Journal articles: 'Relationship self-regulation'

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AlifMuarifah, Siti Robiah Adawiyah, and Muya Barida. "RELATIONSHIP BETWEEN CHILDREN PARENTS AND SELF-REGULATION WITH CYBERBULLYING TRENDS IN ADOLESCENTS." International Journal of Psychosocial Rehabilitation 24, no. 04 (February 28, 2020): 2367–75. http://dx.doi.org/10.37200/ijpr/v24i4/pr201347.

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Muarifah, Alif, Siti Robiah Adawiyah, and Muya Barida. "RELATIONSHIP BETWEEN CHILDREN PARENTS AND SELF-REGULATION WITH CYBERBULLYING TRENDS IN ADOLESCENTS." International Journal of Psychosocial Rehabilitation 24, no. 03 (February 18, 2020): 196–204. http://dx.doi.org/10.37200/ijpr/v24i3/pr200770.

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Girgždė, Vilija, Viktoras Keturakis, and Jolanta Sondaitė. "Couples’ Relationship Self-Regulation Narratives After Intervention." Europe’s Journal of Psychology 10, no. 2 (May 28, 2014): 336–51. http://dx.doi.org/10.5964/ejop.v10i2.643.

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Relationship self-regulation is a way for couples to work on their relationships by becoming reflective about them, by setting goals for improvement, and by following up with efforts to be a better partner. Reflection is an important process in relationship self-regulation addressed in this study. The aim of this study is to analyse relationship self-regulation narratives after a relationship education intervention. Ten married partners (age 33-43 years) participated in a four-day reflective experiential relationship education programme intervention. The study investigated couples’ experiences of working on their relationship after the intervention. Two focus groups were conducted and narrative analysis was used. Four common themes emerged: becoming aware of one’s inner reactions and re-appraisals, learning to be sensitive, noticing one's own habitual responses and making choice, and experimenting in the relationship. These themes are discussed by applying a couple relationship self-regulation conceptual framework. We revealed that relationship self-regulation emerged as a process of regulation of intrapersonal emotional reactions to partner. Reflectivity in relationship self-regulation may be defined as focusing on oneself, trying to understand one’s own feelings and needs, experimenting to meet these needs, and exploring resources. The research focuses on the study of meaning making and on the reflection processes of partners in couple relationship self-regulation.

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Sáez-Delgado, Fabiola, Yaranay López-Angulo, Javier Mella-Norambuena, Catherine Baeza-Sepúlveda, Carolina Contreras-Saavedra, and Gisela Lozano-Peña. "Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education." Sustainability 14, no. 24 (December 15, 2022): 16863. http://dx.doi.org/10.3390/su142416863.

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Self-regulation is relevant to understanding the teaching–learning process; however, few studies have focused on teachers’ self-regulatory processes. The aim of this study was to characterize and analyze the relationship between teachers’ and students’ self-regulation. The design was cross-sectional and correlational. The sample consisted of 1481 participants (students n = 1123 and teachers n = 358) from 25 secondary schools in 17 cities of the Biobío region of Chile. In students, self-regulatory strategies were found to be deployed only half of the time; women were more self-regulated, and there was no difference in the levels of self-regulation according to grade. Teachers, it was found, almost always self-regulate their teaching, and the variables that influence their self-regulation are motivation, gender, and age, explaining between 25% and 28% of the variance. Positive and small correlations were evidenced between teacher role disposition with learning performance (rho = 0.10, p < 0.05) and teacher role self-evaluation with both learning performance and self-evaluation of learning in their students (rho = 0.12, p < 0.05). This study provides relevant evidence and proposes changes that could have a positive impact on teacher training and improve current teaching–learning practices in Chile, which would contribute to the quality of education.

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Son, Julie S., Deborah L. Kerstetter, Andrew J. Mowen, and Laura L. Payne. "Global Self-Regulation and Outcome Expectations: Influences on Constraint Self-Regulation and Physical Activity." Journal of Aging and Physical Activity 17, no. 3 (July 2009): 307–26. http://dx.doi.org/10.1123/japa.17.3.307.

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There is a dearth of research conducted on the possible relationship between the global self-regulatory process of selective optimization with compensation (SOC) and leisure-time physical activity. Even less is known about SOC’s relationship to other social-cognitive factors known to influence physical activity. Therefore, this study examined the relationships between global self-regulation, constraint self-regulation, outcome expectations, and leisure-time physical activity with a sample of middle-aged and older adults (N= 271). One of the objectives was to test the interactive effect of global self-regulation and outcome expectations on constraint self-regulation. Another objective was to test the interactive effect of global self-regulation and outcome expectations on multiple measures of leisure-time physical activity. The authors found significant interactions between global self-regulation and outcome expectations for constraint self-regulation and duration of leisure-time physical activity. They discuss these results in terms of their implications for health-promotion programs to increase the leisure-time physical activity of people 50 years of age and older.

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Ross, Thomas, and María Isabel Fontao. "The Relationship of Self-Regulation and Aggression." International Journal of Offender Therapy and Comparative Criminology 52, no. 5 (November 8, 2007): 554–70. http://dx.doi.org/10.1177/0306624x07308667.

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Knapp, Darin J., Aaron M. Norton, and Jonathan G. Sandberg. "Family-of-Origin, Relationship Self-Regulation, and Attachment in Marital Relationships." Contemporary Family Therapy 37, no. 2 (April 8, 2015): 130–41. http://dx.doi.org/10.1007/s10591-015-9332-z.

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Can Aran, Özge. "The relationship between self-regulation and study skills." Pegem Eğitim ve Öğretim Dergisi 5, no. 2 (June 1, 2015): 207–20. http://dx.doi.org/10.14527/pegegog.2015.011.

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The purpose of this study is to evaluate the relationship between self-regulation and study skills theoretically. In the literature, there are numerous articles which examine self-regulation, study skills and the relationship between these skills and learning strategies, and learning approaches. As a result of examining these articles, it is noted that there are similar aspects between self-regulation and study skills. These similarities reveal there is a need to examine the relationship between them in detail. Therefore, in this study, (a) self-regulation, (b) strategies to improve self-regulation skills, (c) study skills and (d) the relationship between self- regulation and study skills are examined. Additionally, on the basis of the relationship between self-regulation and study skills, in this study, the issues that need to be taken into heed when self-regulation and study skills imparted in the schools are also focused on. The results of this study are expected to shed light on the studies related to the attainment of these skills.

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Zapata, Lucía, Jesús De la Fuente, José Manuel Martínez Vicente, Mª Carmen González Torres, and Raquel Artuch. "RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, no. 1 (November 29, 2016): 175. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.601.

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Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

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Beasley, Emily Kristin, and Alex C. Garn. "An Investigation of Adolescent Girls’ Global Self-Concept, Physical Self-Concept, Identified Regulation, and Leisure-Time Physical Activity in Physical Education." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 237–52. http://dx.doi.org/10.1123/jtpe.32.3.237.

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This study examined the relationships among identified regulation, physical self-concept, global self-concept, and leisure-time physical activity with a sample of middle and high school girls (N = 319) enrolled in physical education. Based on Marsh’s theory of self-concept, it was hypothesized that a) physical self-concept would mediate the relationship between identified regulation and global self-concept and b) physical self-concept would mediate the relationship between identified regulation and leisure-time physical activity. Data analysis revealed a structural model in which physical self-concept mediated the relationship between identified regulation and global self-concept as well as the relationship between identified regulation and leisure-time physical activity. Findings provide support for examining self-concept from a hierarchical and domain-specific perspective. Results also offer greater understanding about one possible mechanism that links physical education to increases in global self-concept and leisure-time physical activity, which are considered important outcomes of quality education.

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Palmer, Lance, Evin Winkelman Richardson, Joseph Goetz, Ted G. Futris, Jerry Gale, and Karen DeMeester. "Financial Self-Efficacy: Mediating the Association Between Self-Regulation and Financial Management Behaviors." Journal of Financial Counseling and Planning 32, no. 3 (November 1, 2021): 535–49. http://dx.doi.org/10.1891/jfcp-19-00092.

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Both self-efficacy and self-regulation have been connected to financial behaviors and financial outcomes of households; however, their associations have been studied independently. This study examined the association between general self-regulation (i.e., mindfulness practice, self-care behaviors, and conflict management) and financial management behavior, mediated by financial self-efficacy. Data was gathered from 693 individuals in couple relationships residing in the Southeastern United States of America who participated in a Healthy Marriage and Relationship Education training program. Analyses of data showed that general self-regulation and financial self-efficacy were positively associated with financial management behaviors and that general self-regulation was indirectly associated with financial management behaviors through financial self-efficacy. Implications of this study suggest that by coupling financial education, counseling, and coaching interventions with broad-based self-regulation programming, such as mindfulness or relationship training, clients will realize more significant improvements in financial management behaviors.

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Shafer, Kevin, Spencer L. James, and Jeffry H. Larson. "Relationship Self-Regulation and Relationship Quality: The Moderating Influence of Gender." Journal of Child and Family Studies 25, no. 4 (September 16, 2015): 1145–54. http://dx.doi.org/10.1007/s10826-015-0294-4.

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Heylen, Joke, Rudi De Raedt, Frederick Verbruggen, and Guy Bosmans. "Attachment and self-regulation performance in preadolescence." Journal of Social and Personal Relationships 36, no. 2 (December 15, 2017): 706–16. http://dx.doi.org/10.1177/0265407517742531.

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In preadolescence, research has shown links between the quality of children’s attachment relationships and children’s perceived self-regulatory abilities. However, less research has focused on the association between attachment and preadolescents’ self-regulation performance. In a sample of 120 children, aged 9–13, we administered questionnaires to assess trust in maternal support and anxious and avoidant attachment. In addition, mothers reported about their children’s self-regulatory abilities, and children performed the Stop-Signal Task (SST). Consistent with predictions, correlation analyses revealed that a more insecure attachment relationship with mother was not only associated with less self-regulatory abilities as perceived by mother but also with preadolescents’ lower self-regulation performance in the SST. Adding demographic variables as covariates to the analyses did not significantly alter these effects. The current multi-method study contributes to an increasing awareness of the importance of the quality of the mother–child relationship for children’s self-regulation.

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Adesola, Shakirat Abimbola, and Yongmin Li. "The Relationship between Self-regulation, Self-efficacy, Test Anxiety and Motivation." International Journal of Information and Education Technology 8, no. 10 (2018): 759–63. http://dx.doi.org/10.18178/ijiet.2018.8.10.1135.

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Hofmann, Wilhelm, Eli J. Finkel, and Gráinne M. Fitzsimons. "Close relationships and self-regulation: How relationship satisfaction facilitates momentary goal pursuit." Journal of Personality and Social Psychology 109, no. 3 (2015): 434–52. http://dx.doi.org/10.1037/pspi0000020.

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Almoslamani, Yousef. "The relationship between self-regulation learning and online learning adoption." Cypriot Journal of Educational Sciences 17, no. 6 (June 30, 2022): 2117–26. http://dx.doi.org/10.18844/cjes.v17i6.7550.

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As the online learning environment continues to proliferate and dominate higher education learning systems, more investigation is required to explicate the adoption rate of these systems and the factors influencing students’ adoption. Previous research has demonstrated the learning environment role in self-regulation learning and the association between self-regulation learning and the dropout rate (Kim et al., 2017). But yet there is rare research addressing whether self-regulation learning skills are associated with online learning adoption. This study explicates how self-regulation learning skills associate with the online learning adoption level of university students. A sample of 688 students enrolled in Saudi Electronic University answered a self-administrated questionnaire distributed via their students’ emails. The questionnaire consists of two parts: self-regulation skills and online learning adoption. Chi-square analysis reveals statistically significant positive associations between the overall score of self-regulation skills, goal setting, environment structuring, time management, help-seeking, use of self-regulation strategies, self-evolution and online learning adoption. The results accommodate with the literature that a higher level of self-regulation skills fosters openness to experience. The study recommends fostering students’ self-regulation skills to increase their readiness for online learning environments. Keywords: Learning environment, online learning adoption, self-regulation learning, time management.

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Shlyapnikov, V. N. "Relationship between Volitional Regulation and Ethnic Identity." Cultural-Historical Psychology 15, no. 3 (2019): 83–90. http://dx.doi.org/10.17759/chp.2019150309.

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The paper analyses the ethnocultural factors of volitional regulation from the cultural-historical perspective. A hypothesis is put forward about the relationship between the specifics of volitional regulation and national self-consciousness of the individual. The aim of the work is to study the relationship between ethnic identity and features of volitional regulation among representatives of various ethnic groups (Russians, Komis, Tuvans, Kabardians, Mari, Koreans). A total of 600 people aged 18 to 30 years took part in the study (the samples were gender balanced). To evaluate the individual characteristics of volitional regulation in the respondents, the following techniques were used: the Action Control Scale by J. Kuhl; the "Questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior"; the technique for self-assessment of volitional qualities; the Purpose in Life Test. The features of ethnic identity were evaluated using the “Types of Ethnic Identity” technique (by S.V. Ryzhova, G.U. Soldatova). The study revealed significant positive correlations between the intensity of volitional self-control and the overall score of volitional self-esteem and positive ethnicity in groups where nationality occupies an important place in the structure of the subject's self-consciousness (Tuvans, Koreans, Kabardians).

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Liu, Zengxia, Min Li, Yong Jia, Shuo Wang, Cong Wang, and Li Chen. "Relationship between Mindfulness and Psychological Distress in Patients with Hepatocellular Carcinoma: The Mediation Effect of Self-regulation." American Journal of Health Behavior 45, no. 6 (November 15, 2021): 1041–49. http://dx.doi.org/10.5993/ajhb.45.6.8.

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Objectives: In this study, we examine the relationship among mindfulness, psychological distress, and self-regulation, to determine whether self-regulation plays a mediating role in the relationship between mindfulness and psychological distress among patients with hepatocellular carcinoma (HCC). Methods:Participants completed questionnaires including the Hospital Anxiety and Depression Scale (HADS), the Five-facet Mindfulness Questionnaire (FFMQ), and the Self-regulation Scale (SRS). We used structural equation modeling to analyze the relationships among psychological distress, mindfulness, and self-regulation, with self-regulation as a mediator. Results:We found that psychological distress is negatively associated with both mindfulness (r = -0.687, p < .001) and self-regulation (r = -0.629, p < .001), and mindfulness is positively associated with self-regulation (r = 0.534, p < .001). The model indicates that mindfulness has direct impact on self-regulation (β = 0.570, p < .001) and psychological distress (β = -0.685, p < .001). Self-regulation asserts a certain mediation effect on the relationship between mindfulness and psychological distress. A bootstrap test suggests perceived stress has a mediation effect on mindfulness and psychological distress (95% CI: -0.299, -0.134, p < .001), accounting for 23.6% of total effect. Conclusions: Psychological distress is common in HCC patients. The mediation effect of self-regulation provides a reference for discussing possible correlations between mindfulness and psychological distress.

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Kim, Kukhyeon, and Jumi Lee. "Mediating Effect of Cognitive Self-regulation between Academic Self-efficacy and Flourishing of First-year University Students." Korean Association For Learner-Centered Curriculum And Instruction 22, no. 11 (June 15, 2022): 333–50. http://dx.doi.org/10.22251/jlcci.2022.22.11.333.

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Objectives The purposes of this study were to specify variables related to the flourishing of college freshmen and to analyze the structural relationships among academic self-efficacy and cognitive self-regulation strategies. Methods A total of 370 college freshman survey responses from universities in G city and J province were used to conduct a descriptive analysis, a correlational analysis, mediating effect analysis, a bootstrapping analysis. Flourishing survey responses included sub-five elements PERMA(positive emotion, engagement, relationship, meaning, and achievement). Cognitive self-regulation strategies consisted of four elements(organization, attention, metacognition, and test strategies). Results Cognitive self-regulation strategies totally mediated the relationship between academic self-efficacy and the flourishing of college freshmen. But there was no direct relationship between academic self-efficacy and the flourishing of freshmen significantly. Conclusions First, cognitive self-regulation affects directly first-grade undergraduate students’ flourishing. This suggests that the use of specific cognitive self-regulation should be considered to increase flourishing among college students. Second, academic self-efficacy and cognitive self-regulation are highly correlated with the ‘achievement’ factor among the sub-factors of flourishing, which can be seen as more influential on achievement than other sub-factors of flourishing.

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Shahvalibor, Dadkhoda, Hossein Jenaabadi, and Abdulwahab Pourghaz. "The Relationship of Parents’ Perfectionism with Academic Self-Regulation and Self-Control." Review of European Studies 8, no. 2 (May 15, 2016): 217. http://dx.doi.org/10.5539/res.v8n2p217.

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<p>The present study aimed to examine the relationship of parents’ perfectionism with academic self-regulation and self-control among male high school students in Iranshahr. This descriptive study followed a correlational design. The statistical population included all third grade second period male high school students in Iranshahr and the sample included 140 individuals selected hierarchically among 235 individuals using Morgan’s table. To collect data, the Frost Multidimensional Perfectionism Scale (1990), the Ryan and Connell Academic Self-Regulation (1989), and the Weinberger and Schwartz Self-Restraint Scale (1990) were applied. The obtained data was analyzed using Pearson correlation coefficient and stepwise regression analysis. The results indicated that parents’ perfectionism, parents’ expectations, and individual standards were significantly and negatively related to academic self-regulation. Among components of perfectionism, parents’ expectations explained 6% of the variance in academic self-regulation. Moreover, parents’ perfectionism and concerns about mistakes, parents’ expectations, and individual standards were significantly and negatively correlated with students’ self-regulation. When explaining self-control via components of parents’ perfectionism, in the first step, individual standards alone explained 19% of the variance in students’ self-control. In the second step, component of concerns about mistakes together with individual standards explained 27% of the variance in students’ academic self-regulation. Additionally, in the third step, component of parents’ expectations along with individual standards and concerns about mistakes explained 32% of the variance in students’ self-control.</p>

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Nakata, Sakae, and Kunio Shiomi. "Relationship between self-regulation and self-efficacy of Japanese elementary school children." JAPANESE JOURNAL OF RESEARCH ON EMOTIONS 6, no. 2 (1999): 83–93. http://dx.doi.org/10.4092/jsre.6.83.

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김성문. "Causal Relationships among Attitude·Awareness Change, Self-Regulation, Interpersonal Relationship in Youth Taekwondo Participants." Journal of Korean Alliance of Martial Arts. 18, no. 3 (September 2016): 59–73. http://dx.doi.org/10.35277/kama.2016.18.3.59.

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Nagano, Misaki, and Hisayo Shimizu. "Relationship between Self-regulation, Executive Function and Social Skill." Proceedings of the Annual Convention of the Japanese Psychological Association 78 (September 10, 2014): 2PM—2–027–2PM—2–027. http://dx.doi.org/10.4992/pacjpa.78.0_2pm-2-027.

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Rackham, Erin L., and Jeffry H. Larson. "Relationship self-regulation: An integrative review of the literature." Couple and Family Psychology: Research and Practice 9, no. 4 (December 2020): 219–38. http://dx.doi.org/10.1037/cfp0000153.

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Михайлов, Алексей, Aleksey Mikhaylov, Елена Сараева, Elena Saraeva, Анастасия Соколова, and Anastasiya Sokolova. "The relationship of aggressiveness and self-regulation in convicts." Applied psychology and pedagogy 3, no. 3 (July 2, 2018): 43–50. http://dx.doi.org/10.12737/article_5b33ef698675e0.42305366.

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The article presents the results of a study of the relationship between aggressiveness and self-regulation of convicts. The main objective of the study is to determine the characteristics of aggression and self-regulation of convicts serving sentences in places of deprivation of liberty. The subject of the study are the psychological characteristics of the convicts. The hypothesis of the study was that there is a connection between aggressive behavior and conflict and low level of volitional self-regulation. 422 respondents took part in the study. According to the results of the study, significant differences in the level and form of aggressiveness between groups with high and low aggressiveness are described, in addition, a correlation analysis was performed to identify the relationship between the level of aggression and personal characteristics, and also the types of personality of convicts based on factor analysis.

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Choi, Kyunghwa, and Jinkook Tak. "The effect of goal-focused self regulation on life satisfaction." Korean Journal of Industrial and Organizational Psychology 33, no. 1 (February 28, 2020): 1–33. http://dx.doi.org/10.24230/kjiop.v33i1.1-33.

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The purpose of this study was to examine the relationships among goal-focused self regulation, Life satisfaction, and work-life balance. Specifically, this study investigated the mediating role of work-life balance on the relationship between goal-focused self regulation life satisfaction. In addition, this study examined a moderating effect of WLB organizational culture on the relationship between work-life balance and life satisfaction. Data were collected from 216 Korean employees who were working in various organization via online survey, and 200 data were used for analyses. The findings were as follows: First, there were positive relationships among goal-focused self regulation, life satisfaction, and work-life balance. Second, the results of structural equation analysis showed a strong support for the proposed model, and the result of bootstrapping analysis supported that the effect of goal-focused self regulation on life satisfaction was partially mediated by work-life balance. Third, the results of hierarchical analysis showed that there was a moderating effect of WLB organizational culture on the relationship between work-life balance and life satisfaction. Based on these results, implications and limitations of this study with the directions for future research were discussed.

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Ariani, Dorothea Wahyu. "Relationship Model among Learning Environment, Learning Motivation, and Self-Regulated Learning." Asian Social Science 13, no. 9 (August 24, 2017): 63. http://dx.doi.org/10.5539/ass.v13n9p63.

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This study applies social capital theory, motivation theory, and systems theories to examine the role of the learning environment and motivation in learning to encourage self-regulation in learning especially effort regulation. This study examines the relationship among learning environment (i.e., student cohesiveness, teacher support, involvement, investigation, task orientation, cooperation, and equity), learning motivation (i.e., learning goal orientation, task value, and self-efficacy), and self-regulated learning in effort regulation. This study also examines the mediating role of learning motivation on relation between learning environment and self-regulation in learning effort. Respondents were 307 students of undergraduate program on business, management, and economics in Yogyakarta and Bandung, Indonesia. Self-report questionnaires were administered to respondents during their regular class periods. Results revealed that students’ perception of learning environment on all dimensions were significantly related to learning motivation and self-regulation in effort regulation. Students’ perception of learning environment especially task orientation dimension was significantly influenced on three dimensions of learning motivation. The result of this study also indicated that learning goal orientation and self-efficacy are the mediating variables in the relationship model. These results supported many of the hypothesized relationships. Further explanations are discussed regarding both the expected and unexpected outcomes.

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Novak, Joshua R., Heather M. Smith, Jeffry H. Larson, and D. Russell Crane. "Commitment, Forgiveness, and Relationship Self-Regulation: An Actor Partner Interdependence Model of Relationship Virtues and Relationship Effort in Couple Relationships." Journal of Marital and Family Therapy 44, no. 2 (July 18, 2017): 353–65. http://dx.doi.org/10.1111/jmft.12258.

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Seidl-de-Moura, Maria Lucia, Tatiana Targino Alves Bandeira, Renata Gomes da Costa de Marca, Luciana Fontes Pessôa, Deise Maria Leal Fernandes Mendes, Mauro Luis Vieira, and Ana Paula Ribeiro Kobarg. "Self-Recognition and Self-Regulation: The Relationship with Socialization Trajectories and Children's Sex." Spanish journal of psychology 15, no. 2 (July 2012): 604–12. http://dx.doi.org/10.5209/rev_sjop.2012.v15.n2.38871.

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The initial process of self development involves interaction with others and the establishment of relationships taking different paths depending on the socio-cultural context. Self-recognition and self-regulation are considered manifestations of this development between 18 and 24 months of age. This study aimed at analyzing the relationship between these two aspects, maternal beliefs about autonomy and relatedness, as well as identifying differences between boys and girls in this developmental stage. Participants were 94 mothers of different educational levels and their children of 17-22 months of age in two Brazilian cities. Socialization Goals Inventory and Parental Practices in the First Year Inventory were used to collect data on mothers' beliefs. Children performed tasks related to self-recognition (the mirror test) and self-regulation (compliance to requests). The group of mothers studied valued both autonomy and interdependence. Children's responses are consistent with a perspective of relational autonomy, which value both independence and interdependence. Differences were found in relation to sex in both self-recognition and self-regulation, and baby girls showed superior performance than boys in both tasks.

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Guo, Huanyao, Ruoyu Huang, and Xingyu Lu. "The Relationship between Eating Disorders and Self-regulation among Adolescent." Journal of Education, Humanities and Social Sciences 8 (February 7, 2023): 1906–12. http://dx.doi.org/10.54097/ehss.v8i.4611.

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Eating disorders are one of the key topics in today's research. Self-regulation is essential in eating disorders development including anorexia and bulimia. The paper mainly discusses the influence of self-regulation and eating disorders on adolescents. With the improvement of technology, adolescents are more susceptible to eating and lifestyle that lead to unhealthy social stigma and unstable emotions such as body dissatisfaction, especially in women. Due to the lack of a unified understanding of eating disorders, the prevalence rate of eating disorders has rapidly increased. Willpower is suggested to be an essential mechanism that influences one's self-regulation in eating behaviors. A high level of willpower can help them better regulate their emotions control their eating behaviors. This paper also discusses social cultural difference as one of the influencing factors. Eating disorders are a controversial topic, and there is still no unified conclusion that plays a role through the self-regulation ability. Further studies should review the effectiveness to improve self-regulation ability.

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Fitzsimons, Gráinne M., and Eli J. Finkel. "Interpersonal Influences on Self-Regulation." Current Directions in Psychological Science 19, no. 2 (April 2010): 101–5. http://dx.doi.org/10.1177/0963721410364499.

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Since the 1960s, personality and social psychologists have taken major strides toward understanding the intrapersonal processes that promote successful self-regulation. The current article reviews insights into the understanding of self-regulation gained by examining the impact of interpersonal processes on the initiation, operation, and monitoring of goals. We review research suggesting that other people can act as triggers of goals, causing people to unconsciously initiate new goal pursuits; that interpersonal interactions can tap self-control, leaving people with depleted resources for goal pursuit; that relationship partners can support goal operation, leading to more effective goal pursuit; and that the social environment can facilitate effective monitoring of one’s extant goal progress and likelihood of future goal achievement.

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Choi, Hyung Jin, Sangmin Lee, Se-Ri No, and Eung Il Kim. "Effects of Compassion on Employees' Self-regulation." Social Behavior and Personality: an international journal 44, no. 7 (August 18, 2016): 1173–90. http://dx.doi.org/10.2224/sbp.2016.44.7.1173.

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We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

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Azizah, Muslihatin. "THE RELATIONSHIP BETWEEN TIME MANAGEMENT, SELF REGULATION, AND SMARTPHONE ADDICTION." Empati-Jurnal Bimbingan dan Konseling 8, no. 2 (September 30, 2021): 82–98. http://dx.doi.org/10.26877/empati.v8i2.8057.

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This study aims to identify the relationship between self-regulation, time management and smartphone addiction on Public Senior High School students in North Surakarta. The data were collected from Public Senior High School 1, 5, and 8 Surakarta with samples by 283 students. The data collection technique was simple random sampling by developing three scales, i.e., self-regulation skill, time management scale, and smartphone addiction scale. This study applied two kinds of data analysis, which were descriptive analysis and regression analysis. The results of this study showed a negative relationship between self-regulation, time management, and smartphone addiction, either partially or entirely by 27.7%. The results also showed that the higher the student’s self-regulation and time management levels, the lower the level of student’s smartphone addiction.

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Ijaz, Iqra, Aisha Zubair, and Qudsia Saeed. "Relationship Self-Regulation and Dyadic Coping in Married Women: Role of Demographic Factors." PJPR Vol. 37 No. 1 (2022) 37, no. 1 (March 31, 2022): 119–33. http://dx.doi.org/10.33824/pjpr.2022.37.1.08.

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The present study attempted to investigate the predicting influence of relationship self-regulation in dyadic coping among married women. In addition, role of demographic factors such as education, employment status of married women, and family system were also determined in relation to study variables. The sample comprised of 300 married women with age ranging from 22 to 38 years (Mean age = 28.77) with at least two years of marital duration. Measures of Behavioral Self-Regulation for Effective Relationships Scale (Wilson, Charker, Lizzio, Halford, & Kimlin, 2005) and Dyadic Coping Inventory (Bodenmann, 2008) were used to assess the study variables. Findings showed that relationship self-regulation positively predicted better dyadic coping. Results of multivariate analysis inferred that working married women being highly educated and living in nuclear setup reported better relationship self-regulation and dyadic coping. However, nonsignificant differences were found in relation to spousal education and duration of marriage. Implications for future research and practical intervention strategies for couple therapists and educators were also discussed.

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Oktavia, Lyanna, Sugiyo Sugiyo, and Awalya Awalya. "The Relationship Between Self-Regulation, Parent-Adolescent Attachment and Self-Concept With Online Game Addiction." Jurnal Bimbingan Konseling 10, no. 1 (April 30, 2021): 1–7. http://dx.doi.org/10.15294/jubk.v9i1.44949.

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The ease of internet access enables a lot of students to play online games. However, if the online games are uncontrollably played, students will get addicted. This study aimed to determine the relationship between self-regulation, parent-adolescent attachment, and self-concept with online game addiction tendency by Public Senior High School students in Semarang City amounted to 391 people. Quota random sampling and self-regulation questionnaire adopted from Miller & Brown (1991), attachment scale adopted from Gullone and Robinson (2005), self-concept scale (Tennessee Self-Concept Scale) from Burn (1993), and online game addiction from Lemmens (2009) were used to sample the students. Findings showed that the online game addiction tendency by the students of Public Senior High School in Semarang City was low. Further, the researchers found that self-regulation, attachment, and self-concept had negative and significant relationships with online game addiction. To follow-up these findings, prevention needs to be addressed to online game addiction by strengthening self-regulation, positive self-concept and building parents and adolescents interactions.

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Kaya, İsa. "Investigation of the relationship between children's prosocial behaviour and self-regulation skills." Cypriot Journal of Educational Sciences 15, no. 5 (October 29, 2020): 877–86. http://dx.doi.org/10.18844/cjes.v15i5.5071.

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This study aimed to investigate the relationship between children's prosocial behavior and self-regulation skills. To collect the data of the study, demographic information form developed by the researcher was used for the demographic information of children, the prosocial behavior sub-dimension of the social behavior scale was used for the prosocial behavior, and the self-regulation skills scale was used for the self-regulation skills of the children. The collected data were analyzed by independent sample t-test, Pearson’s product moment correlation analysis and simple linear regression analysis in a computer package software. As a result of the research, while the self-regulation and prosocial behaviors of children differed according to gender and age of children, the situation of the children whether they have siblings and duration of the pre-school education did not make any significant difference. According to these results, girls' self-regulation and prosocial behavior scores were higher than that of boys and 6 years of age children’s scores were higher than that of 5 years of age children. While there was a moderate positive significant relationship between self-regulation skills and prosocial behavior, it was concluded that the prosocial behavior of children predicted self-regulation skills at the level of 11%. Keywords: Prosocial behavior, self-regulation skills, early childhood, preschool

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Nejadihassan, Sanaz, and Ali Arabmofrad. "A Review of Relationship between Self-regulation and Reading Comprehension." Theory and Practice in Language Studies 6, no. 4 (April 5, 2016): 835. http://dx.doi.org/10.17507/tpls.0604.22.

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Over the past three decades, researchers have found that motivational variables have an effective role in language skills and in academic achievement and success (Khajavi & Abbasian, 2013). An attempt was made in the present research to review the relationship between self-regulation as one of the motivational variables and reading comprehension. Moreover, the present paper is organized in the way that some of the significant notions of self-regulation and cyclical phases, and some models of self-regulated learning Pintrich’s model and characteristics of self-regulated learners will be explained. Then, the notion of reading comprehension and different purposes of reading will be defined. Finally, some empirical studies on the relationship between self-regulation and reading comprehension will be elaborated.

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Annesi, James J. "Relationships between Self-Regulation Skills and Physical Activity and Fruit and Vegetable Consumption in Obese Adults: Mediation of Mood and Self-Efficacy." Psychological Reports 108, no. 1 (February 2011): 95–103. http://dx.doi.org/10.2466/06.13.20.pr0.108.1.95-103.

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In cognitive-behavioral treatments for obesity, self-regulation is thought to be a strong predictor of behavioral change, but it is rarely directly measured in intervention research. Thus, how self-regulation interacts with other psychological variables regarding treatment effects is largely unknown. In this preliminary field study, self-regulatory skills were directly measured and were found to be significantly associated with both volume of exercise and fruit and vegetable consumption in severely obese adults ( N = 116) enrolled in a behavioral weight management program. Significant partial and complete mediation of the relationship between self-regulation for physical activity and physical activity, and self-regulation for appropriate eating and fruit and vegetable intake, respectively, were found by reported negative mood. Self-efficacy was not found to be a significant mediator of these relationships. The bivariate relationship between baseline scores of self-regulation for physical activity and self-regulation for appropriate eating was significant ( r = .46), which supported the premise that self-regulation is a traitlike personal characteristic. Volume of exercise and fruit and vegetable consumption significantly predicted weight loss over 6 months ( R2 = .35). Results were consistent with the few laboratory-based findings available and, after replication, may extend theory related to obesity treatment.

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Maia, B. R., and P. Morgado. "Generalized problematic internet use, emotional regulation and self-esteem in adults." European Psychiatry 65, S1 (June 2022): S815—S816. http://dx.doi.org/10.1192/j.eurpsy.2022.2110.

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Introduction Many internationally studies, in the last two decades, found problematic internet use associated with a variety of psychosocial problems, but in Portugal this is a recent research question specially in adults. Objectives To explore the relationship between problematic Internet use, emotional regulation and self-esteem. Methods 138 Portuguese subjects (77.5% females), with a mean age of 27.76 years old (SD = 8.98, range: 18-58) filled in the Portuguese versions of the Generalized Problematic Internet Use Scale-2, the Difficulties in Emotion Regulation Scale and the Rosenberg Self-Esteem Scale. Results Negative consequences subscale of generalized problematic internet use was positively correlated with all the emotional regulation difficulties subscales and negatively with Self-Esteem, and positively with daily hours of internet usage. A similar result was found for Self-Deficient Regulation subscale, except for Clarity subscale. Mood Regulation was correlated with Strategies, Goals and Self-Esteem. Males showed higher levels of Negative Consequences. Age and age onset of Internet use were negatively correlated with Mood Regulation, Self-Deficient Regulation and Negative Consequences. A statistically significant difference in Mood Regulation, Self-Deficient Regulation and Negative Consequences in marital status levels, and in professional situation, with higher median scores in divorced and single without a relationship and in student subjects; no significant differences were found in educational level. Conclusions Generalized problematic Internet use, especially their Negative Consequences, is associated with higher emotional dysregulation, low self-esteem, lower age and lower age of Internet onset, being divorced or single without a relationship and being student, and it is more prevalent in males. Disclosure No significant relationships.

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Yazdizadeh, Zeynab, Goodarz Shakibaei, and Ehsan Namaziandost. "Investigating the Relationship between Iranian Undergraduate TEFL Learners’ Self-regulation and Self-efficacy." International Journal of Research in English Education 5, no. 3 (September 1, 2020): 12–23. http://dx.doi.org/10.29252/ijree.5.3.12.

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Fomina, T. G., and V. I. Morosanova. "Specifics of relationship between conscious self-regulation, subjective well-being, and academic achievement of primary schoolchildren." Experimental Psychology (Russia) 12, no. 3 (2019): 164–75. http://dx.doi.org/10.17759/exppsy.2019120313.

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The article delivers results of an empirical study aimed at revealing specific relationship between conscious self-regulation of educational activity, subjective well-being, and academic performance of the younger schoolchildren (N = 156). Diagnostics included assessment of the regulatory processes, intrapersonal-regulatory features (“Self-regulation of the Learning Activity Questionnaire”, Morosanova, 2015) and certain aspects of the students’ life satisfaction (“Multidimensional Children’s Life Satisfaction Scale”, Sytchev et al. , 2018) as well as collecting data on their academic performance. It was found that schoolchildren’ subjective well-being level has closer ties with their level of conscious self-regulation development than with academic performance indicators. The data analysis has also confirmed the reciprocal relationship between subjective well-being and academic achievement in primary schoolchildren. Structural modeling allowed for evaluating the models of cause-effect relationships between the learning activity self-regulation, school well-being, and academic performance in primary school age. It is shown that indicators of self-regulation and subjective well-being explain a greater percentage of the variance in the students’ academic achievement than self-regulation and achievement — in the variance of subjective well-being in the primary schoolchildren.

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Kardum, Igor, Asmir Gračanin, Jasna Hudek-Knežević, and Barbara Blažić. "Emotion regulation and romantic partners’ relationship satisfaction." Psihologijske teme 30, no. 1 (2021): 145–59. http://dx.doi.org/10.31820/pt.30.1.8.

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Studies investigating the effects of emotion regulation on romantic partners’ relationship satisfaction (RS) found that proneness to use cognitive reappraisal exerts positive, whereas expressive suppression negative effects on both one’s own and partner’s satisfaction. However, no studies explored the effects of partner reported use of the two emotion regulation strategies on RS, which might allow the exclusion of method-related explanations of the previous findings and offer new insights into the mechanisms involved. We tested the hypotheses about the effects of reappraisal and suppression on RS on a sample of 205 romantic couples by using round-robin design and actor-partner interdependence modelling (APIM). Although the effects were relatively small, they were still in line with the assumptions that cognitive reappraisal has positive intra- and interpersonal effects on RS, that they can be generalized across self- and partner reports to a certain extent, and that they are somewhat stronger in women. Considering expressive suppression, only women’s self-reported suppression exerted significant negative intrapersonal effect on RS. Implications of self- and partner reports of emotion regulation for the understanding of the mechanisms mediating its effects on RS are discussed.

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Feldmann, Shirley C., Manuel Martinez-Pons, and Dan Shaham. "The Relationship of Self-Efficacy, Self-Regulation, and Collaborative Verbal Behavior with Grades: Preliminary Findings." Psychological Reports 77, no. 3 (December 1995): 971–78. http://dx.doi.org/10.2466/pr0.1995.77.3.971.

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In this study, we sought preliminary information about the relationships among measures of self-efficacy, self-regulation, collaborative learning behavior, and grades. The collaborative verbal behavior of 20 students in a computer course was observed. Also, students responded to a questionnaire to assess their academic self-efficacy. A teacher rated each student's self-regulated learning behaviors. The measures were taken at various points throughout the school year, and the data were analyzed using path analysis. Although students scoring higher on self-regulation tended to score higher also on the measures of collaborative verbal behavior than did those who scored lower on self-regulation, scores on self-regulation rather than on verbal engagement were correlated with grades. The findings were discussed in the light of social cognitive theory and recommendations were made for further study.

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Park, Mi Suk, and Hyo Jin Ahn. "Relationship between Peer Interaction, Self-regulation and Leadership of Young Children: Analysis on Mediating Effect of Self-Regulation." Korean Journal of Childcare and Education 11, no. 4 (August 30, 2015): 1–17. http://dx.doi.org/10.14698/jkcce.2015.11.4.001.

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Awee, Azeyan, Farhana Hanim Mohsin, and Thiam Yong Kuek. "Students’ Adaptability on Unexpected Transition to Online Learning during COVID-19 Pandemic: The Role of Self Regulation Learning and Self Efficacy." Asia Pacific Journal of Educators and Education 37, no. 1 (July 29, 2022): 19–45. http://dx.doi.org/10.21315/apjee2022.37.1.2.

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Students and lecturers are mostly accustomed to the physical learning environment in the classroom. The transition to online learning requires quick adaptation, and students often face challenges which cause hindrance in their learning. This paper aims at highlighting students’ adaptability in online learning which can help university students and management to respond effectively to the variable factors, namely, self-regulation and self-efficacy. Based on the social cognitive theory of motivation, this study examines the relationships between students’ self-regulation, self-efficacy and adaptability in online learning. Self-efficacy is examined as a mediator and moderator variable in the relationship between self-regulation and students’ adaptability. The samples comprised of 238 students from private universities in Malaysia through a survey questionnaire. Partial least squares-structural equation modelling (PLS-SEM) was used to test the hypotheses. The results showed a direct and positive relationship for all direct relationships between variables. In addition, self-regulation and students’ adaptability is significantly mediated by self-efficacy. However, in this study, the moderator analysis found no support. This study provides theoretical and practical implications to gain a better understanding of students’ adaptability in online learning and proposed intervention for higher education institution to address and promote self-regulation and self-efficacy among students. By implementing such interventions, it is hoped that students are better able to adapt, stay motivated and in getting the most out of online learning.

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ARIANI, Dorothea Wahyu. "WHY DO I STUDY? THE MEDIATING EFFECT OF MOTIVATION AND SELF-REGULATION ON STUDENT PERFORMANCE." Business, Management and Education 14, no. 2 (December 29, 2016): 153–78. http://dx.doi.org/10.3846/bme.2016.329.

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The present study is designed to improve understanding of personal and situational effects on academic performance. This study examines relationship between flexible assessment system and academic performance mediated by self-regulation and academic motivation. This study also investigates moderated gender as a variable on the relationship models. A sample of 326 students of economics and business program were participated in the current study. The results indicate that academic motivational construct is a strong predictor of students’ self-regulation in learning and academic performance. Self-regulation mediates relationship between students’ academic motivation and students’ academic performance. Academic motivation and self-regulation also mediate the relationship between flexible assessment system and self regulation. The results also indicate that flexible assessment system does not have a direct relation with performance. These results are discussed with regard to the relevance of flexible assessment system, academic motivation, and self-regulation in increasing academic performance.

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Lang, Daniel W. "Self-regulation with rules." Quality Assurance in Education 23, no. 3 (July 6, 2015): 216–32. http://dx.doi.org/10.1108/qae-09-2014-0046.

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Purpose – The purpose of this paper is to discuss how the province over time has addressed problems that are generic to many jurisdictions in assuring quality: level of aggregation, pooling, definition of new and continuing programs, scope of jurisdiction, role of governors, performance indicators, relationship to accreditation, programs versus credentials, benchmarking and isomorphism. The paper will pay particular attention to the balance between institutional autonomy in promoting quality and innovation in contrast to system-wide standards for assuring quality. The Province of Ontario has had some form of quality assurance since 1969. For most of the period since then, there were separate forms for undergraduate and graduate programs. Eligibility for public funding is based on the assurance of quality by a buffer body. In 2010, after two years of work, a province-wide task force devised a new framework. Design/methodology/approach – The structure of the paper is a series of “problem/solution” discussions, for example, aggregation, pooling, isomorphism and jurisdiction. Findings – Some problems are generic, for example, how to define a “new” program. Assuring quality and enhancing quality are fundamentally different in terms of process. Research limitations/implications – Although many of the problems discussed are generic, the paper is based on the experience of one jurisdiction. Practical implications – The article will be useful in post-secondary systems seeking to balance autonomy and innovation with central accountability and standardization. It is particularly applicable to undifferentiated systems. Social implications – Implications for public policy are mainly about locating the most effective center of gravity between assuring quality and enhancing quality, and between promoting quality and ensuring accountability. Originality/value – The approach of the discussion and analysis is novel, and the results portable.

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Kartasheva, M., A. Klimanova, A. Prokhorov, A. Chernov, and M. Yusupov. "Self-regulation of students’ psychological states." European Psychiatry 64, S1 (April 2021): S728. http://dx.doi.org/10.1192/j.eurpsy.2021.1929.

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IntroductionA system model of self-regulation of students’ psychological states has been developed. As the main elements, the model includes the relationship between states and characteristics of consciousness, external factors and regulatory actions in a certain time range.ObjectivesTo study conscious and unconscious methods of regulation of states in the relevant sections of the educational activities of students.Methods98 students took part in this research, used different techniques of self-regulation and psychological states diagnosis.ResultsThe regulation of psychological states occurs unconsciously. The success of the applied methods is relative and depends on both educational and personal factors. The regulators of states are various personal qualities. These are reflection, metacognitive abilities, intelligence, as well as the general ability to self-regulate. We discovered the influence of the meaningfulness of life on the psychological states. In the structure of students’ states with a high level of meaningfulness of life an indicator of the general ability to self-regulation plays a central role.Indicators of emotional intelligence and locus of control characterize states of students with a low level of meaningfulness of life.ConclusionsIt has been found that the level of reflection of students plays a mediating role in the interaction of psychological states and adaptation processes. Emotional comfort, internal control, and self-acceptance have the greatest impact on states. The research confirmed the hypothesis of reflexive regulation of psychological states depending on various types of reflection during the performance of creative tasks. The research was carried out with the financial support of the RFBR; project No.19-013-00325.DisclosureNo significant relationships.

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Glebets, Ivan V. "THE RELATIONSHIP BETWEEN ATTITUDES TO MONEY AND INDICATORS OF SELF-REGULATION OF PSYCHOLOGY STUDENTS." Humanities And Social Studies In The Far East 18, no. 4 (2021): 66–73. http://dx.doi.org/10.31079/1992-2868-2021-18-4-66-73.

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The article is devoted to the study of the relationship between self-regulation and attitude to money among psychology students. Using the methods of V. I. Morosanova "Style of self-regulation of behavior", the questionnaire "Attitude to money" by M. Yu. Semenov and the questionnaire by E. I. Gorbacheva and A. B. Kupreichenko "Moral assessment of money" and Spearman's correlation analysis the authors are proving the hypothesis that there is a relationship between the general level of self-regulation and attitude to money. Main correlations were revealed between the self-regulation style "evaluation of money" and the significance of money, the self-regulation style "modeling" and the moral evaluation of money. It was found that the higher the overall level of self-regulation among students, the more marked the relationship with a rational attitude to money and fixation on money

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Dindar, Muhterem, Jonna Malmberg, Sanna Järvelä, Eetu Haataja, and Paul A. Kirschner. "Matching self-reports with electrodermal activity data: Investigating temporal changes in self-regulated learning." Education and Information Technologies 25, no. 3 (November 22, 2019): 1785–802. http://dx.doi.org/10.1007/s10639-019-10059-5.

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AbstractThis study investigated the interplay of temporal changes in self-regulated learning processes (i.e., behavioral, cognitive, motivational and emotional) and their relationship with academic achievement in computer-supported collaborative learning. The study employed electrodermal activity and self-report data to capture the dynamicity of self-regulated learning processes during 15 sessions of collaborative learning activities. Our findings revealed that the changes in motivational regulation was related to academic achievement. However, academic achievement was not related to behavioral regulation, cognitive regulation or emotional regulation. Physiological synchrony among the collaborating students was found to be related only to cognitive regulation. The results also showed that the concordance of self-report data among the collaborating students was related to higher physiological synchrony among them in the behavioral, cognitive, and motivational dimensions of self-regulated learning. The findings reflect the complexity of the relationships between self-regulated learning constructs and demonstrates the potential value of physiological measures in self-regulated learning research.

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Journal articles on the topic 'Relationship self-regulation'

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