Academic literature on the topic 'Self-regulatory strategies'
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Journal articles on the topic "Self-regulatory strategies"
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Robinson, Stephanie A., Elizabeth H. Rickenbach, and Margie E. Lachman. "Self-regulatory strategies in daily life." International Journal of Behavioral Development 40, no. 2 (July 1, 2015): 126–36. http://dx.doi.org/10.1177/0165025415592187.
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The effective use of self-regulatory strategies, such as selection, optimization, and compensation (SOC) requires resources. However, it is theorized that SOC use is most advantageous for those experiencing losses and diminishing resources. The present study explored this seeming paradox within the context of limitations or constraints due to aging, low cognitive resources, and daily stress in relation to everyday memory problems. We examined whether SOC usage varied by age and level of constraints, and if the relationship between cognitive resources and memory problems was mitigated by SOC usage. A daily diary paradigm was used to explore day-to-day fluctuations in these relationships. Participants ( n=145, ages 22 to 94) completed a baseline interview and a daily diary for seven consecutive days. Multilevel models examined between- and within-person relationships between daily SOC use, daily stressors, cognitive resources, and everyday memory problems. Middle-aged adults had the highest SOC usage, although older adults also showed high SOC use if they had high cognitive resources. More SOC strategies were used on high-stress compared to low-stress days. Moreover, the relationship between daily stress and memory problems was buffered by daily SOC use, such that on high-stress days, those who used more SOC strategies reported fewer memory problems than participants who used fewer SOC strategies. The paradox of resources and SOC use can be qualified by the type of resource-limitation. Deficits in global (cognitive) resources were not tied to SOC usage or benefits. Conversely, under daily constraints tied to stress, the use of SOC increased and led to fewer memory problems.
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Hennecke, Marie, Thomas Czikmantori, and Veronika Brandstätter. "Doing despite Disliking: Self–Regulatory Strategies in Everyday Aversive Activities." European Journal of Personality 33, no. 1 (January 2019): 104–28. http://dx.doi.org/10.1002/per.2182.
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We investigated the self–regulatory strategies people spontaneously use in their everyday lives to regulate their persistence during aversive activities. In pilot studies (pooled N = 794), we identified self–regulatory strategies from self–reports and generated hypotheses about individual differences in trait self–control predicting their use. Next, deploying ambulatory assessment ( N = 264, 1940 reports of aversive/challenging activities), we investigated predictors of the strategies’ self–reported use and effectiveness (trait self–control and demand types). The popularity of strategies varied across demands. In addition, people higher in trait self–control were more likely to focus on the positive consequences of a given activity, set goals, and use emotion regulation. Focusing on positive consequences, focusing on negative consequences (of not performing the activity), thinking of the near finish, and emotion regulation increased perceived self–regulatory success across demands, whereas distracting oneself from the aversive activity decreased it. None of these strategies, however, accounted for the beneficial effects of trait self–control on perceived self–regulatory success. Hence, trait self–control and strategy use appear to represent separate routes to good self–regulation. By considering trait– and process–approaches these findings promote a more comprehensive understanding of self–regulatory success and failure during people's daily attempts to regulate their persistence. © 2018 European Association of Personality Psychology
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BOWN, JENNIFER. "Self-Regulatory Strategies and Agency in Self-Instructed Language Learning: A Situated View." Modern Language Journal 93, no. 4 (December 2009): 570–83. http://dx.doi.org/10.1111/j.1540-4781.2009.00965.x.
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Nureeva, Liliya, Karen Brunsø, and Liisa Lähteenmäki. "Exploring self-regulatory strategies for eating behaviour in Danish adolescents." Young Consumers 17, no. 2 (June 20, 2016): 155–67. http://dx.doi.org/10.1108/yc-10-2015-00565.
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Purpose Healthy eating behaviour in adolescence may be negatively affected by lack of self-regulation. The purpose of this paper is to discuss strategies for regulating eating behaviour as formulated by adolescents themselves. Design/methodology/approach Self-regulatory strategies were elicited with concept mapping, which is a group-based method. Three meetings were conducted with each of four school classes in Denmark. Participants in the 12-15-year age group were recruited for the study. At the first meeting, participants had to complete the phrase “Things I can do to ensure my healthy eating are: […]”. At the second meeting, participants had to group the statements. At the third meeting, the results were discussed with participants. Findings The results suggest that adolescents’ knowledge about healthy and unhealthy eating is in line with the official guidelines provided by health organisations. Adolescents made 142 statements about things they could do to ensure healthy eating; the statements were grouped by adolescents, and 12 strategies were formulated: following nutrition recommendations, developing own rules, making healthy deals with oneself, ensuring the right balance and regularity of food intake, awareness: remember to eat healthy, thinking of consequences, good advice for shopping and cooking, seeking help from parents, influencing family and others, avoiding temptations, replacing unhealthy food with a healthier option and reducing the amounts of unhealthy food in diet. Practical implications Focusing on improving adolescents’ self-regulatory skills in the domain of eating behaviour is a promising approach in developing future interventions. Originality/value The present article explores self-regulatory strategies for eating behaviour in adolescence and discusses their relevance.
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Sassenberg, Kai, Paige C. Brazy, Kai J. Jonas, and James Y. Shah. "When Gender Fits Self-Regulatory Preferences." Social Psychology 44, no. 1 (January 1, 2013): 4–15. http://dx.doi.org/10.1027/1864-9335/a000095.
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Females are perceived to have less power than males. These differences in perceived power might render different self-regulatory strategies appropriate: Women should (as members of other low-power groups) care about security, whereas men should (as members of other high-power groups) strive for accomplishment. These regulatory implications of gender provide the basis for regulatory fit between individuals’ gender and their regulatory focus. Higher fit should lead to stronger gender-based ingroup favoritism: Prevention-focused females and promotion-focused males were expected to show more ingroup favoritism than both sexes in the respective other regulatory focus. According to the regulatory fit hypothesis, this effect should occur for evaluative- but not for stereotype-based ingroup favoritism. Three studies supported these hypotheses.
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Olha, Ihumnova. "EMPIRICAL STUDY OF COPING-BEHAVIOR STRATEGIES AND SELF-REGULATORY STUDENTS-PSYCHOLOGISTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 2 (September 22, 2019): 57–64. http://dx.doi.org/10.32999/ksu2312-3206/2019-2-8.
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Ping, Aminah Ma, and Saedah Siraj. "Exploring Self-regulatory Strategies for Vocabulary Learning among Chinese EFL Learners." Procedia - Social and Behavioral Sciences 47 (2012): 1211–15. http://dx.doi.org/10.1016/j.sbspro.2012.06.802.
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GRAHAM, SUZANNE, ROBERT WOORE, ALISON PORTER, LOUISE COURTNEY, and CLARE SAVORY. "Navigating the Challenges of L2 Reading: Self‐Efficacy, Self‐Regulatory Reading Strategies, and Learner Profiles." Modern Language Journal 104, no. 4 (November 7, 2020): 693–714. http://dx.doi.org/10.1111/modl.12670.
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Buckley, Jude, and Linda D. Cameron. "Automaticity of Exercise Self-Regulatory Efficacy Beliefs in Adults With High and Low Experience in Exercise Self-Regulation." Journal of Sport and Exercise Psychology 33, no. 3 (June 2011): 325–48. http://dx.doi.org/10.1123/jsep.33.3.325.
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Guided by social cognitive theory (SCT), we investigated whether exercise selfregulatory efficacy beliefs can be activated nonconsciously in individuals experienced and inexperienced in exercise self-regulation, and whether these beliefs are automatically associated with exercise self-regulation processes. The study used a 2 (Exercise Self-Regulation Experience Group) × 3 (Prime Condition) between-subjects design in which individuals experienced and inexperienced in exercise self-regulation were randomly assigned to receive subliminal, supraliminal, or no priming of exercise self-regulatory efficacy beliefs. Participants completed hypothetical diary entries, which were assessed for exercise self-regulatory efficacy and self-regulation expressions using content analyses with a SCT coding system and the Linguistic Inquiry and Word Count (LIWC) text analysis program. For both exercise self-regulation experience groups, self-efficacy priming led to more expressions of low exercise self-regulatory efficacy and dysfunctional exercise self-regulation strategies compared with the control prime. For participants experienced in exercise self-regulation, supraliminal priming (vs. control priming) led to more expressions of high exercise self-regulatory efficacy and functional exercise self-regulation strategies. For the experienced groups, priming led to automaticity of exercise expressions compared with the control condition. For inexperienced participants in the subliminal prime condition, priming led to automaticity of self-regulatory efficacy beliefs and work-related goals compared with the control condition. Automatic activation of exercise self-regulatory efficacy and exercise self-regulation processes suggests that self-regulation of exercise behavior can occur nonconsciously.
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Loviagina, Aleksandra. "METACOGNITIVE STRATEGIES IN THE SYSTEM OF MENTAL SELF-REGULATION OF ATHLETES." SCIENCE AND SPORT: current trends 8, no. 2 (June 1, 2020): 77–85. http://dx.doi.org/10.36028/2308-8826-2020-8-2-77-85.
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Purpose. The research purpose was to study the relationship of metacognitive strategies with indicators of mental self-regulation of an athlete: regulatory and volitional processes. Research methods and organization. The type of study is an empirical psychological testing. Methods: “Metacognitive strategies in decision making in difficult situations” questionnaire, “Difficulties of self-regulation in sports-significant situations” questionnaire, “Scale of action control” questionnaire, "Style of self-regulation of behavior" questionnaire. Sample group: 134 qualified athletes (54 men and 80 women) aged 18-23 years, engaged in various sports. Research results. The frequency of applying theorizing and reflecting strategies by athletes (men and women) is connected with the characteristics of volitional regulation, and the frequency of controlling cognitive processes is connected with programming of activities. We found some differences in the relationship of metacognitive strategies with regulatory processes in male and female athletes. We determined that increasing effectiveness of metacognitive strategies reduces difficulties of mental self-regulation: it is easier for athletes to restrain negative emotions, become ambitious and more active. Growing effectiveness of a number of metacognitive strategies is connected with increasing awareness of athletes' self-regulation. Conclusion. The research revealed statistically significant connections of metacognitive strategies with regulatory and volitional processes of athletes. Increasing the frequency of use and effectiveness of metacognitive strategies can both improve and deteriorate athletes’ mental self-regulation. The research results can be used to develop recommendations for the individualization of metacognitive strategies, taking into account the gender of athletes and the goals of sports training.
Dissertations / Theses on the topic "Self-regulatory strategies"
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Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study." Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.
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Homewood, Helen. "An investigation of the relationship between levels of uncertainty, illness representations, coping strategies, psychological and physical functioning in chronic illness." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368283.
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Objectives: Theoretical models have helped conceptualise how individuals appraise and make sense of chronic illness and its psychological impact. Little attention has been given to the impact of uncertainty on this process. The objective was to investigate the relationship between levels of uncertainty, illness representations, coping, psychological and physical functioning in two chronic illnesses. The Self-Regulatory Model (SRM, Leventhal, Meyer & Nerenz, 1980) was used as a theoretical framework. Design: A cross-sectional design was used. It was hypothesised that a clear medical diagnosis would reduce levels of uncertainty and increase illness representations regarding control of symptoms. It was also hypothesised that high levels of uncertainty would independently predict increased psychological distress. Method: Patients suffering from chronic spinal pain and rheumatoid arthritis were recruited from local clinical departments. The levels of uncertainty, illness representations, coping strategies, mood and physical functioning of 85 participants were assessed using standardised questionnaires. Results: Chronic pain patients were found to have greater levels of uncertainty and psychological distress than rheumatoid arthritis patients. Rheumatoid arthritis patients had stronger beliefs about control of their condition. Uncertainty was not found to be a significant independent predictor of anxiety or depression. However, there appeared to be a degree of overlap between the variables of uncertainty and control beliefs. Conclusions: The findings highlight a complex relationship between the aspects of the SRM and uncertainty, with many components impacting on each other. Although levels of uncertainty were not found to be predictive of psychological distress, it is an area that warrants further investigation in order to understand how patients manage uncertainty. Within a clinical setting, issues of uncertainty should be addressed at all levels of care, maximising the patient's control beliefs, reducing the impact of uncertainty on their cognitive, emotional and physical functioning.
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Agafonoff, Annabel, and n/a. "The encouragement of reflective writing through the development of self-regulation in planning and producing text." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060529.155349.
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The dual problem space model of writing (Scardamalia, Bereiter and Steinbach,
1984) shows how writers develop their knowledge and understanding of the world
by reflecting on problems of substance and problems of presentation in planning a
composition. Reflective thought is attributed to a two-way communication
between a content problem space and a rhetorical problem space. The content
space involves the development of ideas, while the rhetorical space is concerned
with achieving various purposes in composition.
This thesis reports an instructional experiment comparing alternative approaches to
teaching the self-regulatory strategies required for the two-way process of
reflection. The experiment compared the dialogue approach of current practice,
which relies on the teacher to provide the linking operations between the two
problem spaces, with two experimental approaches which promote development of
self-regulatory strategies of reflection, so that students are able to sustain such a
two-way process independently. The experimental approaches are described as a
guided discovery approach proposed by Evans (1991) and an approach described
as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach
(1984).
Three instructional programs were prepared by the author to represent the three
alternative approaches examined in the present study. The control program utilised
the dialogue approach of current practice in which the dialectical process is carried
on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external
agent such as a teacher. The guided discovery program consisted of activities
which prompted self-questioning processes. The cognitive apprenticeship program
employed scaffolding in the form of procedural facilitation cues to stimulate the
self-questioning process.
A pre-test and post-test control group design was used involving three groups, two
experimental (guided discovery and cognitive apprenticeship) and one control
(dialogue), with instructional method as the independent variable and rated
reflectiveness of writing as the dependent variable. Instruction was concentrated on
teaching the two-way problem formulating and problem solving strategies of the
reflective process for opinion essays and factual exposition essays. The experiment
compared the effectiveness of programs by measuring changes in overall
reflectiveness of writing. Significant improvements were obtained for the
experimental teaching methods withrespect to opinion essays. This research
provided some support for the hypothesis that instruction which fosters self-regulation
of the planning process through processes of reflection results in more
reflective writing than instruction in which such regulation is prompted by the
teacher.
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Proudfoot, Candice. "An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4937.
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Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices.Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
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Kehl, Valerie A. "A study to examine the relationship between self-regulatory resource management strategies and academic achievement in student veterans with PTSD symptoms." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1602387.
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This study was conducted to investigate the relationship between the use of self-regulatory resource management strategies and academic achievement in student veterans with PTSD symptoms. There have been several studies conducted pertaining to the transitional issues veterans face while enrolling in education and self-reports of veteran’s perceived support from faculty and the adequacy of campus resources. There have not been any studies performed to evaluate why some veteran students excel in post secondary education while others fail to succeed.
Twenty-five veterans were recruited through email to participate in a three-part questionnaire survey. In veterans students it can be concluded that there is a correlation between individual questions related to GPA and the Resource Management Strategies, combat experiences and PTSD symptoms, number of deployments and PTSD symptoms, combat experience, number of deployments, and PTSD symptoms. However, there is no significant correlation between the average of the Resource Management Strategies and GPA.
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Sassenrath, Claudia Chantal [Verfasser], and Kai [Akademischer Betreuer] Sassenberg. "Difference matters! How Different Self-Regulatory Strategies and a Bodily Grounded Experience Enhance Perspective Taking Performance by Facilitating Self-Other Differentiation / Claudia Chantal Sassenrath ; Betreuer: Kai Sassenberg." Tübingen : Universitätsbibliothek Tübingen, 2012. http://d-nb.info/1162699574/34.
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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
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Glaser, Cornelia. "Förderung der Schreibkompetenz bei Grundschülern : Effekte einer integrierten Vermittlung kognitiver Schreibstrategien und selbstregulatorischer Fertigkeiten." Phd thesis, Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2005/217/.
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In Anlehnung an das Self-Regulated-Strategy-Development-Modell von Harris und Graham (1996) wurde das Selbstregulatorische Aufsatztraining (SAT) zur Förderung der Schreibkompetenz bei Grundschülern der 4. und 5. Klasse entwickelt. SAT integriert die Vermittlung von Schreibstrategien (hier: „Erzählendes Schreiben“) mit Merkmalen selbstgesteuerten Lernens (Zielsetzung, strategisches Planen, Selbstbewertung und Selbstkorrektur).
Die Wirksamkeit des Trainings wurde in drei Studien untersucht: 1. Eine Pilotstudie diente der Überprüfung der prinzipiellen Eignung von SAT zur Förderung von Schreibleistungen bei Grundschülern der 5. Klassen (N = 42) und der Optimierung seiner Teilkomponenten und Vorgehensweisen. 2. In der Hauptuntersuchung wurden die Effektivität und Nachhaltigkeit des SAT-Programms bei Schülern der 4. Klasse (N = 154) im Vergleich zu zwei Bedingungen getestet: (a) der isolierten Einübung von Schreibstrategien (Aufsatztraining) und (b) konventionellem Aufsatzunterricht (Unterrichtskontrollgruppe). 3. In einer weiteren Studie wurde die Wirksamkeit des Trainings speziell bei Schülern mit ungünstigen Lernvoraussetzungen überprüft; die Studie diente zudem der Illustration des dabei gewählten Vorgehens am Einzelfall (N = 6).
Die ermittelten Befunde sprechen übereinstimmend dafür, dass die Kombination aus strategischem plus selbstregulatorischem Training (SAT) die stärksten und nachhaltigsten Effekte auf die Schreibleistung erzielt. Der Trainingseffekt generalisiert zudem auf die Erinnerungsleistung bei der freien Wiedergabe einer Kurzgeschichte. Schüler mit schwachen Aufsatzleistungen und ungünstigen Lernvoraussetzungen profitieren von dem SAT-Programm in besonderem Maße.
In der Diskussion werden Aufgaben für die zukünftige Forschung erörtert. Forschungsbedarf besteht u.a. hinsichtlich (a) einer stärkeren Verknüpfung von Schreibtrainings mit der kognitionspsychologischen Forschung; (b) der Dekomposition und gezielten Überprüfung der einzelnen Trainingskomponenten; (c) der Ausweitung des SAT-Programms auf andere Textgenre; (d) der Integration verfeinerter Revisionsstrategien in das Förderprogramm; und (e) dessen Implementierung in den Regelunterricht.
Extending on Harris and Graham′s (1996) Self-Regulated-Strategy-Development-Model, I designed an curriculum-integrated intervention program (SAT) to promote the composition skills of elementary school-age students. SAT combines the instruction of task strategies required to write good narratives with the explicit instruction of self-regulation procedures (goal setting, strategic planning, self-evaluation, self-correction).
Three studies examined the effectiveness of the training: 1. A pilot study investigated the viability of the SAT-program among 5th graders (N = 42) and served to refine its components and procedures. 2. In a sample of 4th graders (N = 154), the main study tested the strength and stability of the SAT effects in relation to two comparison groups: (a) Students who were taught the same set of task strategies but received no instruction in self-regulation procedures (strategy-only condition); (b) students who received conventional classroom teaching in composing (control condition). (3.) A third study served to examine the effectiveness of the SAT-program in a group of low achieving 5th graders and to illustrate its instructional steps in a number of single cases (N = 6).
Results obtained from these studies converge in showing that a writing program that conjointly addresses both task strategies and self-regulation procedures (SAT) is most effective in producing strong and lasting effects on elementary school students′ composing skills and generalization performance. Among all students, low achievers were most likely to benefit from the SAT-program.
The discussion highlights a number of issues for future research on writing. Specifically, it is argued that there is a need to (a) further explore the cognitive and meta-cognitive processes underlying good writing, (b) examine the effectiveness of specific training components incorporated in the present version of SAT, (c) crossvalidate the reported SAT effects with respect to various writing genre, (d) incorporate more elaborated revision strategies into the training program, and (e) implement components and procedures specified in SAT into conventional classroom teaching.
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Urmanbetova, Asel. "Three essays on evolving regulatory climates and market adjustment strategies." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53949.
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This dissertation consists of three empirical analyses examining the interactive and evolving nature of government regulations and how the regulated industries respond to the changes in the regulatory climate. Using the U.S. pulp and paper mills as an example, the three essays bring together a number of strands of literature in environmental economics and policy studies discussing how changes in the U.S. environmental policy are shaped by industry concerns and which strategies firms choose in order to adjust to the changes in policy. Essay 1 examines if, in addition to the standard input factors, indirect costs associated with tax and environmental policies affect papermakers’ ‘stay put’ investment decisions. The findings suggest that state environmental stringency has a negative impact on investments, but it is statistically insignificant and higher taxes do not deter investments. The Essay 2 studies whether voluntary abatement and prevention efforts at pulp and paper mills affects regulatory stringency they face. The analysis tests the hypotheses of ‘responsive regulation’ and whether regulators are driven by numerical pollution targets or budgetary constraints. The findings suggest that voluntary pollution abatement and prevention have greater impact on regulatory stringency than government budgets. Finally, Essay 3 analyzes the relationship between pollution prevention (P2) policy instruments and adoption of P2 modifications. The study tests the hypotheses of whether P2 policy instruments have positive impact on P2 adoptions. The results suggest that the policy instruments have different effects on different types of P2 modifications and that regulatory and political threat is a strong predictor of P2 adoptions.
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Hu, Jyun-Song, and 胡駿松. "Relationship between Epistemological Beliefs and Self-regulatory Strategies of College Students." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/02812613299930794717.
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碩士臺北市立教育大學
課程與教學研究所碩士班
97
The number of colleges and universities has increased rapidly in the past years. As a result, the amount of college students has increased sharply and continually in recent years. In the process of learning, the epistemological beliefs and self-regulatory strategies become very important for college students. Furthermore, many theories and researches have examined the relationship between epistemological beliefs and learning strategies. Therefore, there is still great worth investigating the relationship between epistemological beliefs and college students’ learning. The purpose of this research is to examine the relationship between epistemological beliefs and self-regulatory strategies of college students from the viewpoint of students’ learning. The instrument of this research is the questionnaire survey. The researcher used the revised “epistemological beliefs scale” (Liu, 2005) and cognitive and metacognitive strategies in learning scale of “Motivated Strategies for Learning Questionnaire (MSLQ)” (Wang & Lin, 2000) as the research tools. The survey subjects were freshmen and juniors in the north of Taiwan in 2008. Total 521 questionnaires were issued, in which the statistic analysis was applied on the 488 returned and valid samples. From the analysis and discussion by use of description statistics, MANOVA, Pearson product-moment correlation and hierarchical regression. The research had obtained the following conclusions：(1) College students with different backgrounds had different patterns of epistemological beliefs; (2) College students with different backgrounds had different usages of their self-regulatory strategies; (3) Epistemological beliefs could significantly negatively predict self-regulatory strategies. According to the results, this research not only provides suggestions to the curriculum and instruction of higher education and the follow-up research, it also offers recommendations to student counseling in order to improve the qualities of higher education.
Books on the topic "Self-regulatory strategies"
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Helena, Seli, ed. Motivation and learning strategies for college success: A self-regulatory approach. 4th ed. New York: Routledge, 2012.
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van Hooft, Edwin. Self-Regulatory Perspectives in the Theory of Planned Job Search Behavior: Deliberate and Automatic Self-Regulation Strategies to Facilitate Job Seeking. Edited by Ute-Christine Klehe and Edwin van Hooft. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.31.
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Because job search often is a lengthy process accompanied by complexities, disruptions, rejections, and other adversities, job seekers need self-regulation to initiate and maintain job search behaviors for obtaining employment goals. This chapter reviews goal/intention properties (e.g., specificity, proximity, conflicts, motivation type) and skills, beliefs, strategies, and capacities (e.g., self-monitoring skills and type, trait and momentary self-control capacity, nonlimited willpower beliefs, implementation intentions, goal-shielding and goal maintenance strategies) that facilitate self-regulation and as such may moderate the relationship between job search intentions and job search behavior. For each moderator, a theoretical rationale is developed based on self-regulation theory linked to the theory of planned job search behavior, available empirical support is reviewed, and future research recommendations are provided. The importance of irrationality and nonconscious processes is discussed; examples are given of hypoegoic self-regulation strategies that reduce the need for deliberate self-regulation and conscious control by automatizing job search behaviors.
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Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2018.
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Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2017.
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Alexander, Patricia A., Emily M. Grossnickle, Denis Dumas, and Courtney Hattan. A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development. Edited by Angela O'Donnell. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.23.
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This article offers a retrospective and prospective analysis of the role of cognitive strategies in students’ academic development over the past 25 years. The focus is on those processes that individuals employ to advance their own learning and understanding (learning strategies) and, to a lesser degree, those procedures applied to regulate and monitor that learning and understanding (metacognitive or self-regulatory strategies). Drawing on a groundbreaking review from 1988, the article examines how students’ epistemic beliefs—their beliefs about knowing and knowledge—may affect strategic engagement. It also considers students’ motivations or emotions that accompany learning and academic development and, therefore, strategic processing. Finally, it describes strategies associated with online learning, the barriers to being strategic in classrooms, and situations in which teachers and students can foster strategic thinking.
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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.001.0001.
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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST. It includes worksheets to aid therapists in treatment planning. Detailed descriptions of the core SST interventions, which are conducted during a 16-week course of therapy, are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples; it includes worksheets that can be used by the client to enhance learning and at-home application of the skills.
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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602512.001.0001.
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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have demonstrated that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and have shown that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST and includes worksheets to aid in treatment planning. The core SST interventions are presented within a 16-week course of therapy. Detailed descriptions of these interventions are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples and includes worksheets that can be used to enhance learning and at-home application of the skills.
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Cardoso, Leonardo. Sound-Politics in São Paulo. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780190660093.001.0001.
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This book is an ethnographic study of controversial sounds and noise control debates in Latin America’s most populous city. It discusses the politics of collective living by following several threads linking sound-making practices to governance issues. Rather than discussing sound within a self-enclosed “cultural” field, I examine it as a point of entry for analyzing the state. At the same time, rather than portraying the state as a self-enclosed “apparatus” with seemingly inexhaustible homogeneous power, I describe it as a collection of unstable (and often contradictory) sectors, personnel, strategies, discourses, documents, and agencies. My goal is to approach sound as an analytical category that allows us to access citizenship issues. As I show, environmental noise in São Paulo has been entangled in a wide range of debates, including public health, religious intolerance, crime control, urban planning, cultural rights, and economic growth. The book’s guiding question can be summarized as follows: how do sounds enter and leave the sphere of state control? I answer this question by examining a multifaceted process I define as “sound-politics.” The term refers to sounds as objects that are susceptible to state intervention through specific regulatory, disciplinary, and punishment mechanisms. Both “sound” and “politics” in “sound-politics” are nouns, with the hyphen serving as a bridge that expresses the instability that each concept inserts into the other.
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Gray, Joanne Elizabeth. Google Rules. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190072070.001.0001.
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Google Rules traces the rise of Google through its legal, commercial, and political negotiations over copyright. The first part of the book shows how the public interest suffers in a digital copyright policy debate dominated by powerful industry stakeholders. The second part explores Google’s contributions to digital copyright and the copyright policies that Google enforces across its own platforms. Increasingly, Google self-regulates and negotiates with media and entertainment companies to privately devise copyright rules. Google then deploys algorithmic regulatory technologies to enforce those rules. Google’s private copyright rule-making and algorithmic enforcement limits transparency and accountability in digital copyright governance and privileges private interest and values over the public interest. Today, Google reigns over a technological and economic order that features empowered private actors and rapidly changing technological conditions. How to effectively regulate Google—in an evolving technological environment and in order to achieve public interest outcomes—is one of the most pressing policy questions of our time. Google Rules provides several strategies for taking up this challenge. While the parameters may be narrowly set upon one firm and one area of intellectual property law, ultimately, the book is a contribution to a much broader conversation about a new generation of monopolistic companies, born from the technological developments of the digital age, and the social, political, and economic influence they have acquired in contemporary society.
Book chapters on the topic "Self-regulatory strategies"
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Sassenberg, Kai, and Michael L. W. Vliek. "Self-Regulation Strategies and Regulatory Fit." In Social Psychology in Action, 51–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13788-5_4.
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Allen, Heather Willis. "Self-regulatory strategies of foreign language learners." In Language Learning & Language Teaching, 47–74. Amsterdam: John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.37.03wil.
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Milosevic, Mina, Nicholas A. Moon, Michael W. McFerran, Sherif al-Qallawi, Lida P. Ponce, Chris Juszczyk, and Patrick D. Converse. "Self-control Strategies: Interpreting and Enhancing Augmented Cognition from a Self-regulatory Perspective." In Augmented Cognition, 573–85. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22419-6_41.
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Persaud, Nayadin, and Matt Eliot. "The Development and Refinement of Student Self-Regulatory Strategies in Online Learning Environments." In Current Trends in Eye Tracking Research, 317–36. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02868-2_25.
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Ferreira, Nadia. "Talent Retention Strategies: The Role of Self-regulatory Career Behaviour Among Working Adults." In Psychology of Retention, 223–41. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98920-4_11.
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Csizér, Kata, and Judit Kormos. "5 The Ideal L2 Self, Self- Regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid, 73–86. Bristol, Blue Ridge Summit: Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-006.
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Baldwin, Robert, and Martin Cave. "Strategies for Success." In Taming the Corporation, 30–69. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780198836186.003.0003.
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Governments can set up a host of regulatory frameworks. They can pass laws, name and shame, impose taxes, create civil law rights, and so on. They can hand over regulation to independent agencies, and even allow firms to regulate themselves and monitor performance. This chapter looks at strategic choices and the conditions for using different devices successfully. It also reviews the potential of new-style and ‘non-regulatory’ controls such as ‘nudges’. The chapter emphasizes that positive regulation is predisposed to operate by harnessing self-regulatory capacities. Controls within firms, meta-regulatory systems, and schemes of industry self-regulation all provide means of passing the task of front-line control to firms or their associations. These approaches, like collaborative processes, bring a variety of advantages, but there are challenges in deploying such arrangements so as to produce desired results at lowest cost and in a manner that sustains public confidence.
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"Self-Regulation and Mastery Motivation in Individuals with Developmental Disabilities: Barriers, Supports, and Strategies." In Handbook of Self-Regulatory Processes in Development, 388–409. Psychology Press, 2013. http://dx.doi.org/10.4324/9780203080719-27.
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Bossuyt, Daniël. "Residents’ experiences of self-build housing." In The Self-Build Experience, 143–66. Policy Press, 2020. http://dx.doi.org/10.1332/policypress/9781447348429.003.0008.
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This chapter is concerned with why people assume the responsibility for building their own home and how they fulfil that role in the context of the Homeruskwartier in Almere in the Netherlands. It considers the rationales and design strategies self-builders employ, as well as how this interacts with the regulatory framework imposed by the municipality. The chapter draws upon a mixed methodology, combining quantitative survey data with in-depth interviews. The chapter concludes that there is a wide range of rationales and strategies employed by self-builders in the Almere Homeruskwartier. While some self-builders employ architects, others opt for using catalogue-builders or DIY. Customization and financial motives are both found to be particularly salient. Rather than delimiting creativity and imagination, residents feel the regulatory framework created a sense of possibility and security. Planners must take into account the multi-dimensional nature of the self-built home when developing form-based codes. Further research on self-organized housing provision should refrain from studying self-building practices in isolation, but engage with its relation to structuring institutional and economic logics.
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Zap, Nicholas, and Jillianne Code. "Self-Regulated Learning in Video Game Environments." In Handbook of Research on Effective Electronic Gaming in Education, 738–56. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-59904-808-6.ch042.
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Video games engage players in rapid and complex interactions of self-regulatory processes. The way individuals regulate their cognitive, affective, and behavioral process while playing electronic games, relates to their ability to cope with the onslaught of information that electronic games require for their mastery. The psychological factors that produce self-regulated learning are explored as they relate to a player’s intentionality, interest, aptitude, motivation, goal-setting, and affect while playing games. A discussion of video games as authentic learning environments looks at the roles of student initiated learning in authentic contexts and specific design strategies are outlined. Practical learning strategies that promote SRL are presented to facilitate the use of conscious self-regulatory skills that students can implement in these authentic learning environments. This chapter opens the discussion of the role of self-regulated learning in video game environments and its impact in the field of educational gaming.
Conference papers on the topic "Self-regulatory strategies"
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"SELF-REGULATORY STRATEGIES IN THE LANGUAGE CLASSROOM: PEDAGOGICAL PERSPECTIVE." In Global Business and Law Development Imperatives. Київський національний торговельно-економічний університет, 2019. http://dx.doi.org/10.31617/k.knute.2019-10-10.95.
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Ishmuratova, Y. A., and V. I. Morosamova. "Conscious self-regulation as a resource of efficiency of task solving for novices and experts." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.526.537.
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The article presents the results of comparing the development of conscious self-regulation and the effectiveness of solving professional tasks for novices and professionals. Participants were chemists with different levels of professional experience (N = 42), the group of novices included students of the Faculty of Chemistry (N = 21), the group of experts included chemists working in their specialty for more than ten years (N = 21). An analysis of objective indicators of the effectiveness of tasksolving has demonstrated that chemists with long work experience solve professional tasks faster and with fewer errors. Two types of strategies were identified in solving chemical tasks. Students have a «perceptual strategy» — they spend more time and effort analyzing the presented answer options, make more transitions between the presented task and answer options, and make longer fixations on the task area. Experts, in contrast, apply a «representative strategy» for solving problems, which is characterized by building a mental representation of a molecule of a substance, reducing the time it takes to solve a task, and increasing the duration of fixations on the problem area. Conscious self-regulation in this study was evaluated using the methodology «Style of self-regulation of behavior». Among the indicators of selfregulation, there are statistically reliably correlate both the indicator of the time taken to solve task and the indicator of errors made by the cognitive-regulatory process «target planning». A comparison of the regulatory indicators of students and experts revealed significant differences in the scales «Planning goals» and «Reliability». The data obtained allow us to conclude that development of conscious self-regulation of advancement and achievement of goals may turn out to be a significant resource for the effectiveness of a specialist in the field of chemistry. It is possible that the ability to plan professional goals and regulatory reliability develops with the acquisition of professional experience, which can contribute to the growth of the effectiveness of professional actions of specialists.
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Goulão, Maria de Fátima, and Rebeca Cerezo Menéndez. "Promoting metacognitive reflection: a work proposal." In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2669.
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The metacognition as a self-regulatory strategy presents itself as an essential element in the whole process of learning. Lead students to reflect on their way of learning and their strategies, promotes in them this self-awareness and this ability of self-regulation that are very important to help them become "expert learners". It was with this aim that we structured a course prior to the start of students’ academic activities, entering for the first time in a degree at university. This work seeks to describe the aims, the structure, and the development of this same course entitled "learn how to learn", as well as with some thoughts on how it took place.
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Munro, John, and Garry Sommer. "A Collaborative Approach to Safety: Applying Lessons Learned From Other High Risk Industries." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64227.
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Pipeline companies are facing an unprecedented era of challenges at an industry-wide scale. Recent incidents have increased public attention and criticism, cast doubts over the industry’s safety performance, and resulted in growing regulatory pressures. However, such a story is not unique to the pipeline sector. Other high-risk industries have experienced similar trials, and history may provide a blueprint for pipeline operators to follow. This paper examines industries which have undergone significant changes in behavior due to catastrophic incidents. To address safety performance issues, public outcry and regulatory concerns, these industries emphasized the need for greater collaboration. Whether through encouragement of best practices via self-governance models, increased learning from incidents through sharing of data, or providing support to companies that were lagging behind, they concluded that it was imperative to move forward in a coordinated, collaborative fashion. Companies could no longer be satisfied with exceptional performance within their own walls, as they were ultimately answerable to the performance of their industry as a whole. In many ways the pipeline industry has similar challenges to face. The relatively low frequency of high consequence incidents means that it is difficult for any single operator to gather statistically meaningful trends. ILI technology requires vast quantities of data to understand, validate and improve performance; quantities beyond what any single operator is likely to possess. No operator can effectively address the challenges of today’s environment single-handedly. It is only through coordinated, collaborative engagement throughout industry that rapid and meaningful improvement to pipeline safety will be achieved. This paper suggests a variety of possible strategies and is intended to encourage discussion among leadership and managers regarding how the pipeline industry can come together more effectively to address industry safety issues in a unified fashion.
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Lutz, Robert J., James Lynde, and Steven Pierson. "FLEX Loss of Instrumentation Guidance for PWRs Enhances Severe Accident Diagnostics." In 2016 24th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/icone24-60055.
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The industry response to the Nuclear Regulatory Commission (NRC) Order EA-12-049 is based on a set of Diverse and Flexible Coping Strategies (commonly referred to as FLEX) for beyond design basis external events as described in NEI 12-06. The Pressurized Water Reactors Owners Group (PWROG) developed generic guidance for response to these Beyond Design Basis External Events (BDBEE), called FLEX Support Guidelines (FSGs). These guidelines are referenced from the plant Emergency Operating Procedures (EOPs) when it is determined that an event exhibits certain beyond design basis characteristics such as an Extended Loss of all AC Power (ELAP). These generic FLEX Support Guidelines provide a uniform basis for all PWRs to implement the FLEX guidance in NEI 12-06 that was endorsed by the NRC to maintain core, containment and spent fuel cooling. The PWROG generic FSGs include guidance in FSG-7, “Loss of Vital Instrumentation or Control Power” for obtaining information for key plant parameters in an ELAP event. The key parameters were selected based on industry guidance and plant specific implementation. This set of key parameters will allow the licensed operators to have vital instrumentation to safely shutdown the core and maintain the core in a shutdown condition, including core, containment and spent fuel pool cooling. These parameters are used in the EOPs as well as the FSGs that are designed to mitigate a beyond design basis event. The requirements of NEI 12-06, as implemented through the FSGs, enhance both availability and reliability of instrumentation by requiring diverse methods of providing DC power for instrumentation and control as well as protection of instrumentation from the beyond design basis event. The subsequent implementation of this guidance at the Byron Station has proven to also be beneficial for diagnosis of severe accident conditions (where core cooling could not be maintained). The same parameter values that are needed to verify core, containment and spent fuel cooling prior to core damage are also needed to diagnose severe accident conditions. Guidance provided within FSG-7, as implemented at the Byron Station, contains several layers of diverse methods to obtain parametric values for key variables that can be especially useful when the environmental qualification is exceeded for the primary instrumentation that provides this information. The methods range from the use of self-powered portable monitoring equipment to the use of local mechanical instrumentation. The FSG-7 guidance is referenced from the Byron Severe Accident Management Guidance (SAMG) to either obtain parameter information during a severe accident or to validate the information that is available from the primary instrumentation.
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Vets, I. V., and I. N. Bondarenko. "Regulatory, emotional and behavioral characteristics of individuals with different levels of psychological well-being in postoperative periods." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.830.842.
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The article analyzes the interrelationships of conscious self-regulation, psychological well-being, coping strategies and cognitive regulation of emotions in the early and late rehabilitation period in individuals who have undergone high-tech operations on large joints. A sample of 69 people aged 19 to 70 years (46 men and 23 women) collected data twice — immediately after the operation and after a month and a half. The revealed groups with high, medium, and low levels of psychological well-being and conscious selfregulation differ in particularities of using coping strategies, and emotional regulation. Factors contributing to and hindering the improvement of psychological well-being in the postoperative period are identified. High self-regulation supports psychological wellbeing in a difficult period of rehabilitation through the use of strategies for finding social support, planning solutions to problems, and focusing on developing new plans for their lives. This group can positively re-evaluate the events and abandon strategies of escape and catastrophization. The results obtained can be used to create an effective, comprehensive rehabilitation program for people who have undergone high-tech operations.
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Lillian, Todd D., and N. C. Perkins. "Electrostatics and Self Contact in an Elastic Rod Approximation for DNA." In ASME 2009 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2009. http://dx.doi.org/10.1115/detc2009-86632.
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DNA is a life-sustaining molecule that enables the storage and retrieval of genetic information. In its role during essential cellular processes, this long flexible molecule is significantly bent and twisted. Previously, we developed an elasto-dynamic rod approximation to study DNA deformed into a loop by a gene regulatory protein (lac repressor) and predicted the energetics and topology of the loops. Although adequate for DNA looping, our model neglected electrostatic interactions which are essential when considering processes that result in highly super-coiled DNA including plectonemes. Herein we extend the rod approximation to account for electrostatic interactions and present strategies that improve computational efficiency. Our calculations for the stability for a circularly bent rod and for an initially straight rod compare favorably to existing equilibrium models. With this new capability, we are now well-positioned to study the dynamics of transcription and other dynamic processes that result in DNA supercoiling.