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Journal articles on the topic 'Self-regulatory strategies'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Robinson, Stephanie A., Elizabeth H. Rickenbach, and Margie E. Lachman. "Self-regulatory strategies in daily life." International Journal of Behavioral Development 40, no. 2 (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 us

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Dr., V. Sreekumar* &. Dr. Suprabha K**. "SELF-REGULATORY LEARNING STRATEGIES FOR SCIENCE LEARNING." International Journal of Interdisciplinary Research in Arts and Humanities (IJIRAH) 7, no. 1 (2022): 57–60. https://doi.org/10.5281/zenodo.7951304.

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Self- regulation of learning is a fundamental element for learning. Self-regulated learners engage in actions, thoughts and behaviours in order to pursue determined tasks. According to Bandura, self-regulation encompassed an essential component of humanness with self-control of individuals over their situations, environment and contexts. Individuals are not subjected to stimulus control; rather they exercise cognitive, emotional, and behavioural power over their surroundings. The key issue defining learning as self-regulated is not whether it is socially isolated, but rather whether the learne

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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 (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 varie

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Medico, Lorelyn, and Jennelyn Lacar-Raymundo. "Self-regulatory Writing Strategies of ESL Pre-service Teachers." International Journal of Linguistics, Literature and Translation 8, no. 5 (2025): 743–73. https://doi.org/10.32996/ijllt.2025.8.5.27.

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In the context of post-pandemic education, teachers are implementing novel pedagogical methodologies to enhance the support provided to learners in cultivating vital English communication competencies, particularly in the domain of writing. The acquisition of a second language (L2) writing remains a multifaceted skill, and recent declines in writing proficiency of college students, primarily ascribed to the constraints and inconsistencies inherent in online learning environments, have exacerbated these formidable challenges. Hence, the investigation of self-regulatory writing strategies is imp

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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 (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 (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 eatin

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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 (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 ingro

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GÜRSEL, Gamze, Filiz Tuba DIKKARTIN ÖVEZ, and Gülcan ÖZTÜRK. "High school students’ level of mathematics anxiety and use of self-regulatory learning strategies." Acta Didactica Napocensia 16, no. 1 (2023): 170–81. http://dx.doi.org/10.24193/adn.16.1.12.

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"We aimed to examine high school students’ level of mathematics anxiety and use of self-regulatory learning strategies as a function of different variables and to examine the correlation between these variables. The sample consisted of 330 students at 11th and 12th grades from three different high schools in the west of Turkey. We used the Revised Mathematics Anxiety Rating Scale, Self‐Regulatory Strategies Scale, and a personal information form. We found that female students’ level of mathematics anxiety and use of self‐regulatory learning strategies were higher than male students. Moreover,

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Nursyarah, Vera, Nur Arifah Drajati, and Ngadiso Ngadiso. "EFL Student-Teachers' Voice in Using Self-Regulated Behavior Strategies in Extensive Listening Activities." EDULANGUE 2, no. 2 (2019): 98–116. http://dx.doi.org/10.20414/edulangue.v2i2.1246.

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Self-regulated learning skills are essential for students since self-regulated learners are more responsible for their own learning. Drawing on Zimmerman’s (2000) framework regarding self-regulation, this narrative study looked closely into self-regulatory behaviors of English student-teachers and the ways they regulated their Extensive Listening activities. The data were gathered from students’ learning journals and semi-structured interview. Two EFL student-teachers from an English department of an Indonesian University who were successfully managing their consistency in their Extensive List

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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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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 (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 ef

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Molińska, Weronika, and Grażyna Katra. "Differences in Self-Regulation of Stress Among Students Starting and Finishing Studies. The Comparison of Students of Polish and Spanish Universities." Kultura i Edukacja 136, no. 2 (2022): 96–113. http://dx.doi.org/10.15804/kie.2022.02.06.

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The research focused on identifying differences in the sense of self-efficacy and self-regulation of stress among 470 students from Polish and Spanish universities and on determining the differences between students starting and finishing their studies. The following tests were used in the study: General Self-Efficacy Scale, COPE Inventory and Self-Regulatory Formative Questionnaire. Statistical analysis confirmed the correctness of the 6 hypotheses. The obtained results showed that the level of self-efficacy and self-regulation and the choice of coping strategies are related to gender, nation

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Xi, Liu, and Bang-Wool Han. "Understanding Consumer Perceptions of Brand Globalness and Localness: The Roles of Self-Regulatory Focus." Korea International Trade Research Institute 19, no. 1 (2023): 87–102. http://dx.doi.org/10.16980/jitc.19.1.202302.87.

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Purpose – The purpose of this paper is to investigate how self-regulatory focus influences the relationship between consumer perception of a brand nature and purchase intentions. This study uses perceived brand globalness (PBG) and perceived brand localness (PBL) to measure consumer perceptions of brand natures and examines the moderating effects of promotion-oriented vs. prevention- oriented regulatory focus on consumers’ intent to purchase global or local brands. Design/Methodology/Approach – This study conducted an online survey with Chinese consumers and data were collected using social me

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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 (2020): 693–714. http://dx.doi.org/10.1111/modl.12670.

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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 (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 wom

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Michael, Batsa, Yarhands Dissou Arthur, and Bright Asare. "Influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance." International Journal of Didactic Mathematics in Distance Education 2, no. 1 (2025): 105–16. https://doi.org/10.33830/ijdmde.v2i1.10313.

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The current study examined the influence of peer learning, self-regulatory learning, and mathematics interest on mathematics performance. The study adopted descriptive survey using questionnaire for the data collection. 320 students were sampled from a total population of 1600 students using stratified sampling and simple random sampling techniques. The data collected was analysed using Structural equation modeling to examined the hypothesized paths. Based on the data analysis, peer learning, self-regulatory learning, and mathematics interest had a direct positive and statistically significant

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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 (2021): 012132. http://dx.doi.org/10.1088/1742-6596/1869/1/012132.

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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 (2011): 1251–80. http://dx.doi.org/10.1111/j.1467-6494.2010.00701.x.

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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 (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 bel

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Kariithi, Victoria. "Navigating the Web3 Revolution: Regulatory Strategies for Kenya." Journal of Intellectual Property and Information Technology Law (JIPIT) 4, no. 1 (2024): 101–65. https://doi.org/10.52907/jipit.v4i1.504.

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The integration of technology into daily human lives has become indispensable, shaping society and emphasizing the role of humans in the development of society. This indispensable integration is illustrated by the global rise of Web3, a decentralized application ecosystem that utilizes advanced technologies, such as crypto assets, non-fungible tokens (NFTs), decentralized finance (DeFi), decentralized autonomous organizations (DAOs), and the Metaverse. These technologies offer significant benefits alongside unique risks and challenges, necessitating innovative regulatory strategies to address

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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 (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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Dermitzaki, Irini. "Preliminary Investigation of Relations between Young Students' Self-Regulatory Strategies and Their Metacognitive Experiences." Psychological Reports 97, no. 3 (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 produce

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Poormand, Masooma, Houman Bijani, and Orabah Salim Bani. "Exploring Self-Regulatory Strategies for Depth of Vocabulary Knowledge among Iranian EFL Upper Intermediate and Advanced Levels Learners." Journal of University of Shanghai for Science and Technology 25, no. 2 (2023): 189–97. https://doi.org/10.5281/zenodo.7850995.

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The present study investigated the relationship between self-regulated strategies and depth of vocabulary knowledge. To response the objective of the study, a convenient sampling used and 80 students of the English language from Bahar-e-Karaj institution in Iran were chosen in the study. For this purpose, the researchers made use of two main instruments: the self-regulation capacity in vocabulary learning scale developed by Tseng et al. (2006) and word associates test developed by Read (1998). The analysis of the data revealed that there was no relationship between the depth of vocabulary know

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Seyhan, Hatice Güngör. "The Efficacy of Problem-Based Learning in an Instrumental Analyse Laboratory." Higher Education Studies 6, no. 4 (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

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Jiang, Ying Hong, Jia Wang, Patricia Bonner, and Jenny Yau. "A Cross-Cultural Study of Relationships between Epistemological Beliefs and Self-Regulated Learning Strategies." Electronic Journal of Research in Education Psychology 19, no. 54 (2021): 369–92. http://dx.doi.org/10.25115/ejrep.v19i54.3896.

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Introduction. Prior research consistently provides evidence supporting potential relationships between epistemological beliefs and learning. The current study examines the relationship between epistemological beliefs, academic motivation, and self-regulated learning strategies among different ethnic groups of American adolescents. Method. This quantitative study utilized a correlational design to examine the relationship between epistemological beliefs and self-regulated learning strategies in adolescents attending middle school. A total of 364 middle school students (6th to 8th grade) from So

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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 (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

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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 (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 crea

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Krasnoryadtseva, Оlga M., and Azamat B. Naiman. "Self-regulatory Resources in Clients of an Online Psychological Support Service." SibScript 25, no. 2 (2023): 209–17. http://dx.doi.org/10.21603/sibscript-2023-25-2-209-217.

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The article discusses self-regulatory resources that can be used when working with clients of a psychological support service. The present study sought to examine the characteristics of self-regulatory resources in clients of an online psychological support service (Tomsk State University). The sample was collected using online measures from the clients who at that moment were solving their problems or had already solved them. To analyze self-regulatory resources we diagnosed the style of self-regulation, coping behavior, tolerance for uncertainty, basic assumptions of an individual and studie

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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 strategie

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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 (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 a

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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 (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 f

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Goel, Nikita. "Merging Self-Regulatory Strategies with GTA Pedagogical Practices: Enhancing Student Autonomy and Engagement." Journal of PGR Pedagogic Practice 4 (November 14, 2024): 96–123. http://dx.doi.org/10.31273/jppp.vol4.2024.1790.

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Graduate Teaching Assistants (GTAs) play a dual role in higher education, balancing their research responsibilities with teaching duties. This dual identity provides a unique vantage point for GTAs to implement innovative teaching practices that encourage students to utilize self-regulated learning (SRL) strategies. This paper explores how GTAs can adopt teaching practices centered on promoting SRL among students. Drawing on data from focus groups and surveys conducted with five GTAs, the study identifies key techniques—such as reflective journals, peer assessments, and technology-enhanced lea

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Kim, Minju. "The Effects of Father’s Parenting Attitude and Discipline on the Child’s Self-Regulation Ability." Korean Society for Educational Practice in Early Childhood Education 2, no. 2 (2024): 169–88. https://doi.org/10.62423/jepece.2024.2.2.169.

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The purpose of this study is to investigate the relationship and relative influence between the father’s parenting attitude, discipline method, and the child’s self-regulatory ability. this study surveyed 211 children and their fathers living in Seoul, Gyeonggi-do, and Busan. The collected data were analyzed by moment correlation analysis and stepwise multiple regression analysis using the SPSS 21.0 program. The results of the study are as follows: First, a correlation was found between the father’s controlling parenting attitude and the child’s self-regulatory ability. However, no significant

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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 (2014): 198–208. http://dx.doi.org/10.1080/03004430.2014.915818.

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Starkova, A. V., O. M. Vassilyeva, A. B. Pismenyuk, and T. M. Saroyan. "The necessity of ESL self-regulated strategies in remote education." Bulletin of the Karaganda University. Pedagogy series 106, no. 2 (2022): 128–33. http://dx.doi.org/10.31489/2022ped2/128-133.

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The article deals with the problem of ESL self-regulated strategies in the context of remote education. The authors provide full overviews of various interpretations of the ESL self-regulated strategies concept, their advantages, and their impact on the learning process. The question of self-regulated strategies in the process of foreign language learning has been studied by foreign and Russian scientists. In the period of remote learning, self-regulated student learning has become more important than ever. Additionally, the relevance of the study is due to two more factors. Firstly, the amoun

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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 (2017): 242–47. http://dx.doi.org/10.5742/mewfm.2017.93168.

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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 (2013): 23–30. http://dx.doi.org/10.1111/jasp.12196.

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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 (2001): 561–72. http://dx.doi.org/10.1348/000709901158677.

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Shukor, Khairunnisa A., Ahmad Firdaus Mohd Noor, Nafisah Ilham Hussin, Muhammad Atiullah Othman, Hafizan Mohamad Dain, and Muhammad Nur Aizuddin Norafandi. "Fostering Self-Regulatory Behaviour through Religious Values: Challenges, Strategies, and the Role of Parents." International Journal of Research and Innovation in Social Science IX, no. I (2025): 1497–505. https://doi.org/10.47772/ijriss.2025.9010124.

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Self-regulation is a critical skill in moral and behavioural development, encompassing the ability to control thoughts, emotions, and actions in alignment with values and long-term goals. Within the framework of Islamic education, the process of nurturing self-regulation goes beyond behavioural control, emphasizing the development of the soul and character in accordance with divine principles. This study explores the pivotal role of parents in fostering self-regulation through Islamic educational practices, examining the alignment between traditional Islamic methods and modern self-regulation

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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 (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 stude

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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 (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 Governmen

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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 indi

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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 (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

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nemati koshteli, reza. "The Impact of Cognitive Learning Strategies on The Auditor's Neutrality (A Test of self-regulatory Learning Strategies Theory)." Iranian journal of Value and Behavioral Accounting 6, no. 11 (2021): 123–58. http://dx.doi.org/10.52547/aapc.6.11.123.

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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 (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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