were examined. During intervention sessions, each student watched a video of himself performing strategies for increasing the number of words written and the number of functional essay elements. He then wrote a persuasive essay. The number of words written and number of functional essay elements included in each essay were measured. Each student demonstrated gains in the number of words written and number of functional essay elements. Maintenance of treatment effects at follow-up varied across targets and participants. Implications for future research are suggested. PMID:17624076

How do older adult drivers self-regulate? Characteristics of self-regulation classes defined by latent class analysis.

PubMed

Bergen, Gwen; West, Bethany A; Luo, Feijun; Bird, Donna C; Freund, Katherine; Fortinsky, Richard H; Staplin, Loren

2017-06-01

Motor-vehicle crashes were the second leading cause of injury death for adults aged 65-84years in 2014. Some older drivers choose to self-regulate their driving to maintain mobility while reducing driving risk, yet the process remains poorly understood. Data from 729 older adults (aged ≥60years) who joined an older adult ride service program between April 1, 2010 and November 8, 2013 were analyzed to define and describe classes of driving self-regulation. Latent class analysis was employed to characterize older adult driving self-regulation classes using driving frequency and avoidance of seven driving situations. Logistic regression was used to explore associations between characteristics affecting mobility and self-regulation class. Three classes were identified (low, medium, and high self-regulation). High self-regulating participants reported the highest proportion of always avoiding seven risky driving situations and the lowest driving frequency followed by medium and low self-regulators. Those who were female, aged 80years or older, visually impaired, assistive device users, and those with special health needs were more likely to be high self-regulating compared with low self-regulating. Avoidance of certain driving situations and weekly driving frequency are valid indicators for describing driving self-regulation classes in older adults. Understanding the unique characteristics and mobility limitations of each class can guide optimal transportation strategies for older adults. Published by Elsevier Ltd.

The Development of Self-Regulation across Early Childhood

ERIC Educational Resources Information Center

Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

2016-01-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and…

The Development of Self-Regulation across Early Childhood

PubMed Central

Montroy, Janelle J.; Bowles, Ryan P.; Skibbe, Lori E.; McClelland, Megan M.; Morrison, Frederick J.

2016-01-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of three and seven, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across three diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow three distinct developmental patterns of growth. These three trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds with implications for offering individualized support across children. PMID:27709999

Comparing Problem-Based Learning Students to Students in a Lecture-Based Curriculum: Learning Strategies and the Relation with Self-Study Time

ERIC Educational Resources Information Center

Wijnen, Marit; Loyens, Sofie M. M.; Smeets, Guus; Kroeze, Maarten; van der Molen, Henk

2017-01-01

In educational theory, deep processing (i.e., connecting different study topics together) and self-regulation (i.e., taking control over one's own learning process) are considered effective learning strategies. These learning strategies can be influenced by the learning environment. Problem-based learning (PBL), a student-centered educational…

The Regulation of Task Performance: A Trans-Disciplinary Review

PubMed Central

Clark, Ian; Dumas, Guillaume

2016-01-01

Definitions of meta-cognition typically have two components: (1) knowledge about one's own cognitive functioning; and, (2) control over one's own cognitive activities. Since Flavell and his colleagues provided the empirical foundation on which to build studies of meta-cognition and the autonoetic (self) knowledge required for effective learning, the intervening years have seen the extensive dissemination of theoretical and empirical research on meta-cognition, which now encompasses a variety of issues and domains including educational psychology and neuroscience. Nevertheless, the psychological and neural underpinnings of meta-cognitive predictions and reflections that determine subsequent regulation of task performance remain ill understood. This article provides an outline of meta-cognition in the science of education with evidence drawn from neuroimaging, psycho-physiological, and psychological literature. We will rigorously explore research that addresses the pivotal role of the prefrontal cortex (PFC) in controlling the meta-cognitive processes that underpin the self-regulated learning (SRL) strategies learners employ to regulate task performance. The article delineates what those strategies are, and how the learning environment can facilitate or frustrate strategy use by influencing learners' self-efficacy. PMID:26779050

Effects of Self-Image on Anxiety, Judgement Bias and Emotion Regulation in Social Anxiety Disorder.

PubMed

Lee, Hannah; Ahn, Jung-Kwang; Kwon, Jung-Hye

2018-04-25

Research to date has focused on the detrimental effects of negative self-images for individuals with social anxiety disorder (SAD), but the benefits of positive self-images have been neglected. The present study examined the effect of holding a positive versus negative self-image in mind on anxiety, judgement bias and emotion regulation (ER) in individuals with SAD. Forty-two individuals who met the diagnostic criteria for SAD were randomly assigned to either a positive or a negative self-image group. Participants were assessed twice with a week's interval in between using the Reactivity and Regulation Situation Task, which measures social anxiety, discomfort, judgement bias and ER, prior to and after the inducement of a positive or negative self-image. Individuals in the positive self-image group reported less social anxiety, discomfort and distress from social cost when compared with their pre-induction state. They also used more adaptive ER strategies and experienced less anxiety and discomfort after using ER. In contrast, individuals in the negative self-image group showed no significant differences in anxiety, judgement bias or ER strategies before and after the induction. This study highlights the beneficial effects of positive self-images on social anxiety and ER.

Motivational Effects on Self-Regulated Learning with Different Tasks

ERIC Educational Resources Information Center

Vollmeyer, Regina; Rheinberg, Falko

2006-01-01

In our cognitive motivational process model (Vollmeyer & Rheinberg, "Zeitschrift fur Padagogische Psychologie," 12:11-23, 1998) we assume that initial motivation affects performance via motivation during learning and learning strategies. These variables are also central for self-regulation theories (e.g., M. Boekaerts, "European Psychologist,"…

Metacognition in Self-Regulated Multimedia Learning: Integrating Behavioural, Psychophysiological and Introspective Measures

ERIC Educational Resources Information Center

Antonietti, Alessandro; Colombo, Barbara; Di Nuzzo, Chiara

2015-01-01

This study aims at investigating students' strategies--as revealed by behavioural, psychophysiological and introspective measures--which are applied during the free exploration of multimedia instructional presentations, which requires students to self-regulate their learning processes. Two multimedia presentations were constructed and presented to…

Influence of Psychosocial Classroom Environment on Students' Motivation and Self-Regulation in Science Learning: A Structural Equation Modeling Approach

NASA Astrophysics Data System (ADS)

Velayutham, Sunitadevi; Aldridge, Jill M.

2013-04-01

The primary aim of this study was two-fold: 1) to identify salient psychosocial features of the classroom environment that influence students' motivation and self-regulation in science learning; and 2) to examine the effect of the motivational constructs of learning goal orientation, science task value and self-efficacy in science learning on students' self-regulation in science classrooms. Data collected from 1360 science students in grades 8, 9 and 10 in five public schools in Perth, Western Australia were utilized to validate the questionnaires and to investigate the hypothesized relationships. Structural Equation Modeling analysis suggested that student cohesiveness, investigation and task orientation were the most influential predictors of student motivation and self-regulation in science learning. In addition, learning goal orientation, task value and self-efficacy significantly influenced students' self-regulation in science. The findings offer potential opportunities for educators to plan and implement effective pedagogical strategies aimed at increasing students' motivation and self-regulation in science learning.

Expanding Learning Presence to Account for the Direction of Regulative Intent: Self-, Co- and Shared Regulation in Online Learning

ERIC Educational Resources Information Center

Hayes, Suzanne; Smith, Sedef Uzuner; Shea, Peter

2015-01-01

As the pivotal role of self-regulation has been widely accepted in online learning literature, much interest is focused on identifying pedagogical strategies to help foster regulatory behaviors in online learners. The authors of this article argue that the learning presence (LP) construct, a recently proposed addition to the Community of Inquiry…

Emotion (Dys)regulation and Links to Depressive Disorders

PubMed Central

Kovacs, Maria; Joormann, Jutta; Gotlib, Ian H.

2010-01-01

Clinical depression is a significant mental health problem that is associated with personal suffering and impaired functioning. These effects underscore the continuing need for new approaches that can inform researchers and clinicians when designing interventions. We propose that individual differences in the self-regulation of sadness and distress provide an important link between stress, depressed mood, and the onset of depressive disorder, and that if we have a better understanding of the ways children successfully manage negative emotions, we can better prevent and treat pediatric depression. In this article, we therefore examine the normative development of responses that children use to attenuate sadness, and aspects of the neurobiological infrastructure that both enable and constrain such self-regulatory efforts. We also address the emerging literature on affect regulation among children at familial risk for depressive disorders. We conclude that problems with adaptively self-regulating sadness and distress represent one pathway that can lead to juvenile-onset depression. And we need integrated, developmental studies of the psychosocial and neurobiological aspects of self-regulatory responses to sadness and distress in order to better understand this process, and to design age-sensitive intervention strategies for pediatric depression. PMID:20721304

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis.

PubMed

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

This study examined the relationships between the different aspects of students' course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale "quality of teaching" directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students' peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students' examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. The results of this study will have important implications for designing blended learning courses in medical schools.

Self-Regulation of Learning and Academic Delay of Gratification: Individual Differences among College Students.

ERIC Educational Resources Information Center

Bembenutty, Hefer

This study examined whether there were gender and ethnic differences in students' willingness to delay gratification, intrinsic and extrinsic motivation, self-efficacy beliefs, use of cognitive strategies (such as rehearsal, organization, elaboration, and metacognition), and use of learning strategies (help seeking, time management, effort…

The Development of Self-Regulation and Executive Function in Young Children

ERIC Educational Resources Information Center

McClelland, Megan M.; Tominey, Shauna L.

2014-01-01

Self-regulation lays the foundation for positive social relationships and academic success. In this article, we provide an overview of self-regulation and the key terms related to selfregulation, such as executive function. We discuss research on how self-regulation develops and connections between self-regulation and social and academic outcomes.…

Formative Assessment: Assessment Is for Self-Regulated Learning

ERIC Educational Resources Information Center

Clark, Ian

2012-01-01

The article draws from 199 sources on assessment, learning, and motivation to present a detailed decomposition of the values, theories, and goals of formative assessment. This article will discuss the extent to which formative feedback actualizes and reinforces self-regulated learning (SRL) strategies among students. Theoreticians agree that SRL…

Self-Regulation Competence in Music Education

ERIC Educational Resources Information Center

Ludovico, Luca Andrea; Mangione, Giuseppina Rita

2014-01-01

This work starts from a systematic review about music education and self-regulation during learning processes. Then the paper identifies those meta-cognitive strategies that music students should adopt during their instrumental practice. The goal is applying such concepts in order to rethink the structure of a didactic e-book for instrumental…

The Motivational Effects of the Classroom Environment in Facilitating Self-Regulated Learning

ERIC Educational Resources Information Center

Young, Mark R.

2005-01-01

Students can be proactive and engaged or, alternatively, lack initiative and responsibility for their learning. Self-regulated learning involves learning strategies and mental processes that learners deliberately engage to help themselves learn and perform better academically. The results of this study provide empirical support for the theoretical…

The effect of web quest and team-based learning on students' self-regulation.

PubMed

Badiyepeymaie Jahromi, Zohreh; Mosalanejad, Leili; Rezaee, Rita

2016-04-01

In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students' self-direction, self-regulation, and academic achievement. This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino's self-directed learning readiness scale (SDLRS) and Buford's self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann-Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. The results of the Mann-Whitney U test showed that the participants' self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students' final scores) were higher in the WebQuest approach than in team-based learning. By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required.

Mothering, fathering, and the regulation of negative and positive emotions in high-functioning preschoolers with autism spectrum disorder.

PubMed

Hirschler-Guttenberg, Yael; Golan, Ofer; Ostfeld-Etzion, Sharon; Feldman, Ruth

2015-05-01

Children with autism spectrum disorder (ASD) exhibit difficulties in regulating emotions and authors have called to study the specific processes underpinning emotion regulation (ER) in ASD. Yet, little observational research examined the strategies preschoolers with ASD use to regulate negative and positive emotions in the presence of their mothers and fathers. Forty preschoolers with ASD and 40 matched typically developing children and their mothers and fathers participated. Families were visited twice for identical battery of paradigms with mother or father. Parent-child interactions were coded for parent and child behaviors and children engaged in ER paradigms eliciting negative (fear) and positive (joy) emotions with each parent. ER paradigms were microcoded for negative and positive emotionality, ER strategies, and parent regulation facilitation. During free play, mothers' and fathers' sensitivity and warm discipline were comparable across groups; however, children with ASD displayed lower positive engagement and higher withdrawal. During ER paradigms, children with ASD expressed less positive emotionality overall and more negative emotionality during fear with father. Children with ASD used more simple self-regulatory strategies, particularly during fear, but expressed comparable levels of assistance seeking behavior toward mother and father in negative and positive contexts. Parents of children with ASD used less complex regulation facilitation strategies, including cognitive reappraisal and emotional reframing, and employed simple tactics, such as physical comforting to manage fear and social gaze to maintain joy. Findings describe general and parent- and emotion-specific processes of child ER and parent regulation facilitation in preschoolers with ASD. Results underscore the ability of such children to seek parental assistance during moments of high arousal and the parents' sensitive adaptation to their children's needs. Reduced positive emotionality, rather than increased negative reactivity and self-regulatory efforts, emerges as the consistent element associated with ER processes in this group. © 2014 Association for Child and Adolescent Mental Health.

A Longitudinal Study for the Empirical Validation of an Etiopathogenetic Model of Internet Addiction in Adolescence Based on Early Emotion Regulation

PubMed Central

Cimino, Silvia

2018-01-01

Several etiopathogenetic models have been conceptualized for the onset of Internet Addiction (IA). However, no study had evaluated the possible predictive effect of early emotion regulation strategies on the development of IA in adolescence. In a sample of N = 142 adolescents with Internet Addiction, this twelve-year longitudinal study aimed at verifying whether and how emotion regulation strategies (self-focused versus other-focused) at two years of age were predictive of school-age children's internalizing/externalizing symptoms, which in turn fostered Internet Addiction (compulsive use of the Web versus distressed use) in adolescence. Our results confirmed our hypotheses demonstrating that early emotion regulation has an impact on the emotional-behavioral functioning in middle childhood (8 years of age), which in turn has an influence on the onset of IA in adolescence. Moreover, our results showed a strong, direct statistical link between the characteristics of emotion regulation strategies in infancy and IA in adolescence. These results indicate that a common root of unbalanced emotion regulation could lead to two different manifestations of Internet Addiction in youths and could be useful in the assessment and treatment of adolescents with IA.

Effects of Training in Planfulness on the Performance of Eighth Graders.

ERIC Educational Resources Information Center

O'Loughlin, Michael; And Others

Recent research in metacognition suggests that efficient studying reflects the ability to employ deliberately planful or self-regulative study strategies. An instructional program based on this approach was developed to teach eighth graders how to study text. The sample of 50 eighth graders was divided into experimental (N=24) and control (N=26)…

Self-Regulated Strategy Development for Students with Emotional Behavioral Disorders

ERIC Educational Resources Information Center

Bak, Nicole; Asaro-Saddler, Kristie

2013-01-01

Writing is a foundational skill that can support and extend student learning across the curriculum. Writing is used to communicate stories, opinions, and information, and to express one's understanding of concepts and ideas during an individual's K-12 educational career and well beyond. Despite written expression's importance and…

Connecting with Others: Lessons for Teaching Social and Emotional Competence, Grades K-2 [and] Grades 3-5.

ERIC Educational Resources Information Center

Richardson, Rita C.

The Connecting with Others program, initially developed to teach prosocial skills to special-needs students within regular classroom settings, offers an alternative strategy to classroom management and discipline through instruction in self-regulation skills and conflict resolution. The program for elementary grades consists of a K-2 volume and…

Adapting Self-Regulated Strategy Development in Persuasive Writing for Adolescents Who Are Deaf or Hard of Hearing

ERIC Educational Resources Information Center

Vostal, Brooks R.; Ward, Megan S.

2015-01-01

Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e.,…

Examining Residents' Strategic Mindfulness During Self-Regulated Learning of a Simulated Procedural Skill.

PubMed

Brydges, Ryan; Hatala, Rose; Mylopoulos, Maria

2016-07-01

Simulation-based training is currently embedded in most health professions education curricula. Without evidence for how trainees think about their simulation-based learning, some training techniques may not support trainees' learning strategies. This study explored how residents think about and self-regulate learning during a lumbar puncture (LP) training session using a simulator. In 2010, 20 of 45 postgraduate year 1 internal medicine residents attended a mandatory procedural skills training boot camp. Independently, residents practiced the entire LP skill on a part-task trainer using a clinical LP tray and proper sterile technique. We interviewed participants regarding how they thought about and monitored their learning processes, and then we conducted a thematic analysis of the interview data. The analysis suggested that participants considered what they could and could not learn from the simulator; they developed their self-confidence by familiarizing themselves with the LP equipment and repeating the LP algorithmic steps. Participants articulated an idiosyncratic model of learning they used to interpret the challenges and successes they experienced. Participants reported focusing on obtaining cerebrospinal fluid and memorizing the "routine" version of the LP procedure. They did not report much thinking about their learning strategies (eg, self-questioning). During simulation-based training, residents described assigning greater weight to achieving procedural outcomes and tended to think that the simulated task provided them with routine, generalizable skills. Over this typical 1-hour session, trainees did not appear to consider their strategic mindfulness (ie, awareness and use of learning strategies).

The Learning Environment Counts: Longitudinal Qualitative Analysis of Study Strategies Adopted by First-Year Medical Students in a Competency-Based Educational Program.

PubMed

Bierer, S Beth; Dannefer, Elaine F

2016-11-01

The move toward competency-based education will require medical schools and postgraduate training programs to restructure learning environments to motivate trainees to take personal ownership for learning. This qualitative study explores how medical students select and implement study strategies while enrolled in a unique, nontraditional program that emphasizes reflection on performance and competence rather than relying on high-stakes examinations or grades to motivate students to learn and excel. Fourteen first-year medical students volunteered to participate in three, 45-minute interviews (42 overall) scheduled three months apart during 2013-2014. Two medical educators used structured interview guides to solicit students' previous assessment experiences, preferred learning strategies, and performance monitoring processes. Interviews were digitally recorded and transcribed verbatim. Participants confirmed accuracy of transcripts. Researchers independently read transcripts and met regularly to discuss transcripts and judge when themes achieved saturation. Medical students can adopt an assessment for learning mind-set with faculty guidance and implement appropriate study strategies for mastery-learning demands. Though students developed new strategies at different rates during the year, they all eventually identified study and performance monitoring strategies to meet learning needs. Students who had diverse learning experiences in college embraced mastery-based study strategies sooner than peers after recognizing that the learning environment did not reward performance-based strategies. Medical students can take ownership for their learning and implement specific strategies to regulate behavior when learning environments contain building blocks emphasized in self-determination theory. Findings should generalize to educational programs seeking strategies to design learning environments that promote self-regulated learning.

A Within-Group Analysis of African American Mothers’ Authoritarian Attitudes, Limit-Setting and Children's Self-Regulation

PubMed Central

LeCuyer, Elizabeth A.; Swanson, Dena Phillips

2016-01-01

Research suggests that higher levels of authoritarian parenting exist in African American (AA) families than in European American (EA) families, and that authoritarian attitudes may be associated with more positive outcomes in AA families than EA families. However, less is known about authoritarian attitudes and children's development within AA families. This within-group study of 50 African American mothers and their 3-year-old children examined associations between maternal authoritarian attitudes, observed maternal limit-setting strategies, and children's self-regulation during a limit-setting interaction. The findings indicate that while AA families may hold more authoritarian attitudes than EA families, the direction of effect of authoritarian attitudes on children's outcomes appears to be the same in both ethnic groups. In this sample, when examining AA authoritarian attitudes relative to those of other AA mothers, less or lower authoritarian attitudes were associated with authoritative limit-setting behavior (firm limits within the context of overall warmth and responsiveness) and better children's self-regulation. PMID:28408794

A Within-Group Analysis of African American Mothers' Authoritarian Attitudes, Limit-Setting and Children's Self-Regulation.

PubMed

LeCuyer, Elizabeth A; Swanson, Dena Phillips

2017-03-01

Research suggests that higher levels of authoritarian parenting exist in African American (AA) families than in European American (EA) families, and that authoritarian attitudes may be associated with more positive outcomes in AA families than EA families. However, less is known about authoritarian attitudes and children's development within AA families. This within-group study of 50 African American mothers and their 3-year-old children examined associations between maternal authoritarian attitudes, observed maternal limit-setting strategies, and children's self-regulation during a limit-setting interaction. The findings indicate that while AA families may hold more authoritarian attitudes than EA families, the direction of effect of authoritarian attitudes on children's outcomes appears to be the same in both ethnic groups. In this sample, when examining AA authoritarian attitudes relative to those of other AA mothers, less or lower authoritarian attitudes were associated with authoritative limit-setting behavior (firm limits within the context of overall warmth and responsiveness) and better children's self-regulation.

Assessment of medical students’ learning and study strategies in self-regulated learning

PubMed Central

JOUHARI, ZAHRA; HAGHANI, FARIBA; CHANGIZ, TAHEREH

2016-01-01

Introduction Research on medical students shows that adopting self-regulation of effort, time, and study strategies can positively influence academic achievement. The purpose of the current study was to assess learning and study strategies in medical students. Methods This cross-sectional study was carried out in 2014-2015 at Isfahan University of Medical Sciences. The sample size was determined 360 students based on the results of a pilot study on 30 members of the study population. Medical students in the first to fourth year of their studies were selected through simple sampling randomly. A valid and reliable Persian translation of Learning and Study Strategies Inventory (LASSI) questionnaire was completed by the students. It measures three latent factors of self-regulated learning: Skill, Will, and Self-Regulation. It consists of 80 questions in ten different scales (each scale including eight questions and a variable score of 8-40). Data were analyzed using t-test, correlation analysis, and ANOVA. Results Considering the ten LASSI scales, the highest mean score belonged to test strategies (28.67±4.44), and the lowest mean to self-testing (21.91±4.91). The results showed significant statistical differences between male and female students in selecting the main idea, attitude, and self-testing. ANOVA and post hoc Tukey tests showed a significant difference between the mean scores of different areas of LASSI among students with different grade point average (GPA) in the university. In all areas except the study aids, the mean scores of students with GPA higher than 17.5 were significantly higher than those of students with GPA lower than 14.5. Conclusion The results showed that students need help and consultation in most areas of learning and study strategies. Using 10 areas of LASSI can determine the strengths and weaknesses of students in various areas. Knowing their own limitations, students will be able to improve their study habits. Hence, it is suggested to evaluate the students when enrolling at universities and design educational programs based on the students’ characteristics. PMID:27104201

The development of self-regulation across early childhood.

PubMed

Montroy, Janelle J; Bowles, Ryan P; Skibbe, Lori E; McClelland, Megan M; Morrison, Frederick J

2016-11-01

The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record (c) 2016 APA, all rights reserved).

Getting to the Heart of Emotion Regulation in Youth: The Role of Interoceptive Sensitivity, Heart Rate Variability, and Parental Psychopathology

PubMed Central

Sütterlin, Stefan; Braet, Caroline; Mueller, Sven C.

2016-01-01

Emotion regulation and associated autonomic activation develop throughout childhood and adolescence under the influence of the family environment. Specifically, physiological indicators of autonomic nervous system activity such as interoceptive sensitivity and vagally mediated heart rate variability (HRV) can inform on emotion regulation. Although the effect of parental emotion socialization on emotion regulation appears to be influenced by autonomic processes, research on physiological regulation and the influence of parental factors remains scarce. This study investigated the relationship between self-reported habitual emotion regulation strategies and HRV at rest as well as interoceptive sensitivity in forty-six youngsters (27 female; age: M = 13.00, SD = 2.13). Secondly, the association between these autonomic correlates and parental psychopathology was also studied. Whereas better interoceptive sensitivity was related to reduced maladaptive emotion regulation, specifically rumination, high HRV was related to more use of external emotion regulation strategies (i.e., support seeking). In addition, increased HRV and decreased interoceptive sensitivity were associated with maternal internalizing and there was evidence for a possible mediation effect of HRV in the relationship between maternal internalizing and child external emotion regulation. This study elucidates the link between cognitive emotion regulation strategies and underlying physiological regulation in adolescents but also indicates a putative influence of maternal internalizing symptoms on emotion regulation in their offspring. PMID:27741261

Epistemological Beliefs and Epistemic Strategies in Self-Regulated Learning

ERIC Educational Resources Information Center

Richter, Tobias; Schmid, Sebastian

2010-01-01

How do epistemological attitudes and beliefs influence learning from text? We conceptualize epistemological attitudes and beliefs as components of metacognitive knowledge. As such, they serve an important function in regulating the use of epistemic strategies such as knowledge-based validation of information and checking arguments for internal…

Gli1-Mediated Regulation of Sox2 Facilitates Self-Renewal of Stem-Like Cells and Confers Resistance to EGFR Inhibitors in Non-Small Cell Lung Cancer.

PubMed

Bora-Singhal, Namrata; Perumal, Deepak; Nguyen, Jonathan; Chellappan, Srikumar

2015-07-01

Non-small cell lung cancer (NSCLC) patients have very low survival rates because the current therapeutic strategies are not fully effective. Although EGFR tyrosine kinase inhibitors are effective for NSCLC patients harboring EGFR mutations, patients invariably develop resistance to these agents. Alterations in multiple signaling cascades have been associated with the development of resistance to EGFR inhibitors. Sonic Hedgehog and associated Gli transcription factors play a major role in embryonic development and have recently been found to be reactivated in NSCLC, and elevated Gli1 levels correlate with poor prognosis. The Hedgehog pathway has been implicated in the functions of cancer stem cells, although the underlying molecular mechanisms are not clear. In this context, we demonstrate that Gli1 is a strong regulator of embryonic stem cell transcription factor Sox2. Depletion of Gli1 or inhibition of the Hedgehog signaling significantly abrogated the self-renewal of stem-like side-population cells from NSCLCs as well as vascular mimicry of such cells. Gli1 was found to transcriptionally regulate Sox2 through its promoter region, and Gli1 could be detected on the Sox2 promoter. Inhibition of Hedgehog signaling appeared to work cooperatively with EGFR inhibitors in markedly reducing the viability of NSCLC cells as well as the self-renewal of stem-like cells. Thus, our study demonstrates a cooperative functioning of the EGFR signaling and Hedgehog pathways in governing the stem-like functions of NSCLC cancer stem cells and presents a novel therapeutic strategy to combat NSCLC harboring EGFR mutations. Copyright © 2015 The Authors. Published by Elsevier Inc. All rights reserved.

Strategies for Effective Eating Development-SEEDS: Design of an Obesity Prevention Program to Promote Healthy Food Preferences and Eating Self-Regulation in Children From Low-Income Families.

PubMed

Hughes, Sheryl O; Power, Thomas G; Beck, Ashley; Betz, Drew; Calodich, Shirley; Goodell, L Suzanne; Hill, Laura G; Hill, Rachael; Jaramillo, J Andrea; Johnson, Susan L; Lanigan, Jane; Lawrence, Adair; Martinez, AnaMaria Diaz; Nesbitt, Merrianneeta; Overath, Irene; Parker, Louise; Ullrich-French, Sarah

2016-06-01

To develop a scientifically based childhood obesity prevention program supporting child eating self-regulation and taste preferences. This article describes the research methods for the Strategies for Effective Eating Development program. A logic model is provided that depicts a visual presentation of the activities that will be used to guide the development of the prevention program. Randomized, controlled prevention program, pretest, posttest, 6 months, and 12 months. Two sites: Houston, TX and Pasco, WA. Each trial will last 7 weeks with 8-10 mother-child dyads in each arm (prevention and control). Recruitment at Head Start districts (Texas; n = 160) and Inspire Child Development Center including Early Childhood Education and Head Start (Washington; n = 160). Sixteen trials with 16-20 parent-child dyads per trial will provide adequate power to detect moderate effects. Multicomponent family-based prevention program incorporating a dialogue approach to adult learning and self-determination theory. Child assessments will include observed taste preferences, caloric compensation, and eating in the absence of hunger. Parent assessments will include parent-reported feeding, feeding emotions, acculturation, child eating behaviors, child food preferences, and child dietary intake. Heights and weights will be measured for parent and child. A multilevel growth modeling analysis will be employed to consider the nested nature of the data: time points (level 1) within families (level 2) within trials (level 3). Copyright © 2016 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved.

Self-Regulation of Driving Behavior in People with Parkinson Disease.

PubMed

Stolwyk, Renerus J; Scally, Karen A; Charlton, Judith L; Bradshaw, John L; Iansek, Robert; Georgiou-Karistianis, Nellie

2015-06-01

To determine the extent and nature of driving self-regulation in drivers with Parkinson disease (PD) and factors associated with self-regulatory practices. Although people with PD have consistently been shown to have driving impairments, few studies have examined self-regulatory driving practices and their relationship to driving performance. We used a self-report driving questionnaire to examine driving self-regulation in 37 drivers with PD and 37 healthy age-matched controls. We also analyzed factors associated with self-regulatory practices, primarily demographic, disease-related, psychological, and simulated driving performance variables. The drivers with PD reported significantly higher rates of self-perceived decline in their driving ability (P=0.008) and driving significantly shorter distances per week (P=0.004) than controls. Unfamiliar situations (P=0.009), in-car distractions (P<0.001), low visibility conditions (P=0.004), and long journeys (P=0.003) were particularly challenging for the drivers with PD, and their pattern of driving avoidance mirrored these difficulties. The use of self-regulatory strategies among drivers with PD was associated with female sex (rho=0.42, P=0.009) and perceived decline in driving ability (rho=-0.55, P<0.001), but not with age or objective measures of disease severity, cognition, or simulated driving performance. Drivers with PD reported driving less overall and restricting their driving to avoid particularly difficult circumstances. Further research is warranted on effective use of self-regulation strategies to improve driving performance in people with PD.

Analysis of Emotion Regulation in Spanish Adolescents: Validation of the Emotion Regulation Questionnaire

PubMed Central

Gómez-Ortiz, Olga; Romera, Eva M.; Ortega-Ruiz, Rosario; Cabello, Rosario; Fernández-Berrocal, Pablo

2016-01-01

Emotion regulation (ER) is a basic psychological process that has been broadly linked to psychosocial adjustment. Due to its relationship with psychosocial adjustment, a significant number of instruments have been developed to assess emotion regulation in a reliable and valid manner. Among these, the Emotion Regulation Questionnaire (ERQ; Gross and John, 2003) is one of the most widely used, having shown good psychometric properties with adult samples from different cultures. Studies of validation in children and adolescents are, however, scarce and have only been developed for the Australian and Portuguese populations. The aim of this study was to validate the Spanish version of the ERQ for use in adolescents and determine possible differences according to the gender and age of young people. The sample consisted of 2060 adolescents (52.1% boys). Exploratory and Confirmatory factor analysis (EFA and CFA), multi-group analysis and Two-way multivariate analysis of variance (MANOVA) were performed and the percentiles calculated. The results of the AFE and CFA corroborated the existence of two factors related to the emotion regulation strategies of cognitive reappraisal and expressive suppression, showing acceptable internal consistency and test-retest reliability. Both factors also showed good criterion validity with personality traits, self-esteem, and social anxiety. Differences in cognitive reappraisal were found with regard to age, with younger students exhibiting the greatest mastery of this strategy. Gender differences were observed regarding the expressive suppression strategy, with boys being more likely to use this strategy than girls. A gender-age interaction effect was also observed, revealing that the use of the expressive suppression strategy did not vary by age in girls, and was more widely used by boys aged 12–14 years than those aged 15–16 years. However, we found evidence of measurement invariance across sex and age groups. The results suggest that the ERQ is a valid and reliable instrument that can be used to evaluate emotion regulation strategies in adolescents. PMID:26779076

Growth in Adolescent Self-Regulation and Impact on Sexual Risk-Taking: A Curve-of-Factors Analysis.

PubMed

Crandall, AliceAnn; Magnusson, Brianna M; Novilla, M Lelinneth B

2018-04-01

Adolescent self-regulation is increasingly seen as an important predictor of sexual risk-taking behaviors, but little is understood about how changes in self-regulation affect later sexual risk-taking. Family financial stress may affect the development of self-regulation and later engagement in sexual risk-taking. We examined whether family financial stress influences self-regulation in early adolescence (age 13) and growth in self-regulation throughout adolescence (from age 13-17 years). We then assessed the effects of family financial stress, baseline self-regulation, and the development of self-regulation on adolescent sexual risk-taking behaviors at age 18 years. Using a curve-of-factors model, we examined these relationships in a 6-year longitudinal study of 470 adolescents (52% female) and their parents from a large northwestern city in the United States. Results indicated that family financial stress was negatively associated with baseline self-regulation but not with growth in self-regulation throughout adolescence. Both baseline self-regulation and growth in self-regulation were predictive of decreased likelihood of engaging in sexual risk-taking. Family financial stress was not predictive of later sexual risk-taking. Intervening to support the development of self-regulation in adolescence may be especially protective against later sexual risk-taking.

Regulation of positive and negative emotion: effects of sociocultural context

PubMed Central

Snyder, Sara A.; Heller, S. Megan; Lumian, Daniel S.; McRae, Kateri

2013-01-01

Previous research has demonstrated that the use of emotion regulation strategies can vary by sociocultural context. In a previous study, we reported changes in the use of two different emotion regulation strategies at an annual alternative cultural event, Burning Man (McRae et al., 2011). In this sociocultural context, as compared to typically at home, participants reported less use of expressive suppression (a strategy generally associated with maladaptive outcomes), and greater use of cognitive reappraisal (a strategy generally associated with adaptive outcomes). What remained unclear was whether these changes in self-reported emotion regulation strategy use were characterized by changes in the regulation of positive emotion, negative emotion, or both. We addressed this issue in the current study by asking Burning Man participants separate questions about positive and negative emotion. Using multiple datasets, we replicated our previous findings, and found that the decreased use of suppression is primarily driven by reports of decreased suppression of positive emotion at Burning Man. By contrast, the increased use of reappraisal is not characterized by differential reappraisal of positive and negative emotion at Burning Man. Moreover, we observed novel individual differences in the magnitude of these effects. The contextual changes in self-reported suppression that we observe are strongest for men and younger participants. For those who had previously attended Burning Man, we observed lower levels of self-reported suppression in both sociocultural contexts: Burning Man and typically at home. These findings have implications for understanding the ways in which certain sociocultural contexts may decrease suppression, and possibly minimize its associated maladaptive effects. PMID:23840191

Fostering Self-Regulation of Students with Learning Disabilities: Insights from 30 Years of Reading Comprehension Intervention Research

ERIC Educational Resources Information Center

Berkeley, Sheri; Larsen, Anna

2018-01-01

Thirty years of intervention research on the effects of reading comprehension strategies for students with learning disabilities was reviewed in this quantitative synthesis. Specifically, researchers targeted studies that contained self-regulated learning components. A systematic search yielded 18 studies from nine research journals that met…

Self-Regulated Learning Behavior of College Students of Science and Their Academic Achievement

NASA Astrophysics Data System (ADS)

Peng, Cuixin

This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of science. For students of science, their involvement in motivational components is closely tied to their performance in the examinations. Cognitive strategies have the strongest influence on scores of the English achievement.

Self-Regulated Learning as a Critical Attribute for Successful Teaching and Learning

ERIC Educational Resources Information Center

Iwamoto, Darren H.; Hargis, Jace; Bordner, Richard; Chandler, Pomaika'inani

2017-01-01

The purpose of this scholarship of teaching and learning was to define and assess the level of self-regulation skills undergraduate students possess. Participants completed the Motivated Strategies for Learning Questionnaire (MSLQ). Through the analysis of the MSLQ, students reported having high expectations for themselves. Yet, students were…

Cycling for Students with ASD: Self-Regulation Promotes Sustained Physical Activity

ERIC Educational Resources Information Center

Todd, Teri; Reid, Greg; Butler-Kisber, Lynn

2010-01-01

Individuals with autism often lack motivation to engage in sustained physical activity. Three adolescents with severe autism participated in a 16-week program and each regularly completed 30 min of cycling at the end of program. This study investigated the effect of a self-regulation instructional strategy on sustained cycling, which included…

To Achieve or Not To Achieve: A Self-Regulation Perspective on Adolescents' Academic Decision Making.

ERIC Educational Resources Information Center

Miller, David C.; Byrnes, James P.

2001-01-01

This study investigated the utility of the self-regulation model of decision making for explaining and predicting adolescents' academic decision making. Measures included an assessment of decision-making skill; academic goals; select scales of Learning and Study Strategies Inventory; and teacher ratings of achievement behavior. Adolescents'…

Using Strategy Instruction and Confidence Judgments to Improve Metacognitive Monitoring

ERIC Educational Resources Information Center

Huff, Jessica D.; Nietfeld, John L.

2009-01-01

Current models of self-regulated learning emphasize the pervasive need for metacognitive monitoring skills at all phases of the learning process (Winne and Hadwin in "Studying as self-regulated learning." In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), "Metacognition in educational theory and practice" (pp. 227-304). Mahwah, NJ: Erlbaum,…

A simple strategy for in situ fabrication of a smart hydrogel microvalve within microchannels for thermostatic control.

PubMed

Lin, Shuo; Wang, Wei; Ju, Xiao-Jie; Xie, Rui; Chu, Liang-Yin

2014-08-07

Self-regulation of temperature in microchip systems is crucial for their applications in biomedical fields such as cell culture and biomolecule synthesis as well as those cases that require constant temperature conditions. Here we report on a simple and versatile approach for in situ fabrication of a smart hydrogel microvalve within a microchip for thermostatic control. The thermo-responsive hydrogel microvalve enables the "on-off" switch by sensing temperature fluctuations to control the fluid flux as well as the fluid heat exchange for self-regulation of the temperature at a constant range. Such temperature self-regulation is demonstrated by integrating the microvalve-incorporated microchip into the flow circulation loop of a micro-heat-exchanging system for thermostatic control. Moreover, the microvalve-incorporated microchip is employed for culturing cells under temperature self-regulation. The smart microvalve shows great potential as a temperature controller for applications that require thermostatic conditions. This approach offers a facile and flexible strategy for in situ fabricating hydrogel microvalves within microchips as chemostats and microreactors for biomedical applications.

Connections Between Future Time Perspectives and Self-Regulated Learning for Mid-Year Engineering Students: A Multiple Case Study

NASA Astrophysics Data System (ADS)

Chasmar, Justine

This dissertation presents multiple studies with the purpose of understanding the connections between undergraduate engineering students' motivations, specifically students' Future Time Perspectives (FTPs) and Self-Regulated Learning (SRL). FTP refers to the views students hold about the future and how their perceptions of current tasks are affected by these views. SRL connects the behaviors, metacognition, and motivation of students in their learning. The goals of this research project were to 1) qualitatively describe and document engineering students' SRL strategies, 2) examine interactions between engineering students' FTPs and SRL strategy use, and 3) explore goal-setting as a bridge between FTP and SRL. In an exploratory qualitative study with mid-year industrial engineering students to examine the SRL strategies used before and after an SRL intervention, results showed that students intended to use more SRL strategies than they attempted. However, students self-reported using new SRL strategies from the intervention. Students in this population also completed a survey and a single interview about FTP and SRL. Results showed perceptions of instrumentality of coursework and skills as motivation for using SRL strategies, and a varied use of SRL strategies for students with different FTPs. Overall, three types of student FTP were seen: students with a single realistic view of the future, conflicting ideal and realistic future views, or open views of the future. A sequential explanatory mixed methods study was conducted with mid-year students from multiple engineering majors. First a cluster analysis of survey results of FTP items compared to FTP interview responses was used for participant selection. Then a multiple case study was conducted with data collected through surveys, journal entries, course performance, and two interviews. Results showed that students with a well-defined FTP self-regulated in the present based on their varied perceptions of instrumentality for their present tasks and evaluated and adapted their SRL strategies based on grades. Students with conflicting perceptions of the future used a high level of SRL in courses related to both conflicting future paths or related to their short-term goals. Students with open views had high SRL in most of their courses due to a high perception of instrumentality for their present courses. Implications for practice include use of a context-based SRL intervention to teach effective learning strategies, a shift of key general education courses to earlier in the engineering curriculum, and utilization of career-focused problems to support student FTP development and stress the importance of course content in future engineering careers.

Dairy intake and related self-regulation improved in college students using online nutrition education.

PubMed

Poddar, Kavita H; Hosig, Kathy W; Anderson-Bill, Eileen S; Nickols-Richardson, Sharon M; Duncan, Susan E

2012-12-01

Dairy intake by college students is markedly lower than recommendations. Interventions to improve dairy intake based on Social Cognitive Theory (SCT) have potential to successfully change behavior by improving mediators that influence dietary choices. We aimed to use SCT to improve social support, self-efficacy, outcome expectations, self-regulation, and behavior related to dairy intake in college students. We conducted a randomized nutrition education intervention. Participants included 211 college students (mean age 20.2 ± 0.1 years; 63% women and 37% men) recruited from a university campus. Participants in the intervention group (n=107) and comparison group (n=104) received an 8-week dairy intake or stress management intervention, respectively, via electronic mail. Data collection included dairy intake from 7-day food records and SCT variables from questionnaires administered during January 2008 and April 2008. Changes in dairy intake and SCT variables (ie, social support, self-efficacy, outcome expectations, and self-regulation). Multivariate analysis of covariance, with age and sex as covariates (P<0.05). Ninety-one percent of participants (n=97 intervention, n=94 comparison) provided data; complete data were analyzed for 85% of participants (n=90 intervention, n=89 comparison). Participants in the intervention group reported higher intake of total dairy foods (P=0.012) and improved use of self-regulation strategies for consuming three servings per day of total dairy (P=0.000) and low-fat dairy foods (P=0.002) following the intervention. Nutrition education via electronic mail based on an SCT model improved total dairy intake and self-regulation. Participants reported increased dairy intake and better use of self-regulation strategies. Future interventions should focus on benefits of consuming low-fat vs higher-fat dairy foods. Copyright © 2012 Academy of Nutrition and Dietetics. Published by Elsevier Inc. All rights reserved.

How could Theory of Mind contribute to the differentiation of social adjustment profiles of children with externalizing behavior disorders and children with intellectual disabilities?

PubMed

Nader-Grosbois, Nathalie; Houssa, Marine; Mazzone, Stéphanie

2013-09-01

This study compared Theory of Mind (ToM) emotion and belief abilities in 43 children with externalized behavior (EB) disorders presenting low intelligence, 40 children with intellectual disabilities (ID) and 33 typically developing (TD) preschoolers (as a control group), matched for developmental age. The links between their ToM abilities, their level in seven self-regulation strategies as displayed in social problem-solving tasks and their social adjustment profiles (assessed by the Social Competence and Behavior Evaluation, completed by their teachers) were examined. Children with EB presented lower comprehension of causes of emotions and lower self-regulation of joint attention and of attention than children with ID and TD children. In comparison with TD children, lower social adjustment was observed in nearly all dimensions of profiles in both atypical groups. Specifically, children with EB were significantly angrier than children with ID. Although variable patterns of positive correlations were obtained in atypical groups between self-regulation strategies and ToM abilities, the most numerous positive links were obtained in the group with EB. Regression analyses showed that developmental age predicted ToM abilities and certain dimensions of social adjustment profiles in atypical groups. In the ID group, ToM emotions predicted general adaptation, affective adaptation, interactions with peers and with adults and low internalizing problems. In the EB group, general adaptation was predicted by ToM emotions and self-regulation, interactions with peers by ToM beliefs, and a low level of externalizing problems by ToM emotions. Some implications for intervention and perspectives for research are suggested. Copyright © 2013 Elsevier Ltd. All rights reserved.

Educators' emotion regulation strategies and their physiological indicators of chronic stress over 1 year.

PubMed

Katz, Deirdre A; Harris, Alexis; Abenavoli, Rachel; Greenberg, Mark T; Jennings, Patricia A

2018-04-01

Studies show teaching is a highly stressful profession and that chronic work stress is associated with adverse health outcomes. This study analysed physiological markers of stress and self-reported emotion regulation strategies in a group of middle school teachers over 1 year. Chronic physiological stress was assessed with diurnal cortisol measures at three time points over 1 year (fall, spring, fall). The aim of this longitudinal study was to investigate the changes in educators' physiological level of stress. Results indicate that compared to those in the fall, cortisol awakening responses were blunted in the spring. Further, this effect was ameliorated by the summer break. Additionally, self-reported use of the emotion regulation strategy reappraisal buffered the observed blunting that occurred in the spring. Copyright © 2017 John Wiley & Sons, Ltd.

Relationships between the quality of blended learning experience, self-regulated learning, and academic achievement of medical students: a path analysis

PubMed Central

Kassab, Salah Eldin; Al-Shafei, Ahmad I; Salem, Abdel Halim; Otoom, Sameer

2015-01-01

Purpose This study examined the relationships between the different aspects of students’ course experience, self-regulated learning, and academic achievement of medical students in a blended learning curriculum. Methods Perceptions of medical students (n=171) from the Royal College of Surgeons in Ireland, Medical University of Bahrain (RCSI Bahrain), on the blended learning experience were measured using the Student Course Experience Questionnaire (SCEQ), with an added e-Learning scale. In addition, self-regulated learning was measured using the Motivated Strategies for Learning Questionnaire (MSLQ). Academic achievement was measured by the scores of the students at the end of the course. A path analysis was created to test the relationships between the different study variables. Results Path analysis indicated that the perceived quality of the face-to-face component of the blended experience directly affected the motivation of students. The SCEQ scale “quality of teaching” directly affected two aspects of motivation: control of learning and intrinsic goal orientation. Furthermore, appropriate course workload directly affected the self-efficacy of students. Moreover, the e-Learning scale directly affected students’ peer learning and critical thinking but indirectly affected metacognitive regulation. The resource management regulation strategies, time and study environment, and effort regulation directly affected students’ examination scores (17% of the variance explained). However, there were no significant direct relationships between the SCEQ scales and cognitive learning strategies or examination scores. Conclusion The results of this study will have important implications for designing blended learning courses in medical schools. PMID:25610011

Academic Self-Handicapping and Achievement: A Meta-Analysis

ERIC Educational Resources Information Center

Schwinger, Malte; Wirthwein, Linda; Lemmer, Gunnar; Steinmayr, Ricarda

2014-01-01

Self-handicapping represents a frequently used strategy for regulating the threat to self-esteem elicited by the fear of failing in academic achievement settings. Several studies have documented negative associations between self-handicapping and different educational outcomes, inter alia academic achievement. However, studies on the relation…

Regulation of Cognitive Processes through Perceived Self-Efficacy.

ERIC Educational Resources Information Center

Bandura, Albert

1989-01-01

Addresses issues concerning the extension of self-efficacy theory to memory functioning. Issues include perceived memory capabilities, memory self-appraisal, personal control over memory functioning, preservation of a favorable sense of memory self-efficacy, and strategies for generalizing the impact of training in memory skills. (RJC)

Self tuning control of wind-diesel power systems

DOE Office of Scientific and Technical Information (OSTI.GOV)

Mufti, M.D.; Balasubramanian, R.; Tripathy, S.C.

1995-12-31

This paper proposes some effective self-tuning control strategies for isolated Wind-Diesel power generation systems. Detailed modeling and studies on both single-input single-output (SISO) as well as multi-input multi-output (MIMO) self tuning regulators, applied to a typical system, are reported. Further, the effect of introducing a Super-conducting Magnetic Energy Storage (SMES) unit on the system performance has been investigated. The MIMO self-tuning regulator controlling the hybrid system and the SMES in a coordinated manner exhibits the best performance.

Self-regulated Learning Behavior of College Students of Art and Their Academic Achievement

NASA Astrophysics Data System (ADS)

Peng, Cuixin

This study focuses on the relationship between self-regulated learning behavior and their academic achievement of college students of art. The results show that for students of art, the involvements in self-efficacy, intrinsic value and cognitive strategies are closely tied to their performance in the examination. However, test anxiety, as a negative emotional factor is negatively correlated with academic performance. And among the five variables, self-efficacy has the strongest influence on students of art's academic performance.

Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults.

PubMed

Creed, Peter A; King, Vivien; Hood, Michelle; McKenzie, Robert

2009-05-01

At Time 1 (T1), the authors surveyed 277 unemployed adults using measures of human capital, goal orientation, self-regulation (emotion control, motivation control, work commitment), and job-seeking intensity. At Time 2 (T2), 4 months later, 155 participants indicated their reemployment outcomes in number of job interviews and number of job offers. Using T1 data, the authors tested the predictors of job-seeking intensity and whether self-regulation mediated between goal orientation and job-seeking intensity. Using T1 and T2 data, they tested for predictors of reemployment outcomes and whether job-seeking intensity mediated the relationship between T1 antecedent variables and the reemployment outcomes. Learning goal orientation and self-regulation predicted job-seeking intensity, and self-regulation mediated between learning goal orientation and job-seeking intensity. Job-seeking intensity did not mediate the relationship among human capital, goal orientation, and self-regulation variables and reemployment outcomes. (c) 2009 APA, all rights reserved.

Private governance, public purpose? Assessing transparency and accountability in self-regulation of food advertising to children.

PubMed

Reeve, Belinda

2013-06-01

Reducing non-core food advertising to children is an important priority in strategies to address childhood obesity. Public health researchers argue for government intervention on the basis that food industry self-regulation is ineffective; however, the industry contends that the existing voluntary scheme adequately addresses community concerns. This paper examines the operation of two self-regulatory initiatives governing food advertising to children in Australia, in order to determine whether these regulatory processes foster transparent and accountable self-regulation. The paper concludes that while both codes appear to establish transparency and accountability mechanisms, they do not provide for meaningful stakeholder participation in the self-regulatory scheme. Accordingly, food industry self-regulation is unlikely to reflect public health concerns or to be perceived as a legitimate form of governance by external stakeholders. If industry regulation is to remain a feasible alternative to statutory regulation, there is a strong argument for strengthening government oversight and implementing a co-regulatory scheme.

Infant Emotion Regulation Strategy Moderates Relations between Self-Reported Maternal Depressive Symptoms and Infant HPA Activity

ERIC Educational Resources Information Center

Khoury, Jennifer E.; Gonzalez, Andrea; Levitan, Robert; Masellis, Mario; Basile, Vincenzo; Atkinson, Leslie

2016-01-01

Children of mothers with depressive symptoms often have high cortisol levels. Research shows that various child characteristics (e.g., attachment pattern, internalizing behaviours, and temperament) moderate this association. We suggest that these characteristics share common variance with emotion regulation strategy. Therefore, we examine infant…

The role of negative cognitions, emotion regulation strategies, and attachment style in complex post-traumatic stress disorder: Implications for new and existing therapies.

PubMed

Karatzias, Thanos; Shevlin, Mark; Hyland, Philip; Brewin, Chris R; Cloitre, Marylene; Bradley, Aoife; Kitchiner, Neil J; Jumbe, Sandra; Bisson, Jonathan I; Roberts, Neil P

2018-06-01

We set out to investigate the association between negative trauma-related cognitions, emotional regulation strategies, and attachment style and complex post-traumatic stress disorder (CPTSD). As the evidence regarding the treatment of CPTSD is emerging, investigating psychological factors that are associated with CPTSD can inform the adaptation or the development of effective interventions for CPTSD. A cross-sectional design was employed. Measures of CPTSD, negative trauma-related cognitions, emotion regulation strategies, and attachment style were completed by a British clinical sample of trauma-exposed patients (N = 171). Logistic regression analysis was used to assess the predictive utility of these psychological factors on diagnosis of CPTSD as compared to PTSD. It was found that the most important factor in the diagnosis of CPTSD was negative trauma-related cognitions about the self, followed by attachment anxiety, and expressive suppression. Targeting negative thoughts and attachment representations while promoting skills acquisition in emotional regulation hold promise in the treatment of CPTSD. Further research is required on the development of appropriate models to treat CPTSD that tackle skills deficit in these areas. Results suggest that cognitive-behavioural interventions might be useful for the treatment of CPTSD. Targeting negative thoughts and attachment representations while promoting skills acquisition in emotional regulation hold promise in the treatment of CPTSD. © 2018 The British Psychological Society.

The effect of web quest and team-based learning on students’ self-regulation

PubMed Central

BADIYEPEYMAIE JAHROMI, ZOHREH; MOSALANEJAD, LEILI; REZAEE, RITA

2016-01-01

Introduction In this study, the authors aimed to examine the effects of cooperative learning methods using Web Quest and team-based learning on students’ self-direction, self-regulation, and academic achievement. Method This is a comparative study of students taking a course in mental health and psychiatric disorders. In two consecutive years, a group of students were trained using the WebQuest approach as a teaching strategy (n = 38), while the other group was taught using team-based learning (n=39). Data gathering was based on Guglielmino’s self-directed learning readiness scale (SDLRS) and Buford’s self-regulation questionnaire. The data were analyzed by descriptive test using M (IQR), Wilcoxon signed-rank test, and the Mann–Whitney U-test in SPSS software, version 13. p<0.05 was considered as the significance level. Results The results of the Mann–Whitney U test showed that the participants’ self- directed (self-management) and self-regulated learning differed between the two groups (p=0.04 and p=0.01, respectively). Wilcoxon test revealed that self-directed learning indices (self-control and self-management) were differed between the two strategies before and after the intervention. However, the scores related to learning (students’ final scores) were higher in the WebQuest approach than in team-based learning. Conclusion By employing modern educational approaches, students are not only more successful in their studies but also acquire the necessary professional skills for future performance. Further research to compare the effects of new methods of teaching is required. PMID:27104202

The Effects of Self Regulated Strategy Development (SRSD) on Reading Comprehension for Secondary Students with Emotional and Behavioral Disabilities (EBD)

ERIC Educational Resources Information Center

Hoyt, Lisa R.

2010-01-01

Students with Emotional and Behavioral Disabilities (EBD) in the United States are characterized by behavioral deficits that impact their academic performance and social relationships. Students with EBD have lower academic performance in reading and math, more failed courses, higher rates of grade retention, and fewer than fifty percent graduate…

The development of CERDAS learning strategy guide for science education students of distance education

NASA Astrophysics Data System (ADS)

Rahayu, U.; Darmayanti, T.; Widodo, A.; Redjeki, S.

2017-02-01

Self-regulated learning (SRL) is a part of students’ skills in which they manage, regulate, and monitor their learning process so they can reach their study goal. Students of distance education should comprise this skill. The aim of this research is to describe the development of distance students learning guide, namely “CEDAS strategy” designed for science students. The students’ guidance consists of seven principles, they are; selecting and applying learning strategy appropriately, managing time effectively, planning of learning realistically and accurately, achieving study goal, and doing self-evaluation continuously. The research method was qualitative descriptive. The research involved the students of Universitas Terbuka’ Biology education who participated in Animal Embryology course. The data were collected using a questionnaire and interview. Furthermore, it was analyzed by descriptive analyses. Research finding showed that during try out, most of the students stated that the learning guide was easy to understand, concise, interesting and encouraging for students to continue reading and learning. In the implementation stage, most students commented that the guide is easy to understand, long enough, and helpful so it can be used as a reference to study independently and to apply it in the daily basis.

Learning to learn physics: The implementation of process-oriented instruction in the first year of higher education

NASA Astrophysics Data System (ADS)

Vertenten, Kristin

2002-01-01

Finding a way to encourage first year students to use deep processing strategies was the aim of this research. The need for an adequate method became clear after using the Inventory of Learning Styles (ILS) of Vermunt: almost half of the first year students turned out to have an undirected or a reproduction-directed learning style. A possible intervention is process-oriented instruction. In this type of instruction learning strategies are taught in coherence with domain specific knowledge. The emphasis is on a gradual transfer from a strongly instruction-guided regulation of the learning process towards a student-regulation. By promoting congruence and constructive frictions between instruction and learning strategies, students are challenged to improve their learning strategies. These general features of process-oriented instruction were refined by Vermunt (1992) in twelve general and specific principles. Literature was studied in which researchers reported about their experiences with interventions aimed at teaching physics knowledge, physics strategies and/or learning and thinking strategies. It became obvious that several successful interventions stressed four principles: (1) the student must experience (constructive) f&barbelow;rictions, including cognitive conflicts; (2) he must be encouraged to ṟeflect on his experiences (thinking about them and analysing them); (3) the instruction must e&barbelow;xplicate and demonstrate the necessary knowledge and strategies; and (4) the student must be given the opportunity to practice (ḏoing) with the learned knowledge and strategies. These four FRED-principles are useful for teaching both general and domain specific knowledge and strategies. They show similarities with the four stages in the learning cycle of Kolb (1984). Moreover, other elements of process-oriented instruction are also depicted by the learning cycle, which, when used in process-oriented instruction, has to start with experiencing (constructive) frictions. The gradual shift of the regulation of the learning process can also be translated to the learning cycle. This can be accomplished by giving a new meaning to the radius of the circle which must represent the growing self-regulation of the learning process. This transforms the learning cycle into a learning spiral. The four FRED-principles were used to develop a learning environment for the first year physics problem-solving classes. After working in this learning environment during the first semester, students began using deep processing strategies in a self-regulated manner. After the second semester the reproduction-directed and undirected learning style were vanished or strongly diminished. These effects were not found in a traditional learning environment. The experimental group also obtained better study results. Working in the developed learning environment did not heighten the study load. (Abstract shortened by UMI.)

Moving HAIRS: Towards adaptive, homeostatic materials

NASA Astrophysics Data System (ADS)

Aizenberg, Joanna

Dynamic structures that respond reversibly to changes in their environment are central to self-regulating thermal and lighting systems, targeted drug delivery, sensors, and self-propelled locomotion. Since an adaptive change requires energy input, an ideal strategy would be to design materials that harvest energy directly from the environment and use it to drive an appropriate response. This lecture will present the design of a novel class of reconfigurable materials that use surfaces bearing arrays of nanostructures put in motion by environment-responsive gels. Their unique hybrid architecture, and chemical and mechanical properties can be optimized to confer a wide range of adaptive behaviors. Using both experimental and modeling approaches, we are developing these hydrogel-actuated integrated responsive systems (HAIRS) as new materials with reversible optical and wetting properties, as a multifunctional platform for controlling cell differentiation and function, and as a first homeostatic system with autonomous self-regulation.

Regulating Anger under Stress via Cognitive Reappraisal and Sadness.

PubMed

Zhan, Jun; Wu, Xiaofei; Fan, Jin; Guo, Jianyou; Zhou, Jianshe; Ren, Jun; Liu, Chang; Luo, Jing

2017-01-01

Previous studies have reported the failure of cognitive emotion regulation (CER), especially in regulating unpleasant emotions under stress. The underlying reason for this failure was the application of CER depends heavily on the executive function of the prefrontal cortex (PFC), but this function can be impaired by stress-related neuroendocrine hormones. This observation highlights the necessity of developing self-regulatory strategies that require less top-down cognitive control. Based on traditional Chinese philosophy and medicine, which examine how different types of emotions promote or counteract one another, we have developed a novel emotion regulation strategy whereby one emotion is used to alter another. For example, our previous experiment showed that sadness induction (after watching a sad film) could reduce aggressive behavior associated with anger [i.e., "sadness counteracts anger" (SCA)] (Zhan et al., 2015). Relative to the CER strategy requiring someone to think about certain cognitive reappraisals to reinterpret the meaning of an unpleasant situation, watching a film or listening to music and experiencing the emotion contained therein seemingly requires less cognitive effort and control; therefore, this SCA strategy may be an alternative strategy that compensates for the limitations of cognitive regulation strategies, especially in stressful situations. The present study was designed to directly compare the effects of the CER and SCA strategy in regulating anger and anger-related aggression in stressful and non-stressful conditions. Participants' subjective feeling of anger, anger-related aggressive behavior, skin conductance, and salivary cortisol and alpha-amylase levels were measured. Our findings revealed that acute stress impaired one's ability to use CR to control angry responses provoked by others, whereas stress did not influence the efficiency of the SCA strategy. Compared with sadness or neutral emotion induction, CER induction was found to reduce the level of subjective anger more, but this difference only existed in non-stressful conditions. By contrast, irrespective of stress, the levels of aggressive behavior and related skin conductance after sadness induction were both significantly lower than those after CER induction or neutral emotion induction, thus suggesting the immunity of the regulatory effect of SCA strategy to the stress factor.

Regulating Anger under Stress via Cognitive Reappraisal and Sadness

PubMed Central

Zhan, Jun; Wu, Xiaofei; Fan, Jin; Guo, Jianyou; Zhou, Jianshe; Ren, Jun; Liu, Chang; Luo, Jing

2017-01-01

Previous studies have reported the failure of cognitive emotion regulation (CER), especially in regulating unpleasant emotions under stress. The underlying reason for this failure was the application of CER depends heavily on the executive function of the prefrontal cortex (PFC), but this function can be impaired by stress-related neuroendocrine hormones. This observation highlights the necessity of developing self-regulatory strategies that require less top-down cognitive control. Based on traditional Chinese philosophy and medicine, which examine how different types of emotions promote or counteract one another, we have developed a novel emotion regulation strategy whereby one emotion is used to alter another. For example, our previous experiment showed that sadness induction (after watching a sad film) could reduce aggressive behavior associated with anger [i.e., “sadness counteracts anger” (SCA)] (Zhan et al., 2015). Relative to the CER strategy requiring someone to think about certain cognitive reappraisals to reinterpret the meaning of an unpleasant situation, watching a film or listening to music and experiencing the emotion contained therein seemingly requires less cognitive effort and control; therefore, this SCA strategy may be an alternative strategy that compensates for the limitations of cognitive regulation strategies, especially in stressful situations. The present study was designed to directly compare the effects of the CER and SCA strategy in regulating anger and anger-related aggression in stressful and non-stressful conditions. Participants’ subjective feeling of anger, anger-related aggressive behavior, skin conductance, and salivary cortisol and alpha-amylase levels were measured. Our findings revealed that acute stress impaired one’s ability to use CR to control angry responses provoked by others, whereas stress did not influence the efficiency of the SCA strategy. Compared with sadness or neutral emotion induction, CER induction was found to reduce the level of subjective anger more, but this difference only existed in non-stressful conditions. By contrast, irrespective of stress, the levels of aggressive behavior and related skin conductance after sadness induction were both significantly lower than those after CER induction or neutral emotion induction, thus suggesting the immunity of the regulatory effect of SCA strategy to the stress factor. PMID:28855881

Effect of learner-centered teaching on motivation and learning strategies in a third-year pharmacotherapy course.

PubMed

Cheang, Kai I

2009-05-27

To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students' response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Compared to baseline, students' intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course.

The Effects of Achievement Goals and Self-Regulated Learning Behaviors on Reading Comprehension in Technology-Enhanced Learning Environments

ERIC Educational Resources Information Center

Bernacki, Matthew L.; Byrnes, James P.; Cromley, Jennifer G.

2012-01-01

Studies examining students' achievement goals, cognitive engagement strategies and performance have found that achievement goals tend to predict classes of cognitive strategy use which predict performance on measures of learning. These studies have led to deeper theoretical understanding, but their reliance on self-report data limit the…

Student-Led Project Teams: Significance of Regulation Strategies in High- and Low-Performing Teams

ERIC Educational Resources Information Center

Ainsworth, Judith

2016-01-01

We studied group and individual co-regulatory and self-regulatory strategies of self-managed student project teams using data from intragroup peer evaluations and a postproject survey. We found that high team performers shared their research and knowledge with others, collaborated to advise and give constructive criticism, and demonstrated moral…

A comparative study of self-regulation in substance dependent and non-dependent individuals.

PubMed

Bakhshani, Nour Mohammad; Hosseinbor, Mohsen

2013-08-05

Several factors influence the beginning and maintenance of substance use. The purpose of this study was to examine as well as to compare 'self-regulation' in both substance dependent and non-substance dependent individuals. In a cross-sectional study 228 (118 substance dependent and 110 with no history of using substance) participants aged 16-55 were recruited. All of the participants were asked to complete the Self-Regulation Inventory (SRI-25) and a demographic characteristics data checklist. Data was analyzed using descriptive statistics (frequency, mean and standard deviation) and the t-test. The results showed significant differences between substance dependent and non- substance dependent groups in all the scales of the self-regulation inventory including positive actions, controllability, expression of feelings and needs, assertiveness, and well-being seeking (p<0.01). Self-regulation and self-control skills in drug dependent individuals are lower than those without substance dependence individuals. It is concluded that substance use may related to a deficiency in self-control and regulation of feelings. Therefore, for prevention and treatment of substance dependence disorder, it is necessary to work out and exploit strategies that include the improvement of self-regulation.

Associations between children's video game playing and psychosocial health: Information from both parent and child reports. [corrected].

PubMed

Lobel, Adam; Granic, Isabela; Engels, Rutger C M E

2014-04-01

Healthy emotion regulation is crucial for navigating stressful situations. Interoceptive awareness-the awareness of one's internal states-is important for such healthy regulation. Given the propensity for video games to induce stress, the associations between in-game and real world emotion regulation strategies during duress are worth exploring. We therefore present a method for measuring the interoceptive awareness of negative affect during stressful video game play, and investigate whether individual differences in this ability relate to emotion regulation strategies. Twenty-six proficient video game players were recruited to play a session of the video game Starcraft II in the lab. Players' physiological and subjective states of in-game negative arousal were measured consecutively. A comparison of these measures was used to calculate players' interoceptive awareness of real time in-game arousal. The relation between interoceptive awareness and a suite of emotion regulation strategies was then investigated. We observed a positive relation between in-game interoceptive awareness and the self-reported tendency to actively seek a resolution to negative affect. A positive trend was also observed between interoceptive awareness and the self-reported tendency to seek instrumental social support. Findings are discussed in terms of the relative effectiveness of different emotion regulation strategies for aiding in-game success. We further discuss the benefits and limitations of this pilot testing. In all, we hope to inspire future research into the associations between in-game arousal and emotion regulation strategies used in everyday life.

The Relationship of Scaffolding on Cognitive Load in an Online Self-Regulated Learning Environment

ERIC Educational Resources Information Center

Danilenko, Eugene Paul

2010-01-01

Scaffolding learners in self-regulated learning environments is a topic of increasing importance as implementation of online learning grows. Since cognitive overload in hypermedia environments can be a problem for some learners, instructional design strategies can be used to decrease extraneous load or encourage germane load in order to help…

A Critical Consideration of the Alignment between the Discourse of Self-Regulated Learning and Neoliberalism

ERIC Educational Resources Information Center

Vassallo, Stephen

2015-01-01

Self-regulated learning (SLR) is a socially embedded process in which individuals use strategies to influence thoughts, behaviours and environments in ways that enable them to achieve their academic goals. As a form of engagement that is almost exclusively associated with academic success, empowerment and agency, researchers are committed to…

The Influence of Student Teacher Self-Regulation of Learning on Their Curricular Content-Knowledge and Course-Design Skills

ERIC Educational Resources Information Center

Shawer, Saad

2010-01-01

This investigation examined the influence of EFL student teacher self-regulation of learning (SRL) on their curricular content-knowledge and course-design skills. Positivism guided this study at the levels of: ontology (one form of reality); epistemology (detachment from the subjects); and methodology, using nomothetic research strategy (causal…

Young Children's Interest-Oriented Activity and Later Academic Self-Regulation Strategies in Kindergarten

ERIC Educational Resources Information Center

Neitzel, Carin; Alexander, Joyce M.; Johnson, Kathy E.

2016-01-01

This study investigated children's interest-based activities in the home during the preschool years and their subsequent academic self-regulation behaviors in school. Children's home activities were tracked for 1 year prior to kindergarten entry. Based on their profiles of activities, children (109) were assigned to one of four interest groups:…

Developmental consequences of early parenting experiences: self-recognition and self-regulation in three cultural communities.

PubMed

Keller, Heidi; Yovsi, Relindis; Borke, Joern; Kärtner, Joscha; Jensen, Henning; Papaligoura, Zaira

2004-01-01

This study relates parenting of 3-month-old children to children's self-recognition and self-regulation at 18 to 20 months. As hypothesized, observational data revealed differences in the sociocultural orientations of the 3 cultural samples' parenting styles and in toddlers' development of self-recognition and self-regulation. Children of Cameroonian Nso farmers who experience a proximal parenting style develop self-regulation earlier, children of Greek urban middle-class families who experience a distal parenting style develop self-recognition earlier, and children of Costa Rican middle-class families who experience aspects of both distal and proximal parenting styles fall between the other 2 groups on both self-regulation and self-recognition. Results are discussed with respect to their implications for culturally informed developmental pathways.

Microregulatory patterns of family interactions: cultural pathways to toddlers' self-regulation.

PubMed

Feldman, Ruth; Masalha, Shafiq; Alony, Dalia

2006-12-01

Pathways to children's self-regulation were examined in 2 cultures representing individualistic and collectivistic orientations. Family interactions were observed in 100 Israeli and 62 Palestinian couples and their firstborn child at 5 months and in a problem-solving task at 33 months. Patterns of gaze, affect, proximity, touch, and parental teaching strategies were coded. Child self-regulation was observed at child care locations. Among Israeli families, interactions involved face-to-face exchange, social gaze, object focus, and active touch in infancy and indirect parental assistance to toddlers. Among Palestinian families, interactions consisted of continuous contact, neutral affect, reduced negative emotionality, and concrete assistance. Levels of self-regulation were comparable and were predicted by culture-specific patterns. Social gaze, touch, and indirect teaching were found to predict self-regulation among Israeli toddlers; contact and concrete assistance were predictors among Palestinians. Discussion considers the ways early relational patterns mirror cultural philosophies on the self and differentially support self-regulation at the transition from family to the larger social context. (c) 2006 APA, all rights reserved.

Limiting the Influence of Pharmaceutical Industry Gifts on Physicians: Self-Regulation or Government Intervention?

PubMed Central

2009-01-01

Concerns over the influence of pharmaceutical gifts on physicians have surged in recent years. This has prompted wide ranging legislative proposals in numerous states and in the federal government as well as stepped up efforts at self-regulation by the pharmaceutical industry and the medical profession. Policymakers face the decision of whether to defer to self-regulation or support government intervention. This commentary describes efforts at self-regulation by the pharmaceutical industry and the medical profession. The author examines and critiques the wide ranging legislative strategies pursued to limit the influence of pharmaceutical gifts on physicians and concludes with suggestions for policymakers and the profession to limit influence and preserve public trust. PMID:19756874

Self-reported emotion regulation in adults with Tourette's syndrome.

PubMed

Drury, Helena; Wilkinson, Verity; Robertson, Mary M; Channon, Shelley

2016-11-30

Recent work has reported mild impairments in social and emotional processing in Tourette's syndrome (TS), but deliberate attempts to use specific emotion regulation strategies have not been investigated previously. In the present study, adult participants with TS and no comorbidities (TS-alone) were compared to healthy control participants on several self-report measures assessing habitual use of reappraisal and suppression emotion regulation strategies. There were no group differences on measures of reappraisal, but the TS-alone group reported using suppression more frequently than the control group and this was true across a range of negative emotions. The groups did not differ on symptomatology scores of anxiety or depression, although more frequent use of suppression was associated with higher depressive symptomatology for the TS-alone group only. Further work is needed to examine potential factors that may influence emotion regulation in TS, including increased emotional reactivity or expertise in applying strategies to suppress tic symptoms. Copyright © 2016 Elsevier Ireland Ltd. All rights reserved.

Toddler Emotion Regulation with Mothers and Fathers: Temporal Associations Between Negative Affect and Behavioral Strategies

PubMed Central

Ekas, Naomi V.; Braungart-Rieker, Julia M.; Lickenbrock, Diane M.; Zentall, Shannon R.; Maxwell, Scott M.

2010-01-01

The present study investigated temporal associations between putative emotion regulation strategies and negative affect in 20-month-old toddlers. Toddlers’ parent-focused, self-distraction, and toy-focused strategies, as well as negative affect, were rated on a second-by-second basis during laboratory parent-toddler interactions. Longitudinal mixed-effects models were conducted to determine the degree to which behavioral strategy use predicts subsequent negative affect and negative affect predicts subsequent strategy use. Results with mother-toddler and father-toddler dyads indicated that parent-focused strategies with an unresponsive parent were followed by increases in negative affect, whereas toy-focused strategies were followed by decreases in negative affect. Results also indicated that toddler negative affect serves to regulate behavioral strategy use within both parent contexts. PMID:21552335

Invigorating self-regulated learning strategies of mathematics among higher education students

NASA Astrophysics Data System (ADS)

Chechi, Vijay Kumar; Bhalla, Jyoti

2017-07-01

The global market is transforming at its ever-increasing rate of knots. Consequently, the work skills challenges that current students will encounter throughout their lifetimes will be drastically different from those of present and past and proffering new-fangled opportunities and posing new challenges. However, in order to deal with tomorrow's opportunities and challenges students ought to equip with higher order cognitive skills which are substantially different from those needed in the past. In order to accomplish this intention, students must be academically self-regulated, as academic self-regulation is playing a vital role for academic success, particularly in higher education. Students must be prepared in such a way that they should take responsibility for their own learning. Self-regulation suggests activities and thinking processes that learners can engage in during his learning. Self-regulation is encompassing a number of inter-dependent aspect viz. affective beliefs, cognition and meta-cognitive skills [1]. It helps the learners to make sagacious use of their intellect and expertise [2]. As statistics has shown that the achievement of students in mathematics has persistently been poor. Along with it, mathematics is considered as one of the most important subject course in architecture, agriculture, medicine, pharmacy and especially in engineering. In spite of its importance, most of the students considered it as a dull and dry subject and their performance is remarkably low and alarming. Therefore, the present paper will highlight various factors affecting performance of higher education students in mathematics and will suggest different self-regulated learning strategies which will act as boon for higher education students.

Brief Report: Cognitive Emotion Regulation Strategies and Psychological Adjustment in Adolescents with a Chronic Disease

ERIC Educational Resources Information Center

Garnefski, Nadia; Koopman, Hendrik; Kraaij, Vivian; ten Cate, Rebecca

2009-01-01

Objective of the study was to examine how cognitive emotion regulation strategies were related to psychological maladjustment in adolescents with a chronic disease. The sample consisted of adolescents with a diagnosis of Juvenile Idiopathic Arthritis (JIA). A self-report questionnaire was used to assess Internalizing problems and Quality of Life.…

The self-regulated learning of medical students in the clinical environment - a scoping review.

PubMed

Cho, Kenneth K; Marjadi, Brahm; Langendyk, Vicki; Hu, Wendy

2017-07-10

Self-regulated learning is the individual's ability to effectively use various strategies to reach their learning goals. We conducted this scoping review to explore what has been found regarding self-regulated learning in the clinical environment and how this was measured. Using Arksey and O'Malley's five-stage framework, we searched three medical and educational databases as well as Google Scholar for literature on the self-regulated learning of medical students in the clinical environment published between 1966 and February 2017. After results were screened and relevant studies were identified, the data was summarised and discursively reported. The search resulted in 911 articles, with 14 articles included in the scoping review after the inclusion criteria was applied. Self-regulated learning was explored in these studies in various ways including qualitative, quantitative and mixed methods. Three major findings were found: 1) levels of self-regulated learning change in the clinical environment, 2) self-regulated learning is associated with academic achievement, success in clinical skills and mental health and 3) various factors can support self-regulated learning levels in medical students. Most of articles exploring the self-regulated learning of medical students during the clinical years have been published in the last 5 years, suggesting a growing interest in the area. Future research could explore the self-regulated learning levels of medical students during the clinical years using a longitudinal approach or through the use of novel qualitative approaches.

How to address the ethics of reproductive travel to developing countries: a comparison of national self-sufficiency and regulated market approaches.

PubMed

Crozier, G K D; Martin, Dominique

2012-04-01

One of the areas of concern raised by cross-border reproductive travel regards the treatment of women who are solicited to provide their ova or surrogacy services to foreign consumers. This is particularly troublesome in the context of developing countries where endemic poverty and low standards for both medical care and informed consent may place these women at risk of exploitation and harm. We explore two contrasting proposals for policy development regarding the industry, both of which seek to promote ethical outcomes and social justice: While one proposal advocates efforts to minimize cross-border demand for female reproductive resources through the pursuit of national self-sufficiency, the other defends cross-border trade as a means for meeting the needs of vulnerable groups. Despite the conflicting objectives of the proposed strategies, the paper identifies common values and points of agreement between the two, including the importance of regulations to safeguard those providing ova or surrogacy services. © 2012 Blackwell Publishing Ltd.

The development of self-regulated learning during the pre-clinical stage of medical school: a comparison between a lecture-based and a problem-based curriculum.

PubMed

Lucieer, Susanna M; van der Geest, Jos N; Elói-Santos, Silvana M; de Faria, Rosa M Delbone; Jonker, Laura; Visscher, Chris; Rikers, Remy M J P; Themmen, Axel P N

2016-03-01

Society expects physicians to always improve their competencies and to be up to date with developments in their field. Therefore, an important aim of medical schools is to educate future medical doctors to become self-regulated, lifelong learners. However, it is unclear if medical students become better self-regulated learners during the pre-clinical stage of medical school, and whether students develop self-regulated learning skills differently, dependent on the educational approach of their medical school. In a cross-sectional design, we investigated the development of 384 medical students' self-regulated learning skills with the use of the Self-Regulation of Learning Self-Report Scale. Next, we compared this development in students who enrolled in two distinct medical curricula: a problem-based curriculum and a lectured-based curriculum. Analysis showed that more skills decreased than increased during the pre-clinical stage of medical school, and that the difference between the curricula was mainly caused by a decrease in the skill evaluation in the lecture-based curriculum. These findings seem to suggest that, irrespective of the curriculum, self-regulated learning skills do not develop during medical school.

Strategy Instruction in Writing for Adult Literacy Learners

ERIC Educational Resources Information Center

MacArthur, Charles A.; Lembo, Leah

2009-01-01

This study investigated the effectiveness of cognitive strategy instruction in writing with adult literacy learners. Three middle-aged African-American adults participating in adult education with the goal of passing the GED received tutoring in a strategy for planning, writing, and revising persuasive essays along with self-regulation strategies.…

Children’s Self-Regulation in Cultural Contexts: The Role of Parental Socialization Theories, Goals, and Practices

PubMed Central

Jaramillo, Jorge M.; Rendón, María I.; Muñoz, Lorena; Weis, Mirjam; Trommsdorff, Gisela

2017-01-01

Self-regulation is a complex multidimensional construct which has been approached mainly in Western cultural contexts. The present contribution examines the importance of considering the culture-sensitive nature of self-regulation by reviewing theory and research on the development of children’s self-regulation in different cultural contexts. This review of theory and research allows to suggest that widely shared values in a cultural group influence parental socialization theories, goals, and practices, which in turn have an impact on how children learn to self-regulate, the forms of self-regulation they develop, and the goals associated with self-regulation. Thus, this article concludes that more specific research is required to relate both the developmental and the cultural aspects of children’s self-regulation. PMID:28634460

College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation

ERIC Educational Resources Information Center

Ross, Margaret E.; Green, Samuel B.; Salisbury-Glennon, Jill D.; Tollefson, Nona

2006-01-01

We conducted the present study to investigate whether college students adjust their study strategies to meet the cognitive demands of testing, a metacognitive self-regulatory skill. Participants were randomly assigned to one of the two testing conditions. In one condition we told participants to study for a test that required deep-level cognitive…

Emotional dysregulation in those with bipolar disorder, borderline personality disorder and their comorbid expression.

PubMed

Bayes, Adam; Parker, Gordon; McClure, Georgia

2016-11-01

Differentiation of the bipolar disorders (BP) from a borderline personality disorder (BPD) can be challenging owing to shared features, with emotional dysregulation being the likely principal one. To assess differences in emotion regulation strategies in those with BP alone, BPD alone and those comorbid for both. We interviewed participants previously receiving a BP or BPD diagnosis, studying those who met DSM criteria for one or both conditions. The sample comprised 83 with bipolar disorder, 53 with BPD and 54 comorbid for both. Analyses established linear trends, with the greatest impairment in emotion regulation strategies in the comorbid group followed by the BPD group, and with the lowest in the BP group. Specific deficits in the comorbid group included impulsivity, difficulties with goal directed behaviour, and accessing strategies. A similar linear profile was quantified for maladaptive cognitive emotion regulation strategies, weighted to catastrophizing and rumination. Adaptive emotion regulation strategies were superior in the bipolar group, without significant differences observed between the comorbid and BPD groups. Reliance on self-report measures; combined BP I and II participants limits generalisability of results to each bipolar sub-type; use of DSM diagnoses risking artefactual comorbidity; while there was an over-representation of females in all groups. Differences in emotion regulation strategies advance differentiation of those with either BP or BPD, while we identify the specificity of differing strategies to each condition and their synergic effect in those comorbid for both conditions. Study findings should assist the development and application of targeted strategies for those with either or both conditions. Crown Copyright © 2016. Published by Elsevier B.V. All rights reserved.

Performance-Based Music Ensembles' Effects on Academic Achievement: A Correlational Study

ERIC Educational Resources Information Center

Stevenson, Timothy Francis

2013-01-01

As increasing student achievement levels for all learners continues to drive the focus of education, identifying strategies and opportunities to accomplish this goal becomes progressively more important. This study explored the concepts of self-efficacy, self-efficacy for self-regulated learning, and self-efficacy for academic achievement in…

Tweets, Texts, and Tablets:The Emergence of Technology-Based Self-Monitoring

ERIC Educational Resources Information Center

Bruhn, Allison Leigh; Waller, LaNeisha; Hasselbring, Ted S.

2016-01-01

Students with behavior problems often lack the self-regulation skills necessary for success. One strategy shown to improve these skills is self-monitoring. Traditionally, self-monitoring has been done using paper and pencil, with some sort of prompt to complete the procedures. Prompts have involved teacher cues as well as technology. Current…

Self-Monitoring Strategies as a Unique Predictor of Latino Male Student Achievement

ERIC Educational Resources Information Center

Covarrubias, Rebecca; Stone, Jeff

2015-01-01

We examined how self-monitoring (i.e., regulating one's behaviors; Snyder, 1987) relates to Latino male achievement. In Study 1, college students (N = 413) completed self-monitoring items and reported SAT math scores. As hypothesized, self-monitoring was positively correlated with achievement for Latino male students but was unrelated to…

English Majors' Self-Regulatory Control Strategy Use in Academic Writing and Its Relation to L2 Motivation

ERIC Educational Resources Information Center

Csizér, Kata; Tankó, Gyula

2017-01-01

Apart from L2 motivation, self-regulation is also increasingly seen as a key variable in L2 learning in many foreign language learning contexts because classroom-centered instructive language teaching might not be able to provide sufficient input for students. Therefore, taking responsibility and regulating the learning processes and positive…

Transcultural Analysis of the Effectiveness of a Program to Promote Self-Regulated Learning in Mozambique, Chile, Portugal, and Spain

ERIC Educational Resources Information Center

Rosário, Pedro; Núñez, José Carlos; Trigo, Luisa; Guimarães, Carina; Fernández, Estrella; Cerezo, Rebeca; Fuentes, Sonia; Orellana, Marcela; Santibáñez, América; Fulano, Celso; Ferreira, Ângelo; Figueiredo, Mirela

2015-01-01

The current investigation aims at assessing the effectiveness of an intervention program designed to enhance self-regulated learning (SRL) strategies at the university level, with students from different cultural, linguistic, and educational backgrounds. The central tool of the program is a set of letters in which a fictional first-year student…

With Great Control Comes Great Responsibility: The Relationship between Perceived Academic Control, Student Responsibility, and Self-regulation

ERIC Educational Resources Information Center

Fishman, Evan J.

2014-01-01

Background: Students' perceived control over academic outcomes has been linked to their use of self-regulated strategies. However, students' sense of responsibility, or internal commitment to produce such outcomes, has not often been considered in this relationship. Aims: The purpose of this study was to examine the relationships between…

Examining Parents' Ratings of Middle-School Students' Academic Self-Regulation Using Principal Axis Factoring Analysis

ERIC Educational Resources Information Center

Chen, Peggy P.; Cleary, Timothy J.; Lui, Angela M.

2015-01-01

This study examined the reliability and validity of a parent rating scale, the "Self-Regulation Strategy Inventory: Parent Rating Scale" ("SRSI-PRS"), using a sample of 451 parents of sixth- and seventh-grade middle-school students. Principal axis factoring (PAF) analysis revealed a 3-factor structure for the 23-item SRSI-PRS:…

Influence of Academic Self-Regulation, Critical Thinking, and Age on Online Graduate Students' Academic Help-Seeking

ERIC Educational Resources Information Center

Dunn, Karee E.; Rakes, Glenda C.; Rakes, Thomas A.

2014-01-01

Academic help-seeking is an invaluable learning strategy that has not yet received much attention in the distance education research literature. The asynchronous nature of distance education and many online courses presents an inherent roadblock to help-seeking. The purpose of this study was to explore the effect of academic self-regulation,…

Relations between Self Regulation, Future Time Perspective and the Delay of Gratification in University Students

ERIC Educational Resources Information Center

Avci, Suleyman

2013-01-01

The present study was conducted on 508 (331 female, 144 male) first grade university students in order to investigate the relations between self regulation, the future time perspectives, and the delay of gratification in the academic field. A future time perspective scale, an academic delay of gratification scale and a motivational strategies for…

Self-Regulated Learning (SRL): Emergence of the RSRLM Model

ERIC Educational Resources Information Center

Nodoushan, Mohammad Ali Salmani

2012-01-01

This paper claims that the current theories of Self-regulated learning (SRL) are short-sighted. The author provides a comprehensive, but brief, overview of SRL which addresses such issues as (a) SRL processes, (b) SRL strategies, (c) compartments of SRL, (d) theories of SRL, (e) agency in SRL, and (f) models of SRL. He then presents a new model…

The Impact of Self-Regulation Strategies on Student Success and Satisfaction in an Online Course

ERIC Educational Resources Information Center

Inan, Fethi; Yukselturk, Erman; Kurucay, Murat; Flores, Raymond

2017-01-01

The purpose of this study was to examine whether students' self-regulation skills impact their success and satisfaction in an online learning environment. Data was collected from one hundred and fifty-five students taking an online introductory programming course offered as a part of certification curriculum in a public university in Turkey. The…

Measuring Self-Regulation in Self-Paced Open and Distance Learning Environments

ERIC Educational Resources Information Center

Kocdar, Serpil; Karadeniz, Abdulkadir; Bozkurt, Aras; Buyuk, Koksal

2018-01-01

Previous studies have described many scales for measuring self-regulation; however, no scale has been developed specifically for self-paced open and distance learning environments. Therefore, the aim of this study is to develop a scale for determining the self-regulated learning skills of distance learners in selfpaced open and distance learning…

Insights to regenerate materials: learning from nature

NASA Astrophysics Data System (ADS)

García-Aznar, J. M.; Valero, C.; Gómez-Benito, M. J.; Javierre, E.

2016-08-01

Self-healing materials, both biological and engineered, integrate the ability to repair themselves and recover their functionality using the resources inherently available to them. Although significant advances have been made, in recent years, for the design of different concepts of self-healing materials, this work aims to provide some insights into how living materials are able to regenerate or heal when a fracture or injury occurs. The main sensors that regulate this adaptive and regenerative behavior are the cells. These are able to sense the mechanical alterations in their surroundings and regulate their activity in order to remove dead tissue and/or create new tissue. Therefore, understanding how cells are able to regenerate tissues under complex and multiphysics conditions can define the biomimetics guidelines to heal through inert or traditional engineering materials. In this work, we present a combination of experiments and different kinds of multiscale and multiphysics models in order to understand how mechanics regulate some mechanisms at cell and tissue level. This combination of results aims to gain insight into the development of novel strategies for self-healing materials, mimicking the behavior induced by cells and biological tissues.

Adolescents choosing self-harm as an emotion regulation strategy: the protective role of trait emotional intelligence.

PubMed

Mikolajczak, Moïra; Petrides, K V; Hurry, Jane

2009-06-01

The present study seeks to extend the understanding of the role of dispositional factors in the aetiology of self-harm among adolescents. We hypothesized that higher trait emotional intelligence (trait EI) would be associated with a lower likelihood to harm oneself, and that this relationship would be mediated by the choice of coping strategies. Trait EI, coping styles and self-harm behaviours were assessed in 490 adolescents recruited from eight British schools. The results supported our hypothesis and showed that the relationship between trait EI and self-harm was partly mediated by the choice of coping strategies. Emotional coping was a particularly powerful mediator, suggesting that self-harm may be a way to decrease the negative emotions that are exacerbated by maladaptive emotional coping strategies, such as rumination, self-blame, and helplessness. Trait EI was correlated positively with adaptive coping styles and negatively with maladaptive coping styles, and depression. These findings emphasize the potential value of incorporating coping coaching programmes in the treatment of self-harm patients.

Self-Regulation in Three Types of Online Interaction: A Scale Development

ERIC Educational Resources Information Center

Cho, Moon-Heum; Cho, YoonJung

2017-01-01

The purpose of this study was to develop a scale with which to examine students' self-regulation (SR) in three types of online interaction. Using scale development steps, we constructed the online self-regulation questionnaire (OSRQ), a self-report survey. A total of 799 online students participated in the study. Data from 400 randomly selected…

The role of sustained attention, maternal sensitivity, and infant temperament in the development of early self-regulation.

PubMed

Frick, Matilda A; Forslund, Tommie; Fransson, Mari; Johansson, Maria; Bohlin, Gunilla; Brocki, Karin C

2018-05-01

This study investigated infant predictors of early cognitive and emotional self-regulation from an intrinsic and caregiving environmental perspective. Sustained attention, reactive aspects of infant temperament, and maternal sensitivity were assessed at 10 months (n = 124) and early self-regulation (including executive functions, EF, and emotion regulation) was assessed at 18 months. The results indicated that sustained attention predicted early EF, which provide empirical support for the hierarchical framework of EF development, advocating early attention as a foundation for the development of cognitive self-regulation. Maternal sensitivity and surgency predicted emotion regulation, in that infants of sensitive mothers showed more regulatory behaviours and a longer latency to distress, whereas high levels of surgency predicted low emotion regulation, suggesting both the caregiving environment and temperament as important in the development of self-regulation. Interaction effects suggested high sustained attention to be a protective factor for children of insensitive mothers, in relation to emotion regulation. In addition, high levels of maternal sensitivity seemed to foster development of emotion regulation among children with low to medium levels of sustained attention and/or surgency. In all, our findings point to the importance of both intrinsic and extrinsic factors in infant development of self-regulation. © 2017 The British Psychological Society.

Do older drivers with bilateral cataract self-regulate their driving while waiting for first eye cataract surgery?

PubMed Central

Agramunt, Seraina; Meuleners, Lynn B; Fraser, Michelle L; Chow, Kyle C; Ng, Jonathon Q; Raja, Vignesh; Morlet, Nigel

2017-01-01

Objectives To analyze the association between visual impairment and driver self-regulation among a cohort of older drivers waiting for first eye cataract surgery. Methods Ninety-six drivers with bilateral cataract aged 55+ years were assessed before first eye cataract surgery. Data collection consisted of a researcher-administered questionnaire, objective visual measures (visual acuity, contrast sensitivity and stereopsis), a visual attention test (the useful field of view test) and a cognitive test (the Mini-Mental State Examination). Driver self-regulation practices were collected using the Driving Habits Questionnaire and were also measured with an in-vehicle monitoring device. Characteristics of self-regulators and non-self-regulators were compared and a logistic regression model was used to examine the association between 3 objective visual measures and driver self-regulation status. Results After controlling for potential confounding factors, only binocular contrast sensitivity (p=0.01), age (p=0.03) and gender (p=0.03) were significantly associated with driver self-regulation status. The odds of participants with better contrast sensitivity scores (better vision) self-regulating their driving in at least 1 driving situation decreased (odds ratio [OR]: 0.01, 95% CI: 0.00–0.28) while those of increasing age reported an increased odds of self-regulating their driving (OR: 1.08, 95% CI: 1.01–1.15). The odds of males self-regulating their driving was decreased compared with females (OR: 0.28, 95% CI: 0.09–0.86). Conclusions Worse binocular contrast sensitivity scores, increasing age and being female were significantly associated with driver self-regulation. The study highlighted that while self-regulation was common among cataract patients, a proportion of those with poor vision did not self-regulate. Further research should determine how cataract patients could benefit from self-regulation strategies while waiting for cataract surgery. PMID:29184397

Cognitive Emotion Regulation Strategies Associated With the DSM-5 Posttraumatic Stress Disorder Criteria.

PubMed

Kaczkurkin, Antonia N; Zang, Yinyin; Gay, Natalie G; Peterson, Alan L; Yarvis, Jeffrey S; Borah, Elisa V; Dondanville, Katherine A; Hembree, Elizabeth A; Litz, Brett T; Mintz, Jim; Young-McCaughan, Stacey; Foa, Edna B

2017-08-01

Maladaptive cognitive emotion regulation strategies have been proposed to contribute to the maintenance of posttraumatic stress disorder (PTSD). Prior work has focused on the relationship between these strategies and PTSD as a whole, rather than on how they are related to each PTSD symptom cluster. The purpose of the current study was to determine whether cognitive emotion regulation strategies are predictive of certain PTSD symptom clusters under the Diagnostic and Statistical Manual of Mental Disorders 5th ed. (DSM-5; American Psychiatric Association, 2013) criteria (intrusive thoughts, avoidance, negative alterations in cognitions and mood, and hyperarousal). Participants included 365 treatment-seeking, active-duty military personnel with PTSD. The negative alterations in cognitions and mood cluster were associated with dysfunctional cognitions: greater negative cognitions about the self, negative cognitions about the world, and self-blame, as well as catastrophizing (Rc2 = .519). The negative alterations in cognitions and mood cluster did not show a strong relationship with blaming others, possibly due to the complex nature of self- and other-blame in this primarily deployment-related PTSD sample. Finally, the intrusive thoughts cluster was associated with catastrophizing (Rc2 = .211), suggesting an association between frequent intrusive memories and excessively negative interpretation of those memories. Copyright © 2017 International Society for Traumatic Stress Studies.

Systematic review of effectiveness of universal self-regulation-based interventions and their effects on distal health and social outcomes in children and adolescents: review protocol.

PubMed

Pandey, Anuja; Hale, Daniel; Goddings, Anne-Lise; Blakemore, Sarah-Jayne; Viner, Russell

2017-08-29

Growing evidence suggests that childhood and adolescence self-regulation contributes to multiple health, educational and social outcomes. Considering the potential impact of self-regulation skills on improved life chances in conjunction with evidence suggesting that self-regulation can be modified by interventions, there is a need to identify interventions which are most effective in improving childhood and adolescence self-regulation. The present systematic review was designed to determine the effectiveness of universal interventions focused on enhancing the self-regulation of children and adolescents. As secondary outcomes, we will also examine the effectiveness of such interventions on distal health and social outcomes. Eligible studies include randomised controlled trials (including cluster randomised trials) reporting on universal interventions designed to improve self-regulation in childhood and adolescence (age 0-19 years). The following databases will be searched for peer-reviewed publications using an iterative search strategy: Medline, PsycINFO, EMBASE, ERIC, CINAHL Plus, British Education Index, Child Development & Adolescent Studies and CENTRAL without applying language or date filters. Additionally, reference lists and citations of included studies will be searched for eligible studies. A 10% proportion of the total titles and abstracts will be randomly selected and screened independently by two reviewers (AP and DH). Results will be compared to ensure less than 5% discrepancy, followed by screening of all results by one reviewer (AP). Full-text review and data collection will be independently performed by two reviewers. Any discrepancies will be solved by mutual discussion, and if unresolved, a third reviewer (RV) will be consulted. Meta-analysis will be conducted to quantify trial effects, if the data is sufficiently homogenous to allow quantitative synthesis. Otherwise, results will be described narratively. The evidence derived from the systematic review will strengthen the evidence base to inform planning of effective interventions targeting self-regulation skills in childhood and adolescence. This will benefit policy makers, academicians, researchers, health professionals, and also, young people who will benefit from policy and interventions informed by this review. CRD42016047661 .

The Effect of Using Self-Monitoring Strategies in Social Studies Course on Self-Monitoring, Self-Regulation and Academic Achievement

ERIC Educational Resources Information Center

Arslantas, Suleyman; Kurnaz, Ahmet

2017-01-01

In an attempt to clarify the behavioral differences and a dimension of the individual's metacognitive processes, Snyder introduced the "Self-Monitoring Theory" in 1974. According to the theory, individuals differ in the extent to which they control their self-presentation in social interactions. Some people can observe and control their…

First- and Second-Grade Urban Students' Path to Comprehension Strategy Use: A Practitioner's Framework

ERIC Educational Resources Information Center

Pilonieta, Paola

2017-01-01

This study seeks to explain what first- and second-grade African American, urban students who participated in an explicit comprehension strategy instruction (ECSI) program learned about comprehension strategies and how this knowledge supports self-regulated strategy use. The study was also designed to compare these students' knowledge with those…

Relational Analysis of High School Students' Cognitive Self-Regulated Learning Strategies and Conceptions of Learning Biology

ERIC Educational Resources Information Center

Sadi, Özlem

2017-01-01

The purpose of this study was to analyze the relation between students' cognitive learning strategies and conceptions of learning biology. The two scales, "Cognitive Learning Strategies" and "Conceptions of Learning Biology", were revised and adapted to biology in order to measure the students' learning strategies and…

Measurement Invariance and Convergent Validity of Anger and Sadness Self-Regulation Scales Among Youth from Six Cultural Groups

PubMed Central

Di Giunta, Laura; Iselin, Anne-Marie R.; Eisenberg, Nancy; Concetta, Pastorelli; Gerbino, Maria; Lansford, Jennifer E.; Dodge, Kenneth A.; Caprara, Gian Vittorio; Bacchini, Dario; Tirado, Liliana Maria Uribe; Thartori, Eriona

2016-01-01

The present study examined measurement invariance and convergent validity of a novel vignette-based measure of emotion specific self-regulation that simultaneously assesses attributional bias, emotion-regulation, and self-efficacy beliefs about emotion regulation. Participants included 541 youth-mother dyads from three countries (Italy, United States, and Colombia) and six ethnic/cultural groups. Participants were 12.62 years old (SD = 0.69). In response to vignettes involving ambiguous peer interactions, children reported their hostile/depressive attribution bias, self-efficacy beliefs about anger and sadness regulation, and anger/sadness regulation strategies (i.e., dysregulated expression and rumination). Across the six cultural groups, anger and sadness self-regulation subscales had full metric and partial scalar invariance for a one-factor model, with some exceptions. We found support for both a four- and three-factor oblique model (dysregulated expression and rumination loaded on a second-order factor) for both anger and sadness. Anger subscales were related to externalizing problems, while sadness subscales were related to internalizing symptoms. PMID:26603118

Empowering the Language Learner: Language Learning Strategy Training and Self-Regulation in an EFL Classroom

ERIC Educational Resources Information Center

Torres, Gabriella

2013-01-01

The purpose of this paper is to illustrate how an understanding of the Good Language Learner models described in the SLA literature can be used to tailor and implement a program of learning strategy training and self-regulatory practices in the classroom to empower L2 learners in an EFL context. The paper begins by reviewing the various…

Regulating Emotional Responses to Climate Change – A Construal Level Perspective

PubMed Central

Ejelöv, Emma; Hansla, André; Bergquist, Magnus; Nilsson, Andreas

2018-01-01

This experimental study (N = 139) examines the role of emotions in climate change risk communication. Drawing on Construal Level Theory, we tested how abstract vs. concrete descriptions of climate threat affect basic and self-conscious emotions and three emotion regulation strategies: changing oneself, repairing the situation and distancing oneself. In a 2 × 2 between subjects factorial design, climate change consequences were described as concrete/abstract and depicted as spatially proximate/distant. Results showed that, as hypothesized, increased self-conscious emotions mediate overall positive effects of abstract description on self-change and repair attempts. Unexpectedly and independent of any emotional process, a concrete description of a spatially distant consequence is shown to directly increase self-change and repair attempts, while it has no such effects when the consequence is spatially proximate. “Concretizing the remote” might refer to a potentially effective strategy for overcoming spatial distance barriers and motivating mitigating behavior. PMID:29780340

Regulating Emotional Responses to Climate Change - A Construal Level Perspective.

PubMed

Ejelöv, Emma; Hansla, André; Bergquist, Magnus; Nilsson, Andreas

2018-01-01

This experimental study ( N = 139) examines the role of emotions in climate change risk communication. Drawing on Construal Level Theory, we tested how abstract vs. concrete descriptions of climate threat affect basic and self-conscious emotions and three emotion regulation strategies: changing oneself, repairing the situation and distancing oneself. In a 2 × 2 between subjects factorial design, climate change consequences were described as concrete/abstract and depicted as spatially proximate/distant. Results showed that, as hypothesized, increased self-conscious emotions mediate overall positive effects of abstract description on self-change and repair attempts. Unexpectedly and independent of any emotional process, a concrete description of a spatially distant consequence is shown to directly increase self-change and repair attempts, while it has no such effects when the consequence is spatially proximate. "Concretizing the remote" might refer to a potentially effective strategy for overcoming spatial distance barriers and motivating mitigating behavior.

Exploring Online Graduate Students' Responses to Online Self-Regulation Training

ERIC Educational Resources Information Center

Dunn, Karee E.; Rakes, Glenda C.

2015-01-01

In this study, online graduate students participated in four brief online self-regulatory trainings for self-efficacy, achievement goal orientation, learning strategies, and attributional thinking. These variables are critical to success in learning environments, but perhaps even more so in the online academic environment (Rakes, Dunn, &…

A strategy for tissue self-organization that is robust to cellular heterogeneity and plasticity.

PubMed

Cerchiari, Alec E; Garbe, James C; Jee, Noel Y; Todhunter, Michael E; Broaders, Kyle E; Peehl, Donna M; Desai, Tejal A; LaBarge, Mark A; Thomson, Matthew; Gartner, Zev J

2015-02-17

Developing tissues contain motile populations of cells that can self-organize into spatially ordered tissues based on differences in their interfacial surface energies. However, it is unclear how self-organization by this mechanism remains robust when interfacial energies become heterogeneous in either time or space. The ducts and acini of the human mammary gland are prototypical heterogeneous and dynamic tissues comprising two concentrically arranged cell types. To investigate the consequences of cellular heterogeneity and plasticity on cell positioning in the mammary gland, we reconstituted its self-organization from aggregates of primary cells in vitro. We find that self-organization is dominated by the interfacial energy of the tissue-ECM boundary, rather than by differential homo- and heterotypic energies of cell-cell interaction. Surprisingly, interactions with the tissue-ECM boundary are binary, in that only one cell type interacts appreciably with the boundary. Using mathematical modeling and cell-type-specific knockdown of key regulators of cell-cell cohesion, we show that this strategy of self-organization is robust to severe perturbations affecting cell-cell contact formation. We also find that this mechanism of self-organization is conserved in the human prostate. Therefore, a binary interfacial interaction with the tissue boundary provides a flexible and generalizable strategy for forming and maintaining the structure of two-component tissues that exhibit abundant heterogeneity and plasticity. Our model also predicts that mutations affecting binary cell-ECM interactions are catastrophic and could contribute to loss of tissue architecture in diseases such as breast cancer.

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure

PubMed Central

Fernandez-Rio, Javier; Cecchini, Jose A.; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A.

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12–17 years old (M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ-means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students’ academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students’ participation and achievements, and they are key elements to prevent school failure. PMID:28154544

Self-Regulation, Cooperative Learning, and Academic Self-Efficacy: Interactions to Prevent School Failure.

PubMed

Fernandez-Rio, Javier; Cecchini, Jose A; Méndez-Gimenez, Antonio; Mendez-Alonso, David; Prieto, Jose A

2017-01-01

Learning to learn and learning to cooperate are two important goals for individuals. Moreover, self regulation has been identified as fundamental to prevent school failure. The goal of the present study was to assess the interactions between self-regulated learning, cooperative learning and academic self-efficacy in secondary education students experiencing cooperative learning as the main pedagogical approach for at least one school year. 2.513 secondary education students (1.308 males, 1.205 females), 12-17 years old ( M = 13.85, SD = 1.29), enrolled in 17 different schools belonging to the National Network of Schools on Cooperative Learning in Spain agreed to participate. They all had experienced this pedagogical approach a minimum of one school year. Participants were asked to complete the cooperative learning questionnaire, the strategies to control the study questionnaire and the global academic self-efficacy questionnaire. Participants were grouped based on their perceptions on cooperative learning and self-regulated learning in their classes. A combination of hierarchical and κ -means cluster analyses was used. Results revealed a four-cluster solution: cluster one included students with low levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster two included students with high levels of cooperative learning, self-regulated learning and academic self-efficacy, cluster three included students with high levels of cooperative learning, low levels of self-regulated learning and intermediate-low levels of academic self-efficacy, and, finally, cluster four included students with high levels of self-regulated learning, low levels of cooperative learning, and intermediate-high levels of academic self-efficacy. Self-regulated learning was found more influential than cooperative learning on students' academic self-efficacy. In cooperative learning contexts students interact through different types of regulations: self, co, and shared. Educators should be aware of these interactions, symmetrical or asymmetrical, because they determine the quality and quantity of the students' participation and achievements, and they are key elements to prevent school failure.

Supporting Students' Knowledge Construction and Self-Regulation through the Use of Elaborative Processing Strategies

ERIC Educational Resources Information Center

Sperling, Rayne A.; Ramsay, Crystal M.; Reeves, Philip M.; Follmer, D. Jake; Richmond, Aaron S.

2016-01-01

Theoretical and empirical support for the benefits of elaborative strategy instruction for middle level students is highlighted. Consistent with the "Keys of Educating Young Adolescents," teaching elaborative strategies enhances academic achievement, engages learners, and empowers students' future independent learning. A transactional…

Observations of a Working Class Family: Implications for Self-Regulated Learning Development

ERIC Educational Resources Information Center

Vassallo, Stephen

2012-01-01

Guardians have been implicated in the development of children's academic self-regulation. In this case study, which involved naturalistic observations and interviews, the everyday practices of a working class family were considered in the context of self-regulated learning development. The family's practices, beliefs, dispositions and home…

Developing Self-Regulated Learners in Secondary Schools

ERIC Educational Resources Information Center

Salter, Prue

2012-01-01

This paper draws on emerging data from a doctoral study exploring how schools approach the development of self-regulated learners in Years 7-12. The research is exploring stakeholders' attitudes, beliefs, experiences and perceptions around the development of self-regulated learning (SRL) in contemporary secondary schools and how new and emerging…

Enhancing Self-Regulation and Approaches to Learning in First-Year College Students: A Narrative-Based Programme Assessed in the Iberian Peninsula

ERIC Educational Resources Information Center

Rosario, Pedro; Nunez, Jose C.; Gonzalez-Pienda, Julio; Valle, Antonio; Trigo, Luisa; Guimaraes, Carina

2010-01-01

A programme to enhance first-year college students' self-regulated learning strategies is proposed and assessed in two samples, one from the University of Oviedo (Spain) and the other from the University of Minho (Portugal). Each sample was divided into two groups (experimental and control). The Spanish sample comprised 44 students in the…

The Effect of Self-Regulated and Experimenter-Imposed Practice Schedules on Motor Learning for Tasks of Varying Difficulty

ERIC Educational Resources Information Center

Keetch, Katherine M.; Lee, Timothy D.

2007-01-01

Research suggests that allowing individuals to control their own practice schedule has a positive effect on motor learning. In this experiment we examined the effect of task difficulty and self-regulated practice strategies on motor learning. The task was to move a mouse-operated cursor through pattern arrays that differed in two levels of…

The Effect of Psychoeducational Group Training Depending on Self Regulation on Students' Motivational Strategies and Academic Achievement

ERIC Educational Resources Information Center

Onemli, Mehmet; Yondem, Zeynep Deniz

2012-01-01

The aim of this study was to determine the effect of psychoeducational group study regarding self regulation in learning on motivational beliefs and academic success of students. Pre and post tests with control group design were used in this study. Participants of the study consisted of 10th grade students at Anatolian High School.…

A Tool that Can be Effective in the Self-Regulated Learning of Pre-Service Teachers: The Mind Map

ERIC Educational Resources Information Center

Tanriseven, Isil

2014-01-01

The aim of this study is to analyse the effect of task planning with mind maps on the self-regulation strategies and motivational beliefs of pre-service teachers. A quasi-experimental design, with a pre-test and post-test control group, was applied in the research. The research group comprised of 60 pre-service teachers taking "Teaching…

Attachment Strategies and Neuroendocrine Biomarkers in Obese Children.

PubMed

Pinto, Inês; Wilkinson, Simon; Virella, Daniel; Alves, Marta; Calhau, Conceição; Coelho, Rui

2016-05-01

Quality of the parent-infant relationship influences the mechanisms of development of the child's physiological stress regulation. This study explored associations between attachment strategies and both cortisol and thyroid stimulating hormone, hypothesized to be respectively a potential mediator and a potential intervening variable of the mother-child relationship in obese children. A sample of 83 obese children (46 boys), aged 10.9 (1.8) years was recruited from a child obesity clinic. Obesity was defined by body mass index percentile adjusted for age and sex. Metabolic biomarkers were measured by routine methods. Attachment strategies were assessed with self and parent-report questionnaires. Family functioning was assessed with parent-reported questionnaires (FACES-III). Multivariate linear regression analyses were performed. Type A, avoidant attachment strategies, had significant positive association with thyroid stimulating hormone levels and negative association with cortisol levels (R2 = 0.352). Type B, secure attachment strategies, had significant positive associations with both hypothyroidism and body mass index percentile (R2 = 0.541). 'Insecure attachment' (types A and C combined) strategies showed some evidence of positive association with thyroid stimulating hormone (R2 = 0.250). These findings suggest that there may be commonalities in the regulation of hypothalamic-pituitary-adrenal and hypothalamic-pituitary-thyroid axes. Processes involved in development of the type A attachment strategy appear to be associated with effects on the regulatory mechanisms of the hypothalamic-pituitary-adrenal axis. In obese children, different attachment strategies are associated with diverse metabolic profiles. How this may contribute to developing differentiated treatment approaches remains to be explored.

Perceptions of psychosis, coping, appraisals, and psychological distress in the relatives of patients with schizophrenia: an exploration using self-regulation theory.

PubMed

Fortune, Dónal G; Smith, Jo V; Garvey, Kay

2005-09-01

Following Leventhal's self-regulation model, the purpose of the present study was to provide an examination of the relationship between psychosis perceptions, coping strategies, appraisals, and distress in the relatives of patients with schizophrenia. Cross-sectional study. Participants were 42 relatives of patients with schizophrenia who completed the Hospital Anxiety and Depression Scale (HADS), a brief coping strategies measure (COPE), the Revised Illness Perception Questionnaire (IPQR), and a measure of primary and secondary appraisals (Family Questionnaire). In general, carers who viewed their relative's psychosis as chronic, who had a stronger illness identity (experience of symptoms), who held a stronger belief in the severity of its consequences, and who reported weaker beliefs in treatment control but stronger beliefs that their relative could exert control over their condition had higher distress scores. Coping through seeking emotional support, the use of religion/spirituality, active coping, acceptance, and positive reframing were associated with less distress, while coping through self-blame was associated with higher distress scores. Hierarchical regression demonstrated that illness perceptions and coping (acceptance, positive reframing, and self-blame), respectively, made significant additional contributions to the variance in distress when entered after demographics, and primary and secondary appraisals. Furthermore, a mediational analysis suggested that coping strategies characterized by greater positive reframing, less self-blame, and greater acceptance mediated the relationship between distress, and both illness identity and carer's beliefs about how much personal control the patient could exercise over their condition. There was no mediational effect of coping on the relationship between distress and carers' perceptions about symptom control through medical treatment. Results provide partial but not unequivocal support for the self-regulation model in the current sample. Findings may invite us to consider the further use of the self-regulation/common sense model as a framework for understanding distress in the carers of people with a diagnosis of schizophrenia.

Effect of Self-regulation Training on Management of Type 2 Diabetes

PubMed Central

Tavakolizadeh, Jahanshir; Moghadas, Mehri; Ashraf, Hami

2014-01-01

Background: Diabetes is the most common metabolic disorder which is required to be taken under control. According to some studies, the impact of self-regulation on health has been considered as a monitoring strategy to achieve individual’s goals. Objectives: This study, which was performed in 2012, aimed at determining the consequences of self-regulation on controlling type 2 diabetes. Patients and Methods: In this double-blind clinical trial, 60 patients with type 2 diabetes - who were referred to Diabetes Clinic of Bisto-Dou Bahman Hospital in Gonabad, Iran - were divided randomly into case and control groups. Self-regulation questionnaire, nutritional information and physical activity checklists were completed by both groups once at the beginning and once at end of the training. Fasting blood sugar (FBS) of both groups were measured as well. Case group was trained for a month, whereas the control group received no special training. Data were analyzed by SPSS version 19 software, K-square and paired t-tests. Results: Comparing the case with the control group before and after the training showed that teaching patients self-regulatory strategies had significant impact on lowering blood sugar (-16.50 vs. -2.47, P < 0.001), observing dietary behaviors (5.97 vs. -0.87, P < 0.001) and increasing physical activities (6.2 vs. -0.73, P < 0.001) of the former group. Conclusions: Learning self-regulations has a role to play in controlling type 2 diabetes. Therefore, it is suggested to professionals in healthcare centers to educate patients about self-regulatory techniques and use them as auxiliary methods for keeping type 2 diabetes under control. PMID:24910800

Strategic self-regulation, decision-making and emotion processing in poly-substance abusers in their first year of abstinence.

PubMed

Verdejo-García, Antonio; Rivas-Pérez, Cristina; Vilar-López, Raquel; Pérez-García, Miguel

2007-01-12

Individuals with substance dependence (ISD) frequently show signs of impaired emotion processing, self-regulation and decision-making, even after prolonged abstinence from drug use and partial recovery of other neuropsychological functions. These impairments have been associated with alterations in the orbitofrontal cortex (OFC) in lesion and imaging studies. The aim of this study was to examine the performance of a group of ISD, who had been abstinent for at least 4 months, on a series of emotional perception, self-regulation and decision-making tests sensitive to OFC dysfunction. Thirty ISD (poly-substance abusers in their first year of abstinence) and 35 healthy comparison (HC) participants were in the study. We administered the Ekman Faces Test (EFT), the Revised Strategy Application Test (R-SAT) and the Iowa Gambling Task (IGT) to both ISD and HC. Results showed that the ISD presented significant deficits in the recognition of facial emotional expressions and decision-making as measured by the EFT and the IGT. The ISD also showed poorer strategy awareness, impaired self-regulation and higher impulsivity on the R-SAT. We found significant correlations between the different measures linked to OFC functioning. We did not find significant correlations between length of abstinence and performance on these tests. These results suggest that the evaluation of emotion, self-regulation and decision-making contributes greatly to the characterization of the persistent deficits exhibited by ISD during prolonged abstinence.

Trichotomous goals of elementary school students learning English as a foreign language: a structural equation model.

PubMed

He, Tung-Hsien; Chang, Shan-Mao; Chen, Shu-Hui Eileen; Gou, Wen Johnny

2012-02-01

This study applied structural equation modeling (SEM) techniques to define the relations among trichotomous goals (mastery goals, performance-approach goals, and performance-avoidance goals), self-efficacy, use of metacognitive self-regulation strategies, positive belief in seeking help, and help-avoidance behavior. Elementary school students (N = 105), who were learning English as a foreign language, were surveyed using five self-report scales. The structural equation model showed that self-efficacy led to the adoption of mastery goals but discouraged the adoption of performance-approach goals and performance-avoidance goals. Furthermore, mastery goals increased the use of metacognitive self-regulation strategies, whereas performance-approach goals and performance-avoidance goals reduced their use. Mastery goals encouraged positive belief in help-seeking, but performance-avoidance goals decreased such belief. Finally, performance-avoidance goals directly led to help-avoidance behavior, whereas positive belief assumed a critical role in reducing help-avoidance. The established structural equation model illuminated the potential causal relations among these variables for the young learners in this study.

Readiness for self-directed change in professional behaviours: factorial validation of the Self-Reflection and Insight Scale.

PubMed

Roberts, Chris; Stark, Patsy

2008-11-01

Self-reflection, the practice of inspecting and evaluating one's own thoughts, feelings and behaviour, and insight, the ability to understand one's own thoughts, feelings and behaviour, are central to the self-regulation of behaviours. The Self-Reflection and Insight Scale (SRIS) measures three factors in the self-regulation cycle: need for reflection; engagement in reflection, and insight. We used structural equation modelling to undertake a confirmatory factor analysis of the SRIS. We re-specified our model to analyse all of the data to explain relationships between the SRIS, medical student characteristics, and responses to issues of teaching and learning in professionalism. The factorial validity of a modified SRIS showed all items loading significantly on their expected factors, with a good fit to the data. Each subscale had good internal reliability (> 0.8). There was a strong relationship between the need for reflection and engagement in reflection (r = 0.77). Insight was related to need for reflection (0.22) and age (0.21), but not to the process of engaging in reflection (0.06). Validation of the SRIS provides researchers with a new instrument with which to measure and investigate the processes of self-reflection and insight in the context of students' self-regulation of their professionalism. Insight is related to the motive or need for reflection, but the process of reflection does not lead to insight. Attending to feelings is an important and integral aspect of self-reflection and insight. Effective strategies are needed to develop students' insight as they reflect on their professionalism.

TM4SF1 promotes the self-renewal of esophageal cancer stem-like cells and is regulated by miR-141.

PubMed

Xue, Lei; Yu, Xiying; Jiang, Xingran; Deng, Xin; Mao, Linlin; Guo, Liping; Fan, Jinhu; Fan, Qinqxia; Wang, Liuxing; Lu, Shih-Hsin

2017-03-21

Cancer stem-like cells have been identified in primary human tumors and cancer cell lines. Previously we found TM4SF1 gene was highly expressed in side population (SP) cells from esophageal squamous cell carcinoma (ESCC) cell lines, but the role and underlying mechanism of TM4SF1 in ESCC remain unclear. In this study, we observed TM4SF1 was up-regulated but miR-141 was down-regulated in SP cells isolated from ESCC cell lines. TM4SF1 could stimulate the self-renewal ability and carcinogenicity of esophageal cancer stem-like cells, and promote cell invasion and migration. In miR-141 overexpression cells, the expression of TM4SF1 was significantly reduced. We also found that overexpression of miR-141 could abolish the self-renewal ability and carcinogenicity of esophageal cancer stem-like cells and decrease cell invasion and migration by suppressing TM4SF1. Consequently, TM4SF1 is a direct target gene of miR-141. The regulation of TM4SF1 by miR-141 may play an important role in controlling self-renewals of esophageal cancer stem-like cells. It may also promote the development of new therapeutic strategies and efficient drugs to target ESCC stem-like cells.

Parent-child communication processes: preventing children's health-risk behavior.

PubMed

Riesch, Susan K; Anderson, Lori S; Krueger, Heather A

2006-01-01

Review individual, family, and environmental factors that predict health-risk behavior among children and to propose parent-child communication processes as a mechanism to mediate them. Improving parent-child communication processes may: reduce individual risk factors, such as poor academic achievement or self-esteem; modify parenting practices such as providing regulation and structure and acting as models of health behavior; and facilitate discussion about factors that lead to involvement in health-risk behaviors. Assessment strategies to identify youth at risk for health-risk behavior are recommended and community-based strategies to improve communication among parents and children need development.

Improvements in emotion regulation following mindfulness meditation: Effects on depressive symptoms and perceived stress in younger breast cancer survivors.

PubMed

Boyle, Chloe C; Stanton, Annette L; Ganz, Patricia A; Crespi, Catherine M; Bower, Julienne E

2017-04-01

Mindfulness meditation reduces psychological distress among individuals with cancer. However, mechanisms for intervention effects have not been fully determined. This study tested emotion regulation strategies as mediators of intervention effects in a sample of younger women treated for breast cancer, a group at risk for psychological distress. We focused on two distinct strategies targeted by the intervention-rumination and self-kindness-and further examined the broader construct of mindfulness as a potential mediator. Women (n = 71) with Stage 0-III breast cancer diagnosed at or before age 50 who had completed cancer treatment were randomly assigned to a 6-week mindfulness intervention or wait-list control group. Assessments occurred at study entry, postintervention, and a 3-month follow-up. In single mediator analyses, increases in self-kindness (CIB [-7.83, -1.93]), decreases in rumination (CIB [-5.05, -.31]), and increases in mindfulness (CIB [-6.58, -.82]) each mediated reductions in depressive symptoms from pre- to postintervention. Increases in self-kindness also mediated reductions in perceived stress (CIB [-5.37, -.62]) from pre- to postintervention, and increases in self-kindness (CIB [-5.67, -.22]) and in mindfulness (CIB [-5.51, -.16]) each mediated intervention effects on perceived stress from preintervention to 3-month follow-up. In multiple mediator analysis, only self-kindness mediated intervention effects on depressive symptoms from pre- to postintervention (CIB [-6.41, -.61]), and self-kindness and mindfulness together mediated intervention effects on perceived stress from preintervention to follow-up (CIB [-6.77, -.35]). Self-kindness played a consistent role in reducing distress in younger women with breast cancer. The efficacy of this understudied emotion regulation strategy should be evaluated in other clinical populations. (PsycINFO Database Record (c) 2017 APA, all rights reserved).

Workplace ostracism, self-regulation, and job performance: Moderating role of intrinsic work motivation.

PubMed

Steinbauer, Robert; Renn, Robert W; Chen, H Shawna; Rhew, Nicholas

2018-01-08

Drawing from a self-regulation perspective, we examine how intrinsic work motivation changes the relation between workplace ostracism and employee job performance via self-leadership. We test a moderated mediated model with data collected from 101 employees at two points in time. Results provide support for the hypothesis that ostracized employees who are more intrinsically motivated use self-leadership strategies to a greater degree to improve their job performance than their counterparts who are not intrinsically motivated. The findings contribute to research regarding boundary conditions of ostracism theory and have important practical implications.

Basic Psychological Need Satisfaction, Emotion Dysregulation, and Non-suicidal Self-Injury Engagement in Young Adults: An Application of Self-Determination Theory.

PubMed

Emery, A Ann; Heath, Nancy L; Mills, Devin J

2016-03-01

Non-suicidal self-injury (NSSI) is a public health concern that affects young adults at alarming rates. The present study examines the role of satisfaction of self-determination theory's three basic needs for autonomy, competence, and relatedness in young adults' NSSI engagement. University students who reported ever having engaged in NSSI (n = 40, 85 % female; Mage = 20.10, SD = 1.66) reported significantly lower levels of the satisfaction of all three needs, as well as more difficulties with all aspects of emotion regulation (non-acceptance of emotional responses, difficulty engaging in goal directed behavior, impulse control, lack of emotional awareness, limited access to regulation strategies, lack of emotional clarity), compared to students with no history of NSSI (n = 46, 91 % female; Mage = 19.79, SD = 1.37). Results of a logistic regression analysis revealed that need satisfaction added to the prediction of NSSI group membership after controlling for the effects of emotion regulation. Satisfaction of the need for competence and limited access to emotion regulation strategies accounted for significant variance in NSSI in the final model. The findings suggest that self-determination theory may be a useful framework under which to conceptualize NSSI and that the need for competence may be particularly salient for University students.

The Two Faces of Temptation: Differing Motives for Self-Control

ERIC Educational Resources Information Center

Jensen-Campbell, Lauri A.; Graziano, William G.

2005-01-01

Self-regulation is critical to social and personality development in all cultures. Self-regulation may have developmental origins in temperament, yet it also interacts with socialization processes. This research specifically probes children's self-regulation during resistance to temptation. Socialization of self-regulation may be influenced by the…

Emotion-related self-regulation and its relation to children's maladjustment.

PubMed

Eisenberg, Nancy; Spinrad, Tracy L; Eggum, Natalie D

2010-01-01

The development of children's emotion-related self-regulation appears to be related to, and likely involved in, many aspects of children's development. In this review, the distinction between effortful self-regulatory processes and those that are somewhat less voluntary is discussed, and literature on the former capacities is reviewed. Emotion-related self-regulation develops rapidly in the early years of life and improves more slowly into adulthood. Individual differences in children's self-regulation are fairly stable after the first year or two of life. Such individual differences are inversely related to at least some types of externalizing problems. Findings for internalizing problems are less consistent and robust, although emotion-related self-regulation appears to be inversely related to internalizing problems after the early years. Self-regulatory capacities have been related to both genetic and environmental factors and their interaction. Some interventions designed to foster self-regulation and, hence, reduce maladjustment, have proved to be at least partially effective.

Emotion-Related Self-Regulation and Its Relation to Children’s Maladjustment

PubMed Central

Eisenberg, Nancy; Spinrad, Tracy L.; Eggum, Natalie D.

2010-01-01

The development of children’s emotion-related self-regulation appears to be related to, and likely involved in, many aspects of children’s development. In this review, the distinction between effortful self-regulatory processes and those that are somewhat less voluntary is discussed, and literature on the former capacities is reviewed. Emotion-related self-regulation develops rapidly in the early years of life and improves more slowly into adulthood. Individual differences in children’s self-regulation are fairly stable after the first year or two of life. Such individual differences are inversely related to at least some types of externalizing problems. Findings for internalizing problems are less consistent and robust, although emotion-related self-regulation appears to be inversely related to internalizing problems after the early years. Self-regulatory capacities have been related to both genetic and environmental factors and their interaction. Some interventions designed to foster self-regulation and, hence, reduce maladjustment, have proved to be at least partially effective. PMID:20192797

How Toddlers Think with Their Hands: Social and Private Gestures as Evidence of Cognitive Self-Regulation in Guided Play with Objects

ERIC Educational Resources Information Center

Basilio, Marisol; Rodríguez, Cintia

2017-01-01

The role of language as a tool to support the self-regulation has been widely studied, yet there is little evidence on the role of prelinguistic communication in the early development of self-regulation. To address this gap, we developed behavioural indicators of preverbal cognitive self-regulation, and described how can parents support it through…

Sixth Grade Student Self-Regulation in Science

NASA Astrophysics Data System (ADS)

Reid, Lisa J.

The positive relationship between self-regulation and student achievement has been repeatedly supported through research. Key considerations that have resulted from prior research include instructor feedback and explicit expectations, student perception of their control of their progress, accurate self-calibration, reflection, goal-setting, age, and methods by which a cycle which integrates all of these can be put in place. While research provides evidence for that fact that it is possible to support student success in several of these areas, many questions are left as to how guided, active self-regulation impacts students perception of their control over their performance, their ability to accurately assess and act upon their strengths and weaknesses, and, ultimately, their overall progress at different developmental stages. This study intended to provide a better understanding of how guidance in the self-regulation strategies of sixth grade science students can impact their attitudes toward learning. Specifically, this study investigated the question, "What is the effect of active reflection, graphing of grades, and goal setting on sixth-grade students' locus of control and ability to self-regulate?"

Possible selves in patients with right- versus left-onset Parkinson's disease.

PubMed

Harris, Erica; McNamara, Patrick; Durso, Raymon

2017-03-01

Possible selves can be used to self-regulate and guide behavior towards what is desired to be achieved or avoided in life. Previous work suggests laterality effects exist within the brain regarding approach and avoidance systems to achieve self-regulation. A modified version of the possible selves task was administered to 45 patients with PD (22 right-onset and 23 left-onset) and 25 community dwelling control subjects (CS). Only 11.1% of patients exhibited balance among their hoped-for and feared possible selves versus 28% of CS. More right-onset patients used a promotion strategy whereas more left-onset patients used a prevention strategy. Patients with left-onset PD thought more about their feared selves, exhibiting reduced goal-directed behavior. Findings among the left-onset group indicate relative dependence of self-regulation on right-sided avoidance brain systems. This may point to an inability to move away from negative outcomes and to work towards rewarding outcomes, which could affect psychological health.

Emotion regulation strategies and childhood obesity in high risk preschoolers.

PubMed

Power, Thomas G; Olivera, Yadira A; Hill, Rachael A; Beck, Ashley D; Hopwood, Veronica; Garcia, Karina Silva; Ramos, Guadalupe G; Fisher, Jennifer Orlet; O'Connor, Teresia M; Hughes, Sheryl O

2016-12-01

The current study examined the relationships between the specific strategies that preschool children use to regulate their emotions and childhood weight status to see if emotion regulation strategies would predict childhood weight status over and above measures of eating self-regulation. 185 4- to 5-year-old Latino children were recruited through Head Start centers in a large city in the southeastern U.S. Children completed both a delay of gratification task (emotion regulation) and an eating in the absence of hunger task (eating regulation). Eating regulation also was assessed by maternal reports. Four emotion regulation strategies were examined in the delay of gratification task: shut out stimuli, prevent movement, distraction, and attention to reward. Hierarchical linear regressions predicting children's weight status showed that both measures of eating regulation negatively predicted child obesity, and the use of prevent movement negatively predicted child obesity. Total wait time during the delay of gratification tasks was not a significant predictor. The current findings are consistent with studies showing that for preschool children, summary measures of emotion regulation (e.g., wait time) are not concurrently associated with child obesity. In contrast, the use of emotion regulation strategies was a significant predictor of lower child weight status. These findings help identify emotion regulation strategies that prevention programs can target for helping children regulate their emotions and decrease their obesity risk. Copyright © 2016 Elsevier Ltd. All rights reserved.

Emotion Regulation Strategies and Childhood Obesity in High Risk Preschoolers

PubMed Central

Power, Thomas G.; Olivera, Yadira A.; Hill, Rachael A.; Beck, Ashley D.; Hopwood, Veronica; Garcia, Karina Silva; Ramos, Guadalupe G.; Fisher, Jennifer Orlet; O’Connor, Teresia M.; Hughes, Sheryl O.

2016-01-01

The current study examined the relationships between the specific strategies that preschool children use to regulate their emotions and childhood weight status to see if emotion regulation strategies would predict childhood weight status over and above measures of eating self-regulation. 185 4- to 5-year-old Latino children were recruited through Head Start centers in a large city in the southeastern U.S. Children completed both a delay of gratification task (emotion regulation) and an eating in the absence of hunger task (eating regulation). Eating regulation also was assessed by maternal reports. Four emotion regulation strategies were examined in the delay of gratification task: shut out stimuli, prevent movement, distraction, and attention to reward. Hierarchical linear regressions predicting children’s weight status showed that both measures of eating regulation negatively predicted child obesity, and the use of prevent movement negatively predicted child obesity. Total wait time during the delay of gratification tasks was not a significant predictor. The current findings are consistent with studies showing that for preschool children, summary measures of emotion regulation (e.g., wait time) are not concurrently associated with child obesity. In contrast, the use of emotion regulation strategies was a significant predictor of lower child weight status. These findings help identify emotion regulation strategies that prevention programs can target for helping children regulate their emotions and decrease their obesity risk. PMID:27620645

Effect of Learner-Centered Teaching on Motivation and Learning Strategies in a Third-Year Pharmacotherapy Course

PubMed Central

Cheang, Kai I.

2009-01-01

Objectives To develop, implement, and assess a learner-centered approach to teaching a third-year pharmacotherapy course in a doctor of pharmacy (PharmD) program. Methods The pharmacotherapy course was restructured according to the learner-centered approach. The Motivated Strategies for Learning Questionnaire (MSLQ) was administered to students before and after taking the course, and changes in MSLQ subscales from baseline were evaluated. Students’ response to the learner-centered approach and characteristics associated with MSLQ scores were also evaluated. Results Compared to baseline, students’ intrinsic goal orientation control of learning beliefs, self-efficacy, critical thinking, and metacognitive self-regulation improved after taking the course. Students responded positively to the learner-centered approach. Additionally, students with a clinical practice career orientation or who prepared frequently for classes scored higher on several MSLQ domains. Conclusions The learner-centered approach was effective in promoting several domains of motivation and learning strategies in a third-year pharmacotherapy course. PMID:19564985

Fusing Self-Regulated Learning and Formative Assessment: A Roadmap of Where We Are, How We Got Here, and Where We Are Going

ERIC Educational Resources Information Center

Panadero, Ernesto; Andrade, Heidi; Brookhart, Susan

2018-01-01

We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on…

Beliefs about emotion: implications for avoidance-based emotion regulation and psychological health.

PubMed

De Castella, Krista; Platow, Michael J; Tamir, Maya; Gross, James J

2018-06-01

People's beliefs about their ability to control their emotions predict a range of important psychological outcomes. It is not clear, however, whether these beliefs are playing a causal role, and if so, why this might be. In the current research, we tested whether avoidance-based emotion regulation explains the link between beliefs and psychological outcomes. In Study 1 (N = 112), a perceived lack of control over emotions predicted poorer psychological health outcomes (increased self-reported avoidance, lower well-being, and higher levels of clinical symptoms), and avoidance strategies indirectly explained these links between emotion beliefs and psychological health. In Study 2 (N = 101), we experimentally manipulated participants' emotion beliefs by leading participants to believe that they struggled (low regulatory self-efficacy) or did not struggle (high regulatory self-efficacy) with controlling their emotions. Participants in the low regulatory self-efficacy condition reported increased intentions to engage in avoidance strategies over the next month and were more likely to avoid seeking psychological help. When asked if they would participate in follow-up studies, these participants were also more likely to display avoidance-based emotion regulation. These findings provide initial evidence for the causal role of emotion beliefs in avoidance-based emotion regulation, and document their impact on psychological health-related outcomes.