Journal articles: '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.

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Luchies, Laura B., Eli J. Finkel, and Gráinne M. Fitzsimons. "The Effects of Self-Regulatory Strength, Content, and Strategies on Close Relationships." Journal of Personality 79, no. 6 (October 19, 2011): 1251–80. http://dx.doi.org/10.1111/j.1467-6494.2010.00701.x.

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Nanang, N., and I. Purnamasari. "Influence of contextual-metacognitive on Self-Regulatory Strategies students in math IV." Journal of Physics: Conference Series 1869, no. 1 (April 1, 2021): 012132. http://dx.doi.org/10.1088/1742-6596/1869/1/012132.

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Mickwitz, Åsa, and Marja Suojala. "Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?" Language Learning in Higher Education 10, no. 2 (December 1, 2020): 381–402. http://dx.doi.org/10.1515/cercles-2020-2026.

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Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

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Ushakov, Dmitriy. "Strategies for Young College Teachers' Self-Realization." Bulletin of Kemerovo State University. Series: Political, Sociological and Economic sciences 2020, no. 3 (October 16, 2020): 320–29. http://dx.doi.org/10.21603/2500-3372-2020-5-3-320-329.

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The research into social peculiarities, structure, and mechanisms of young teachers' self-realization is a relevant issue in modern sociological studies. The present paper features professional strategies that self-realization patterns. The research objective was to study strategies for professional self-realization employed by young teaching personnel of colleges. It was based on an authentic hybrid research complex, which included a combination of quantitative and qualitative analysis techniques: methods of included observation, in-depth interviews, expert interviews, and content analysis of regulatory documents. The analysis revealed three types of adaptive strategies for professional self-realization of young teachers: Strategy of Success, Strategy of Remonstrative Self-Realization, and Strategy of Forced Self-Realization. The article emphasizes the connection between social prosperity and the chosen strategy. Adaptive strategies force young teachers to comply with expectations of their social environment, which disagrees with the concept of self-realization. The humanistic non-adaptive strategy based on a free choice of patterns and modes of the teacher's work, which makes it possible to preserve physical and psychological health and save human resources.

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Ateia, Saneia. "The Effect of Self-Regulatory Strategies in Enhancing Listening Skills and Self-Efficacy of EFL Learners." Journal of Research in Curriculum Instruction and Educational Technology 2, no. 2 (April 1, 2016): 43–69. http://dx.doi.org/10.21608/jrciet.2016.24521.

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Ateia, Saneia Abdel Hameed Elsherbini. "The Effect of Self-Regulatory Strategies in Enhancing Listening Skills and Self-Efficacy of EFL Learners." Journal of Research in Curriculum Instruction and Educational Technology 2, no. 2 (2016): 43–68. http://dx.doi.org/10.12816/0028181.

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Zielińska, Aleksandra, Izabela Lebuda, Dorota M. Jankowska, and Maciej Karwowski. "Self-Regulation in Creative Learning: Agentic Perspective." Creativity. Theories – Research - Applications 8, no. 1 (June 1, 2021): 52–71. http://dx.doi.org/10.2478/ctra-2021-0005.

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Abstract Creativity is agentic, and so is learning. People create and learn new things most effectively when they are convinced that they can respond appropriately to the task (creative confidence) and value the activity at hand. This investigation explores the role of the relatively understudied aspect of creative agency: self-regulatory strategies. In a longitudinal study, we tested whether self-regulation strategies, previously found to be essential drivers of academic achievement and learning in general (rehearsal, elaboration, critical thinking, and metacognition), might also support creativity in learning. Specifically, we tested sequential mediation, where creative confidence and self-regulation longitudinally mediated the relationship between creative potential (divergent thinking) and effective application of creative skills to solve problems embedded in school subjects. Our findings confirm that self-regulatory strategies predict providing creative solutions to school tasks (a proxy of creative learning) and mediate the relationship between divergent thinking, creative confidence, and creative learning.

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Dermitzaki, Irini. "Preliminary Investigation of Relations between Young Students' Self-Regulatory Strategies and Their Metacognitive Experiences." Psychological Reports 97, no. 3 (December 2005): 759–68. http://dx.doi.org/10.2466/pr0.97.3.759-768.

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The present study investigated second-graders' self-regulative behavior during task engagement and its relations to performance and to students' on-line metacognitive experiences. Participants were 25 individually examined Greek second graders (13 boys and 12 girls; M age: 7.6 yr., SD = 0.2). Students' use of cognitive, metacognitive, and motivational regulatory strategies while performing a cognitive task were directly observed and recorded by two independent observers. Students' task-specific performance was also evaluated. Finally, students' feeling of satisfaction with the solution produced, their estimate of effort expenditure, and estimate of the solution's correctness were assessed. Analysis showed these second grade students' use of self-regulatory strategies and feeling of satisfaction were significantly associated with their performance. However, metacognitive experiences reported after the solution were only slightly related to the students' actual self-regulative behavior during the task, implying that the relations of students' regulatory efforts with their metacognitive processes are still developing at such a young age.

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Gredler, M. E., and L. S. Schwartz. "Factorial Structure of the Self-Efficacy for Self-Regulated Learning Scale." Psychological Reports 81, no. 1 (August 1997): 51–57. http://dx.doi.org/10.2466/pr0.1997.81.1.51.

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This study investigated the constructs measured by the Self-efficacy for Self-regulated Learning Scale with 235 undergraduates. The 24 items, derived from 13 validated categories of self-regulated learning from Zimmerman and Martinez-Pons, assess efficacy beliefs about general strategies (11 items) and use of specific self-regulatory activities (13 items). Exploratory factor analysis using principal factors with oblique rotation indicated three factors of General Organization and Planning, Task Preparation Strategies, and Environmental Restructuring. Values of coefficient alpha for the three factors were .84, .72, and .79, respectively.

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Zollanvari, Amin, Refik Caglar Kizilirmak, Yau Hee Kho, and Daniel Hernandez-Torrano. "Predicting Students’ GPA and Developing Intervention Strategies Based on Self-Regulatory Learning Behaviors." IEEE Access 5 (2017): 23792–802. http://dx.doi.org/10.1109/access.2017.2740980.

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Sullivan, Mary C. "The association between early regulatory processes and self regulation strategies at 15 months." Infant Behavior and Development 19 (April 1996): 144. http://dx.doi.org/10.1016/s0163-6383(96)90199-x.

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Sullivan, Mary C. "The association between early regulatory processes and self regulation strategies at 15 months." Infant Behavior and Development 19 (April 1996): 145. http://dx.doi.org/10.1016/s0163-6383(96)90200-3.

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Hedeshi, Vahid Montazeri. "The Effect of Self-Regulatory Learning Strategies on Academic Engagement and Task Value." World Family Medicine Journal/Middle East Journal of Family Medicine 15, no. 10 (December 2017): 242–47. http://dx.doi.org/10.5742/mewfm.2017.93168.

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Suárez Riveiro, Jose Manuel, Ramon Gonzalez Cabanach, and Antonio Valle Arias. "Multiple-goal pursuit and its relation to cognitive, self-regulatory, and motivational strategies." British Journal of Educational Psychology 71, no. 4 (December 2001): 561–72. http://dx.doi.org/10.1348/000709901158677.

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Evans, Daniel R., Tory A. Eisenlohr-Moul, Daniel F. Button, Ruth A. Baer, and Suzanne C. Segerstrom. "Self-regulatory deficits associated with unpracticed mindfulness strategies for coping with acute pain." Journal of Applied Social Psychology 44, no. 1 (December 10, 2013): 23–30. http://dx.doi.org/10.1111/jasp.12196.

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Seyhan, Hatice Güngör. "The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory." Higher Education Studies 6, no. 4 (November 16, 2016): 100. http://dx.doi.org/10.5539/hes.v6n4p100.

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In the context of the study, an instrumental analysis laboratory course offering Problem-Based Learning (PBL) was designed as an alternative to traditional laboratory practices. The study was conducted with a total of 36 volunteer, prospective chemistry teachers consisting of fourth year undergraduates and graduates. While PBL activities were conducted with 19 of the prospective teachers, instrumental analysis laboratory activities were conducted with 17 of them using the traditional approach. The first aim of this study was to determine the levels of perception of problem-solving ability and self-regulatory learning strategies of prospective teachers after and before all the applications. The second aim was to compare the effects of PBL instrumental analyze laboratory course and traditional instrumental analyze laboratory course on the perceptions of problem-solving ability and self-regulatory strategies of prospective teachers. A pre-test-post-test control group design was used. In this study, data were obtained using the “Problem Solving Inventory (PSI)” and “Self-Regulatory Strategy Scale (SRSS)”. The pretest-posttest results of the SRRS test showed that the prospective teachers in the experimental group used self-regulatory learning strategies more often when compared to the ones in the control group. According to the results obtained within the scope of the study, it can be said that the effect of PBL on the perception levels of problem solving skills and self-regulatory learning skills of prospective teachers is more effective than the traditional laboratory teaching application.

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Shih, Huei-Ju. "L2 Anxiety, Self-Regulatory Strategies, Self-Efficacy, Intended Effort and Academic Achievement: A Structural Equation Modeling Approach." International Education Studies 12, no. 3 (February 26, 2019): 24. http://dx.doi.org/10.5539/ies.v12n3p24.

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Factors that contribute to learning achievement have always been a primary research concern in the field of education. In the field of second/foreign language (L2) learning, researchers have been trying to explore many important factors that are linked to successful learning and how these factors may predict the success of language learning. With respect to the factors contributing to language proficiency, many researchers endeavor themselves to the exploration of assisting the learners. The present study aims to explore whether or not the following factors would influence learners’ academic achievement: the process of goal-setting, the L2 anxiety, the effort the learners put into, self-efficacy together with self-regulatory strategies. A total number of 356 senior high school students who were learning English as a Foreign Language participated in the study. A new questionnaire was developed to measure and collect the participants’ responses in respect to the above-mentioned learning factors. In order to investigate the relationships among these factors and the learners’ academic performance, the structural equation modeling (SEM) was used to identify the best fit model. It was found that self-efficacy, L2 anxiety, together with goal-setting processes, are prerequisites for the application of effective self-regulatory strategies, which in turn play an important role in affecting the intended efforts the learners make, and consequently influence the learners’ achievement. According to the findings, we suggest the teacher elevate the students’ self-efficacy, lower the L2 anxiety, help set their learning goals, cultivate their capability of employing strategies and increase their intended effort.

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Lee, Scott, and Andrea McDonough. "Role of self-talk in the classroom: investigating the relationship of eight-to-nine-year-olds' self-regulatory self-talk strategies with their classroom self-regulatory behaviour and mathematical achievement." Early Child Development and Care 185, no. 2 (June 2, 2014): 198–208. http://dx.doi.org/10.1080/03004430.2014.915818.

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Anthony, Jared S., Karen E. Clayton, and Akane Zusho. "An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies." Journal of Cognitive Education and Psychology 12, no. 3 (2013): 359–73. http://dx.doi.org/10.1891/1945-8959.12.3.359.

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The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

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Rao, D. Suryachandra, and M. SRAVANI. "Self Regulatory Organizations in Indian Microfinance Sector." INTERNATIONAL JOURNAL OF MANAGEMENT & INFORMATION TECHNOLOGY 7, no. 1 (November 15, 2013): 939–46. http://dx.doi.org/10.24297/ijmit.v7i1.712.

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Introduction of Micro Finance Institutions (Development and Regulation) Bill, 2012 is a land mark in the history of Indian Microfinance Industry. This bill aims to provide for the development and regulation of microfinance institutions in India. One of the salient features of this bill is that all NBFCâ€MFIs must be members of at least one selfâ€regulatory organization (SRO) recognized by the RBI and comply with the code of conduct prescribed by the SRO. Even though the introduction of the Microfinance bill is a bit late, all the stakeholders appreciated and welcome the move of the Government. The microfinance industry in India is highly distributed and has many small players. The Reserve Bank of India (RBI) has limited presence on the ground. As the MFIs have businesses in the hinterland, there is a need for self-regulatory organizations (SROs) to enforce some self-discipline in the sector. An SRO is a voluntary body appointed by the industry participants to monitor the functioning of all players in the industry and bring in some degree of standardization in industry practices. These organizations operate under the overall regulatory supervision of the main regulator and help the main regulators in accomplishing their regulatory objectives. This mechanism provides an effective and efficient form of regulation in the constantly changing business environment because SROs virtually strive to strike an intelligent balance between the interest of its members and their regulatory responsibilities delegated by the main regulators. So, an SRO for microfinance institutions will play a complementary role to the Reserve Bank of India. Normally, this kind of entities knows the industry best and in many ways has the understanding, knowledge and ability to recognize a problem before it becomes too big. The authors made an attempt in this paper to provide a conceptual understanding on self-regulatory organizations (SROs), their functions and benefits, give clarity about SROs in Indian financial system in general and in Micro Finance Sector in particular. This paper also highlights the issues to be handled by RBI, while designing the policy frame work for SROs. Also focuses on contemporary challenges for self-regulatory organizations with a view to enable them to formulate strategies to overcome.

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Lin, Chen-Ju. "A multi-level test for social regulatory focus and team member creativity." Leadership & Organization Development Journal 38, no. 8 (November 6, 2017): 1057–77. http://dx.doi.org/10.1108/lodj-05-2016-0125.

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Purpose In this study, self-leadership strategy serves as a self-regulatory mediating mechanism of individual differences in predicting individual creativity because it is related to actions intended to lead their own goal-directed activities. The purpose of this paper is to explore the boundary conditions of the effect of regulatory focus on employee self-leadership behaviors. Design/methodology/approach Considering the contextual influence, cross-level moderating effect of empowering leadership on the relationship between the promotion (prevention) focus and self-leadership has been examined. The research data were collected from 441 employees of 65 work teams from three software companies located in Northern Taiwan. A time-lagged design by implementing three time surveys was applied to minimize potential problems of cross-sectional design. At Time 1, employees completed the measures of promotion focus, prevention focus, empowering leadership, and individual-level control variables. At Time 2, employees reported the extent of their self-leadership at work. In the final survey, team leaders assessed the individual employee creativity. Findings This study concludes several findings. When self-leading behavior-focused strategies are considered as mediators, the indirect relationships that promotion focus and prevention focus had with individual creativity were confirmed. As an influential team-level indicator, empowering leadership could moderate the relatedness between employees promotion-focused strategies and behavior-focused strategies that positively influenced on individual creativity. Originality/value In this study, responding to the call by De Stobbeleir et al. (2011) to examine how employees actively manage their creative performance, the author zoomed in on self-leadership strategies and how these strategies relate to actual creative performance.

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Sohn, Yong Seok, Kun Woo Yoo, and Sehoon Park. "The Adoption of New Products and Consumer Self-Regulatory Strategies: Mental Contrasting vs. Indulging." korean management review 47, no. 2 (April 30, 2018): 349–77. http://dx.doi.org/10.17287/kmr.2018.47.2.349.

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Cho, Young Ah. "Korean EFL College Students’ Use of Self-regulatory Strategies for Anxiety in English Learning." Studies in Linguistics 51 (April 30, 2019): 293–313. http://dx.doi.org/10.17002/sil..51.201904.293.

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Gredler, M. E., and L. S. Garavalia. "Students' Perceptions of Their Self-Regulatory and other-Directed Study Strategies: A Factor Analysis." Psychological Reports 86, no. 1 (February 2000): 102–8. http://dx.doi.org/10.2466/pr0.2000.86.1.102.

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Edited items on the 24-item Self-efficacy for Self-regulated Learning Scale were combined with 7 items on external regulation developed in 1992 by Vermunt. The inventory was administered to 244 entering freshmen enrolled in a university orientation course. 19 students with incomplete responses were excluded from analysis. Exploratory factor analysis with promax rotation indicated the five factors of general organization and planning, external regulation, typical study strategies, environmental restructuring, and recall. Coefficients alpha were .87, .68, .74, .74, and .73, respectively.

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Guo, Yan, Jinfen Xu, and Xudong Liu. "English language learners’ use of self-regulatory strategies for foreign language anxiety in China." System 76 (August 2018): 49–61. http://dx.doi.org/10.1016/j.system.2018.05.001.

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DERMITZAKI, IRINI. "PRELIMINARY INVESTIGATION OF RELATIONS BETWEEN YOUNG STUDENTS' SELF-REGULATORY STRATEGIES AND THEIR METACOGNITIVE EXPERIENCES." Psychological Reports 97, no. 7 (2005): 759. http://dx.doi.org/10.2466/pr0.97.7.759-768.

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Cederberg, Katie L., Julia M. Balto, and Robert W. Motl. "Self-Regulatory Strategies as Correlates of Physical Activity Behavior in Persons With Multiple Sclerosis." Archives of Physical Medicine and Rehabilitation 99, no. 5 (May 2018): 920–26. http://dx.doi.org/10.1016/j.apmr.2017.12.037.

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de Bruin, Leon R. "Evolving Regulatory Processes Used by Students and Experts in the Acquiring of Improvisational Skills: A Qualitative Study." Journal of Research in Music Education 65, no. 4 (November 17, 2017): 483–507. http://dx.doi.org/10.1177/0022429417744348.

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The way an improviser practices is a vital and significant aspect to a musician’s means and capacities of expression. Expert music performers utilize extensive self-regulatory processes involving planning, strategic development, and systemized approaches to learning and reflective practice. Scholars posit that these processes are constructivist and socioculturally explained and manifest in individual, jointly negotiated, and shared learning. This qualitative study explores the regulatory processes of four prominent Australian improvising musician-educators and four tertiary improvisation students. Expert and developing musicians’ processes in learning and teaching improvised music-making were investigated through observations of self-regulation, co-regulation, and shared regulation strategies. I identified and analyzed regulatory learning strategies located from practice, training, and experience using interpretative phenomenological analysis. Findings suggest insights of evolving self-regulative behavior that are dynamic, task-specific, personalised, and contextually contingent across individual and collaborative tasks and activity. An integrative regulatory model of learning offers guidance and reflection of metacognitive flow within a social constructed view of learning. Implications for researchers and educators are drawn for meaningful educational practice by knowing and understanding expert improvisers’ complex concepts of self-regulation, critical thinking, problem solving, and the evolution and evaluation of creative processes in improvisers.

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Pilgrim, Jarred, Peter Kremer, and Sam Robertson. "The Self-Regulatory and Task-Specific Strategies of Elite-Level Amateur Golfers in Tournament Preparation." Sport Psychologist 32, no. 3 (September 1, 2018): 169–77. http://dx.doi.org/10.1123/tsp.2017-0056.

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Little is known regarding the factors that are important for tournament preparation in golf. Eighteen elite amateur golfers and 12 expert coaches/practitioners were interviewed to identify the self-regulatory and task-specific strategies important for tournament preparation. Thematic analysis revealed four themes: understanding tournament preparation, planning, tournament preparation strategies, and self-reflection. Players used specific strategies to optimize their physiological and psychological state, develop course strategy, and structure and implement preparatory routines. The findings of this study have implications for coaches and players in developing a system for preparation, and could provide a framework to improve coaching curricula and guide further research.

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Lawanto, Oenardi, Andreas Febrian, Deborah Butler, and Mani Mina. "Self-Regulation Strategies in an Engineering Design Project." International Education Studies 12, no. 5 (April 29, 2019): 133. http://dx.doi.org/10.5539/ies.v12n5p133.

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Models of self-regulation describe how individuals engage deliberately and reflectively in goal-directed action in order to achieve valued goals. Studies have found that the consistent use of self-regulation in an academic setting is highly correlated with student achievement. Self-regulation plays a critical role in problem-solving, particularly when unraveling ill-structured problems as is required in engineering design. The primary research question: How did engineering students perceive their self-regulation activities while engaged in a design project? A total of 307 students from three higher education institutions working on their capstone engineering design projects participated in the study. The study evaluated students’ self-regulation in relation to both design and project management skills. We used a self-regulation in engineering design questionnaire (EDMQ) to assess students’ approaches to self-regulation. Quantitative data were analyzed in two parts using descriptive and inferential statistics. Findings suggested that: (1) Students focused more consistently on task interpretation than other self-regulatory strategies, particularly during design; (2) Students lacked awareness of the essential need to develop a method to assess the design deliverables; (3) Self-regulation gaps were found during early design phases, but as the design process progressed, a more balanced approach to self-regulation was apparent. Given the importance of task interpretation to successful performance, students attended to identifying tasks during both the design process and project management. However, they did not report engaging in planning, implementing, and monitoring and fix-up strategies as consistently, even when those processes were relevant and called for. Implications are drawn for research, theory, and practice.

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Luo, Shaoqian, and Xiaohui Sun. "A Case Study on Intermediate CSL Learners’ Word Recognition Processes and Strategies in Contextual Reading Settings." Chinese Journal of Applied Linguistics 41, no. 3 (September 25, 2018): 288–305. http://dx.doi.org/10.1515/cjal-2018-0023.

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Abstract This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.

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Aberkane, Salah. "Self-management in older adults with chronic illness: Do illness representations play a regulatory role?" Global Journal of Guidance and Counseling in Schools: Current Perspectives 8, no. 2 (August 3, 2018): 50–57. http://dx.doi.org/10.18844/gjgc.v8i2.3577.

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Background. A greater number of older adults now live with chronic illness. This poses a significant public health problem, because older adults are at high risk for chronic illness -related mortality and morbidity. Methods. In the project on older adult self care in chronic illness, we administered nine subscales (Illness Consequences, Illness Coherence, Illness Timeline—Cyclical, Personal Control, Treatment Control, Illness Representations, Illness Identity, and Causal Attributions) of the Illness Perception Questionnaire— Revised (IPQ-R). Multivariable linear regression analyses explored the associations between illness perception, wellness-focused coping, and illness-focused coping as measured by CPCI42. Results. Among the 76 respondents (39.47% women; mean age, 64.53±6.93 years), in multivariable regression models, either illness perception variables or coping strategies variables were associated with chronic illness. Higher scores on causal attributions were associated with coping strategies chosen scores. Higher scores on the causal attributions (β = 0.63), Illness Coherence (β = -0.50), illness representations(β = 0.66) and Personal Control scales(β = -0.53) were associated with several scores of coping strategies chosen by chronically ill older persons. Conclusion. Older adults with chronic illness report a high understanding of their disease, feel that chronic illness has significant illness representations consequences, and endorse both illness coherence and personal control over their coping strategies. Illness perceptions did not vary with increased age or worsening disease severity, suggesting that illness perceptions may develop during aging. The self-regulatory model may provide a useful guide for the development of effective interventions tailored to older adults. Keywords: Chronic Illness; Coping Strategies; Illness Perceptions; Older Adults; Self-Regulatory Model

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Vorraber Lawson, Gabriela Andrade, Gerson Américo Janczura, and Heiko Lex. "Effects of self-regulatory processes on cognitive representation of team-specific tactics in junior male soccer players." Movement & Sport Sciences - Science & Motricité, no. 108 (September 20, 2019): 13–21. http://dx.doi.org/10.1051/sm/2019028.

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The present study aims to demonstrate the relationship between cognitive and behavioral variables that configure expert performance by testing if training in self-regulatory processes would affect the organization of tactics mental representation in soccer. A 2 × 2 mixed design was applied, manipulating the level of training in self-regulatory processes between groups and the moment of evaluation within groups. Participants were 13 under-15 year-old male soccer players from Montevideo, Uruguay, with an average of 9.38 years of competitive experience. The experimental group went through 10 individual weekly sessions of training in self-regulatory processes comprising 11 out of 18 self-regulatory processes presented in Zimerman’s Multiphasic Cycle of Self Regulatory Processes. Greater improvement on the cognitive representation of tactics was observed in the experimental group, which revealed more functionally organized clustering of offensive and defensive team-specific tactical concepts in long-term memory after the training. Results showed significant differences in the organization of tactical knowledge in long-term memory due to the participation in a training program on self-regulatory processes focusing on tactical actions in soccer. This study extended the effects of self-regulatory processes, previously evidenced in specific situations in other sports, to the organization of tactics mental representation in soccer. The effects are related to the facilitation of learning processes caused by the use of self-regulatory processes. The systematic application of learning strategies adapted to tactical situations seemed to enable participants to organize tactical knowledge in long-term memory.

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Gerulaitiene, Egle, and Natalija Mažeikienė. "Promoting Students' Self-Regulatory Learning Skills in Online Intercultural Learning." SOCIETY, INTEGRATION, EDUCATION. Proceedings of the International Scientific Conference 1 (May 16, 2015): 145. http://dx.doi.org/10.17770/sie2015vol1.320.

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The rapid growth of online distance education has implied the need to rethink delivery structures and pedagogical practices that were once appropriate (Beldarrain, 2006). Learning and teaching in a distance learning environment is a learning method that promotes interactivity, independence, and cooperation, creates favourable conditions for the students to work independently, improves accessibility of the studies, allows successfully handling work and studies and the same time, and ensures flexibility of the studies. Self-regulation is essential to the learning process. It can help students create better learning habits and strengthen their study skills, apply learning strategies to enhance academic outcomes, monitor their performance, and evaluate their academic progress (Zumbrunn et al., 2011). For students to be successful in an online course, it is necessary to work on pedagogical instruments and scenarios. The aim of the research presented in this article is to discuss the influence of online learning and pedagogical instruments and scenarios for promoting students’ self-regulatory learning skills.

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Hinnant-Crawford, Brandi Nicole, Morgan Z. Faison, and Mei-Lin Chang. "Culture as mediator." Journal for Multicultural Education 10, no. 3 (August 8, 2016): 274–93. http://dx.doi.org/10.1108/jme-05-2016-0032.

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Purpose Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing “a common problem-solving plane” through which self-regulatory strategies are learned (Hadwin and Oshaige, 2011, p.247). This paper aims to investigate the impact of co-regulation on self-regulation and math achievement for culturally diverse students. Design/methodology/approach This empirical study used structural equation modeling framework to estimate the effects of co-regulation on self-regulation and math achievement, as measured by the statewide-standardized test. Surveys measuring students’ use of co-regulatory and self-regulatory strategies and standardized math test scores were collected from 625 seventh- and eighth-grade students in a suburban district outside a southeastern urban center in the 2011-2012 academic year. Findings Results indicated that co-regulation is positively and significantly related to self-regulation strategy use among students in the sample. Self-regulation and co-regulation were positively related to math achievement. Data suggest the modeled relationship of co-regulation, self-regulation and achievement may vary by ethnic group. Originality/value A large body of literature documents the impact of self-regulation on student achievement, although there is less focus on students of color. This work expands that body of literature by examining co-regulation as a predictor of self-regulation and its mediated effects on student achievement for students of color.

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Da Motta Veiga, Serge P. "Job Search Strategies as a Tool for Success: A Self-Regulatory Model of Career Success." Academy of Management Proceedings 2012, no. 1 (July 2012): 13289. http://dx.doi.org/10.5465/ambpp.2012.13289abstract.

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Kormos, Judit, and Kata Csizér. "The Interaction of Motivation, Self-Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups." TESOL Quarterly 48, no. 2 (August 1, 2013): 275–99. http://dx.doi.org/10.1002/tesq.129.

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Carroll, A., and N. Purdie. "Extra-Curricular Involvement and Self-Regulation in Children." Australian Educational and Developmental Psychologist 24, no. 1 (2007): 19–35. http://dx.doi.org/10.1017/s0816512200029072.

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AbstractThe present research investigated the relationship between extra-curricular involvement (ECI) and self-regulated behaviours in 8 to 9 year old children, and identified sex, location, and socio-economic status (SES) differences in their ECI and self-regulatory behaviours. 550 children from 44 schools in Queensland and New South Wales, Australia completed the Child Self-Regulatory Process Inventory and questions about their ECI. Nearly 90% of students were involved in at least one extra-curricular activity with the mean number of activities being 1.27. Girls and urban children were significantly more involved in school-based extra-curricular activities than their male and rural counterparts; there were no significant differences among SES groups. Urban children and children in the high SES group reported significantly greater involvement for non-school based activities. For the three self-regulation strategies, girls scored significantly higher than boys. Moreover, children in the high ECI group reported significantly greater use of self-regulation strategies than children in the low ECI group and were more efficacious-persistent than children in both the low and medium ECI groups. implications of findings are discussed in light of the need for quality extra-curricular programs, especially in terms of emotional climate and self-directed activities.

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Baltazar, Margarida, and Suvi Saarikallio. "Strategies and mechanisms in musical affect self-regulation: A new model." Musicae Scientiae 23, no. 2 (June 28, 2017): 177–95. http://dx.doi.org/10.1177/1029864917715061.

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This study aimed at investigating the associations between regulation strategies and musical mechanisms involved in musical affect self-regulation. A sample of 571 participants was collected and the data regarding the reported strategies and mechanisms were analysed using correspondence analysis (CA). Three bipolar dimensions – cognition, feelings, and body – were retained for interpretation, thus revealing six contrasting strategic uses of music: cognitive work, entertainment, affective work, distraction, revival, and focus on situation. Clear associations between strategies and mechanisms emerged from the CA, connecting cognitive, feelings-focused, and situational processing with individual-dependent mechanisms and repairing, pleasure, and body-focused strategies with feature-dependent mechanisms. The novel observations about these associations renew the conceptual understanding of musical affect self-regulation and lay foundations for a new model that integrates regulatory strategies and mechanisms as intrinsic and interrelated components of this behaviour.

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Russell, Alissa, and Samantha F. Anderson. "The Relationship Between Self-Regulatory Strategies, Daily Stress, and Negative Affect in College Females: An Analysis of Typical Levels and Intraindividual Variability." Emerging Adulthood 7, no. 5 (May 23, 2018): 319–30. http://dx.doi.org/10.1177/2167696818775149.

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Emerging adults exist in a highly transitional time during which they juggle many short-term and long-term goals, all while adjusting to greater independence. This independence may require enhanced personal motivation and self-regulation for successful goal attainment. In the present study, 88 college women reported their use of three self-regulatory strategies (goal commitment, lowering aspirations, and positive reappraisal), then reported current negative affect (NA) and stress thrice daily for 1 week. Results of multilevel modeling demonstrate that goal commitment is associated with significantly reduced intraindividual variability in NA across time points, and lowering aspirations is associated with significantly increased variability. A nonsignificant trend demonstrated that individuals who reported greater use of reappraisal strategies also demonstrated marginally significantly less NA on high-stress occasions. Results inform understanding of self-regulatory development and point toward effective areas of intervention for emerging adults struggling during the transition to college.

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Journal articles on the topic 'Self-regulatory strategies'

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