Dissertations / Theses on the topic 'Self-regulatory'
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Springer, Donna. "Gender, Physiological States, Self-Regulatory Skills and Writing Self-Efficacy." Thesis, Piedmont College, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10285245.
Full textGender, physiological states, self-regulation, and writing achievement in relation to student writing self-efficacy were examined using a mixed-method approach. Student writing self-efficacy, physiological states, and self-regulation were investigated through surveys and student interviews. Male and female students were selected from two northeast Georgia suburban high schools. Student achievement was measured from the Georgia Milestones test given to 11th grade Language Arts students. A 3 x 2 ANOVA was conducted to research the significance of gender, physiological states, self-regulation, and achievement with writing. Students were given two surveys on self-regulation and writing self-efficacy.
Findings revealed certain physiological states, such as how a student feels when writing, and self-regulation, how a student copes with these physiological states and how the student adjusts to overcome these obstacles significantly interact with one another. However, writing self-efficacy did not make a significant difference on writing achievement. Writing self-efficacy, physiological states, self-regulation, and writing achievement were gender neutral, meaning gender did not have a significant interaction or make a difference on the results of the surveys or achievement in writing through the Georgia Milestones.
This research was conducted so that findings could be of value to educators when teaching writing and help them understand the intrinsic value of writing, as well as to make educators aware of the physiological states students experience when writing, to help them better understand how students self-regulate when writing, and to demonstrate how this may play a role in writing achievement.
Keith, Nina. "Self-regulatory processes in error management training." [S.l. : s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=97537284X.
Full textArun, Nikita. "Reconceptualizing Flow from a Self-Regulatory Framework." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/73807.
Full textPh. D.
Tolli, Adam P. "Motivational and Self-regulatory Responses to Interruptions." University of Akron / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=akron1240236390.
Full textWeiland, Paul E. "The Influence of Regulatory Mode on the Use of Limited Self-Regulatory Resources and the Experience of Self-Regulation." Connect to Online Resource-OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1197423473.
Full textBednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study." Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
Full textEvans, Sara. "Stroke, psychological outcomes and the self-regulatory model." Thesis, Lancaster University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525286.
Full textPadin, Avelina C. "Implicit attitudes, physical activity and self-regulatory capacity." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1467813684.
Full textTang, Jason Chiu Heng. "Developing self-directed, self-regulatory interventions to promote weight loss and weight maintenance." Thesis, Exeter and Plymouth Peninsula Medical School, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.699433.
Full textVanKrevelen, Steve. "Measuring regulatory focus." Thesis, Kansas State University, 2017. http://hdl.handle.net/2097/36210.
Full textDepartment of Psychological Sciences
Clive J. A. Fullagar
Regulatory focus has emerged as an important construct in the organizational sciences. In the past ten years more than 200 papers have been published applying regulatory focus to a wide variety of contexts ranging from marketing and persuasion to feedback and performance appraisal (Johnson et al., 2015). Despite the ubiquity of RFT’s application, only a few studies have targeted the psychometric properties of measures of regulatory focus; and the findings thus far suggest that improvement is needed. Haws (2010) evaluated five measures of regulatory focus and concluded that they differed substantially with respect to their theoretical content, and that most demonstrated unacceptably low internal consistency. Summerville & Roese (2008) drew similar conclusions in their evaluation of the Regulatory Focus Questionnaire (RFQ) and the General Regulatory Focus Measure (GRFM) and added that the two scales might actually be measuring different underlying constructs. Given the inconsistencies and problems associated with existing measures of regulatory focus, the purpose of the current research is to extend the critical evaluation of existing measures of regulatory focus and then to propose the development of a new measure based on rigorous scale development practices like those set forth in Hinkin, (1995) and Crocker & Algina, (1986). A new scale of Regulatory Focus was developed designed to measure all aspects of RFT and to test whether a two-factor or a four-factor SEM model fit the data best. The final scale consisted of 14 items. CFAs were used to test whether a two-factor or a four-factor model of regulatory focus fit the data best. Results suggested that both models fit the data equally well. However, for parsimony reasons and given that one of the latent factors of the four-factor model contained only two items (making any estimates of internal consistency difficult) the two factor model of regulatory focus was retained as the preferred model.
Du, Minmin. "Audit judgment and self-regulation : the implications of regulatory focus theory and regulatory fit in audit." Thesis, University of Glasgow, 2015. http://theses.gla.ac.uk/6916/.
Full textPotvin, Kent Monique. "Food and Beverage Marketing on Television During Children's Preferred Viewing: The Influence of Regulatory and Self-regulatory Policies." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/19890.
Full textGladfelter, Jessica Anne. "Self-regulation and Regulatory Focus Theory: Regulation in Response to Goal Discrepancy Feedback in a Regulatory Focus Framework." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/99170.
Full textDoctor of Philosophy
Regulatory focus theory has two motivational orientations: promotion focus encompassing those who seek success and avoid the absence of success and prevention focus encompassing those who avoid failure and seek the absence of failure. Scholer and Higgins (2011) describe a level approach to regulatory focus where individuals typically seek alignment throughout these levels. However, they note an exception to the rule where individuals implement tactics incongruent with their current regulatory focus system. They propose that individuals maintain this incongruency by cognitively redefining the tactics to align with the current regulatory focus system. Drawing from this exception to the rule, and from Lord et al.'s (2010) self-regulation model, two competing self-regulation patterns were examined: 1) When individuals change in their risk behaviors, they maintain their current regulatory focus system 2) when individuals change in their risk behaviors, it causes bottom-up self-regulation and changes individuals' regulatory focus system to match the risk behavior. In order to test these competing regulation patterns, participants completed a writing task meant to place them in either a promotion or prevention regulatory focus state. They then played three rounds of a simple risk-measuring game. In addition, after each round of the game, the participants' goal pursuit strategies were measured to see if the general strategy changed as risk behaviors changed. In order to necessitate a change in in levels of risk, between rounds, participants were given negative and positive feedback (in a random order). Negative feedback was meant to cause individuals to be risky and positive feedback was meant to lead to more conservative behaviors from the participants. Results indicated the regulatory focus prime did not work, however, after examining exploratory analyses, there was some support for the idea that individuals implement self-regulation in order for their regulatory focus system to match their behaviors.
Conklin, Erin Marie. "Procrastination: the misuse of self-regulatory resources may lead to fatigue." Thesis, Georgia Institute of Technology, 2010. http://hdl.handle.net/1853/34783.
Full textWentz, Kerstin. "Fibromyalgia and self-regulatory patterns : development, maintenance or recovery in women." Doctoral thesis, Göteborg : Deptartment of Psychology, Göteborg University, 2005. http://hdl.handle.net/2077/107.
Full textVogel, Erin Alyssa. "The Influence of Norms and Self-Regulatory Depletion on Eating Behavior." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1404129840.
Full textSchimmel, Katrin [Verfasser]. "Self-regulatory mechanisms in the evaluation of arts : the influence of regulatory focus and psychological distance on attitudes / Katrin Schimmel." Bremen : IRC-Library, Information Resource Center der Jacobs University Bremen, 2008. http://d-nb.info/1034891626/34.
Full textEtherton, Kent. "Mind Wandering as a Result of Failed Self-regulation: An Examination of Novel Antecedents." Wright State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wright1629138067893793.
Full textSpencer, Michael. "The relationship between children's self-regulatory development and teachers' class management orientations /." Thesis, Connect to this title online; UW restricted, 1990. http://hdl.handle.net/1773/7684.
Full textForgan, Grant S. "Psychophysiological insomnia and idiopathic insomnia : the role of self-regulatory behaviour systems." Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/2211/.
Full textCrelley, David. "I can resist anything except temptation : self-regulatory fatigue and ethical spending." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/12401.
Full textHeller, Monica L. "Predicting first-year college achievement| Evaluation of a self-regulatory coping model." Thesis, Ball State University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3716069.
Full textThe current trends observed in 4-year college graduation and retention rates (ACT 2011; 2012; 2013; 2014; Tinto, 2006) demonstrate a need for improvement in student academic achievement outcomes. Overwhelmingly, research finds that the first year in college is the time of greatest risk for student academic failure and drop out. Challenges associated with academic-oriented forms of stress and anxiety (Baillie & Fitzgerald, 2000; Bembenutty, 2008; Cassady, 2010; Collier & Morgan, 2008; Jean, 2010; Pike & Kuh, 2005; Soria & Stebleton, 2012; Turner et al., 2012) coupled with limitations in effective coping strategies (Hofer et al., 1998; Kitsantas et al., 2008; McInerney, 2011; Pintrich & Zusho, 2002; Robbins et al., 2004; Zimmerman & Schunk, 2008) lie at the center of the difficulties these first-year students experience, which ultimately play a significant role in persistence and achievement outcomes. This is particularly true for students from at-risk populations (e.g., first-generation students, ethnic minorities; Balemian & Feng, 2013; Borman & Overman, 2004; Choy, 2001; Engle, 2007; Jones et al., 2010; Pascarella et al., 2004; Toldson, 2012).
The wide body of research confirms that no single factor reliably predicts college academic success or failure, although institutions have traditionally relied upon indicators of prior achievement (i.e., H.S. GPA and college entrance exams) for such inferences (Alarcon & Edwards, 2013; DeBerard et al., 2004; Harackiewicz et al., 2002; Kowitlawakul et al., 2013; Randsell, 2001; Zypher et al., 2007). Rather, it is the collective of factors from environmental, behavioral and personal domains that interact and have the potential to positively or negatively influence college student achievement (Bandura, 1986; 1997; 1999; Lazarus & Folkman, 1984; Snow et al., 1996). As such, the Transactional Stress and Coping model (Lazarus & Folkman, 1984) provides a comprehensive model through which the influence and interaction of multiple factors associated with student stress-appraisals, coping responses, and eventual outcomes can be examined within investigations of college academic achievement.
The main purpose of this study was to examine the degree of influence student background characteristics, indicators of prior achievement, anxiety-laden cognitive belief states, and self-regulated learning had on first-year college student achievement. Informed by the Lazarus and Folkman (1984) framework, a proposed academic-oriented stress-appraisal and coping model was tested for viability in predicting student achievement outcomes at the conclusion of their first-year in college. This study investigated research questions specifically associated with: 1) the influence of gender, ethnicity and first-generation status on first-year achievement; 2) the influence of student prior achievement (i.e., H. S. GPA and SAT scores) on first-year achievement; 3) the potential mediating influence of cognitive appraisals on first-year achievement; and 4) the potential moderating role of self-regulated learning in first-year achievement. For this archival study, all student demographic data, measures of prior achievement, first-year college achievement (cumulative GPA) and self-report responses to the LASSI-HS (Weinstein & Palmer, 1990) instrument were accessed from a large sample (N = 29,431) of first-time, first-year students enrolled at a mid-sized, Midwestern 4-year university during years 2004-2012. Using an established model of stress-appraisal and coping (Lazarus & Folkman, 1984) within an academic context, five models were tested using Structural Equation Modeling (SEM) to answer the specific research questions and investigate the utility of the models in predicting first-year college achievement.
The results revealed that although all background factors (i.e., gender, ethnicity, first-generation status) were statistically significant predictors of first-year achievement (GPA), their influence on first-year GPA was minimal. Additionally, prior achievement had a statistically significant, but weak, influence on first-year GPA. Although the direct path relationships for all pre-existing personal factors were statistically significant, the results also indicated anxious cognitive appraisals served a mediating role between these factors and first-year GPA. Thus, a partially mediated model best represented the relationships among these variables. The potential moderating effects of motivational regulation and active coping strategies did not have any meaningful impact in the two self-regulatory coping models tested. Although some statistically significant relationships were observed and provided evidence that background factors, prior achievement, anxious cognitive appraisals and self-regulated learning are associated, their influence was minimal and offered little practical utility in explaining first-year college student achievement.
Overall, the results of the study were unexpected given the strong theoretical and empirical support for the measures utilized in the study and literature supporting meaningful and rather robust relationships among the variables of interest. This atypical finding seemed to be due primarily to the first-year student GPAs, and suggests attending to concerns related to the evaluation of student performance and achievement in the first year of college. (Abstract shortened by UMI.)
Miller, Julie Louisa. "Self-regulatory processes in patients with cardiovascular illnesses that require prophylactic treatment." Thesis, University of Brighton, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.273863.
Full textDrysdale, Shara D. "Posttraumatic stress disorder, thought suppression and the self-regulatory executive function model." Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368151.
Full textWohlin, Teixeira Edvin, and Sandra Nutti. "Self-regulatory learning in e-learning : An investigation of the onboarding phase." Thesis, Umeå universitet, Institutionen för informatik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-150165.
Full textMcKee, John Michael. "WORK-NONWORK GOAL CONFLICT: A SELF-REGULATORY EXPANSION OF WORK LIFE CONFLICT." Wright State University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=wright1196020661.
Full textReif, Angela. "Self Regulatory Depletion Effects On Speed Within A Complex Speech Processing Task." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1400183863.
Full textKang, Yanrong. "Self-regulatory training for helping students with special needs to learn mathematics." Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/688.
Full textMiller, Andrew. "Examining the Effects of Horizontal Conflict in Regulatory Fit Theory in the Context of Performance Feedback." Thesis, Virginia Tech, 2013. http://hdl.handle.net/10919/78090.
Full textMaster of Science
Buzbas, Berna Devezer. "Two essays on the outcomes of self-regulatory failures : the roles of cognitive dissonance and self-schema activation." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Dissertations/Spring2009/B_Devezer_Buzbas_042009.pdf.
Full textCartwright, Tina Jane. "Representations of illness : patient satisfaction, adherence and coping." Thesis, Oxford Brookes University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325470.
Full textAkers, Jeremy Dewayne. "Increased Water Consumption: A Self-Regulatory Strategy for Long-Term Weight Loss Maintenance?" Diss., Virginia Tech, 2010. http://hdl.handle.net/10919/26668.
Full textPh. D.
Lea, Erin J. "Selection, Optimization, and Compensation in the Self-Regulatory Driving Behaviors of Older Adults." Cleveland, Ohio : Case Western Reserve University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=case1259949239.
Full textTitle from PDF (viewed on 2010-01-28) Department of Psychology Includes abstract Includes bibliographical references and appendices Available online via the OhioLINK ETD Center
Movius, Hallam L. "Cardiac vagal tone as a predictor of defensiveness, openness, and self-regulatory style." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284100.
Full textRymal, Amanda M. "The Effects of Different Self-modeling Interventions on the Performance and Self-regulatory Processes and Beliefs of Competitive Gymnasts." Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20365.
Full textHolmes, Jaron Todd. "Effect of Message Framing on Reactions to Feedback Messages, Moderated by Regulatory Focus." Thesis, Virginia Tech, 2008. http://hdl.handle.net/10919/31376.
Full textMaster of Science
Marcotte, Mary Meghan Elaine. "A Physical Activity Possible Selves Online Intervention: A Focus on Self-regulatory Possible Selves." Thèse, Université d'Ottawa / University of Ottawa, 2013. http://hdl.handle.net/10393/24077.
Full textNash, Claire-Louise. "The mediational effect of self-regulatory capacity on the relationship between temperament, childhood invalidation and interpersonal functioning : testing a new neuro-regulatory model." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3721.
Full textLi, Alex Sai Hoi. "To stop or not to stop? - Investigating the differential effects of two self-control stategies on self-regulatory resource depletion." University of Sydney, 2010. http://hdl.handle.net/2123/6410.
Full textSelf-regulation is a vital function to humanity, and is an important factor in the dominant paradigm of consumer research, whereby consumer decisions are characterised by the battle between long- and short-term interests. The current research examined the relative effectiveness of two self-regulatory strategies: stopping an already-commenced consumption episode, or to not commence one at all. Traditional economic theories, including the principle of diminishing marginal utility, would predict that not starting is harder to accomplish; whereas a proposal by Thaler (1983) suggests that not starting is in fact the optimal strategy. Two studies were conducted whereby participants were asked to either perform a less-favoured task and resist from starting a more-favoured one (Not Start), or to cease performing a more-favoured task to complete the less-favoured task (Stop). Study 1 found that Stop was more difficult than Not Start, which tentatively supported Thaler’s argument; however there was an explanation which could not be ruled out, namely the psychological distance of the anticipated second task. Study 2 addressed this issue by manipulating that factor by incorporating it into the experimental design. It was found that Not Start became as depleting as Stop when psychological distance of the second task was reduced. This research contributed to the literature by establishing a boundary condition upon the strength model of self-regulatory resource depletion, and adds to the discussion on the descriptive validity of the principle of diminishing marginal utility.
Maurer, Matthew Jonnathan. "Case studies of community college non-science majors: effects of self-regulatory interventions on biology self-efficacy and biological literacy." The Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc_num=osu1066687790.
Full textMaurer, Matthew J. "Case studies of community college non-Science majors effects of self-regulatory interventions on biology self-efficacy and biological literacy /." Connect to this title online, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1066687790.
Full textTitle from first page of PDF file. Document formatted into pages; contains xi, 191 p.; also includes graphics. Includes bibliographical references (p. 136-140).
Fineman, Stephanie. "Linking cognitive control & stress regulation a brain-based perspective on self-regulatory processes /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1426.
Full textBerkovsky, Kathryn Lee. "The influence of cognitive ability, goal orientation and self-regulatory factors on task performance." Diss., Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/29978.
Full textLloyd, Charlotte-Anne. "Empirical investigations of self-regulatory models of behaviour and their implications for clinical depression." Thesis, University of Cambridge, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307043.
Full textMcKee, Heather C. "The self-regulatory factors related to weight loss and weight maintenance success and failure." Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4424/.
Full textLIU, KAIYA. "Regulatory Focus and Reliance on Response Efficacy and Self-Efficacy in Health Attitude Change." The Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=osu1218564564.
Full textAraújo, Marcos Vinícius. "Self-regulatory behaviours and flow dispositions in musical practice: a survey with advanced performers." Doctoral thesis, Universidade de Aveiro, 2016. http://hdl.handle.net/10773/15836.
Full textFlow experience, a holistic sensation of total involvement in an activity, seems to have positive influences on musical performance activities. Although its main requirements (balance between challenges and skills, clear goals and unequivocal feedback) are inherent elements of musical practice, there is a lack of research about flow occurrences in the context of musical practice and on how specific practice behaviours affect the experience of flow and its particular dimensions. The aims of this thesis were to investigate advanced performersʼ dispositions to flow in musical practice, and to investigate whether the frequency of these experiences of holistic engagement with practice are associated with self-regulatory practice behaviours. 168 advanced classicallytrained performers (male = 50.0%; female = 50.0%), ranging in age from 18 to 74 years (m = 34.41, SD = 12.39), answered a survey that included two measures: the Dispositional Short Flow Scale, assessing performersʼ flow dispositions, and the Self-Regulated Practice Behaviours Questionnaire, developed specifically for the present research. The overall results of the survey suggested that advanced musicians have high dispositions to flow in musical practice, but not associated with the participantsʼ demographic characteristics. Three of the individual flow indicators were less experienced, suggesting that the most intense flow experiences are rare in musical practice. However, the results point to the existence of another relevant experience, named optimal practice experience. Practice engagement levels were positively associated with knowledge of oneʼs own personal resources and a capacity for practice organization, but not with inclusion/use of external resources. A capacity for setting optimal practice goals was related to self-regulation and to immersion aspects of flow. Current findings offer new clues about the assessment of flow dispositions in performers, helping to clarify how daily practice can heighten positive affective responses in musicians who are vulnerable to the requirements and difficulties of deliberate practice, as well as to other negative practice outcomes. The current research questions issues pertaining to the optimization and sustaining of flow in daily practice, suggesting future directions in the study of the affective subjective functioning of engagement with deliberate practice.
A experiência de fluxo, uma sensação holística de total envolvimento com uma atividade, parece exercer influências positivas sobre as atividades de performance musical. Apesar de seus principais requisitos (equilíbrio entre desafios e competências, metas claras e feedback inequívoco) serem elementos inerentes à atividade de prática musical, ainda pouco se sabe sobre ocorrências de experiências de fluxo no contexto da prática musical, e em que medida determinados comportamentos de prática afetam a experiência de fluxo e das suas dimensões particulares. Os objetivos desta tese foram investigar as disposições à experiência de fluxo na prática musical em performers avançados, e investigar se a frequência dessas experiências de engajamento holístico estão associadas a comportamentos autorreguladores da prática musical. 168 performers de formação clássica e nível avançado (masculino = 50,0%; feminino = 50,0%), com idades compreendidas entre 18 e 74 anos (m = 34,41; DP = 12,39) responderam a um inquérito que incluiu dois questionários: a Escala Curta de Disposição ao Fluxo, uma medida válida de avaliação da experiência de fluxo em músicos, e o Questionário de Comportamentos Autorreguladores da Prática Musical, desenvolvido exclusivamente para a presente pesquisa. Os resultados globais do inquérito sugeriram altas disposições para a experiência de fluxo na prática musical, mas essas não estiveram associadas às características demográficas dos participantes. Três dos indicadores individuais da experiência de fluxo foram muito menos experienciados, sugerindo que experiências mais intensas de fluxo na prática musical sejam raras. Entretanto, os resultados apontam para a existência de uma outra experiência relevante, chamada de experiência óptima de prática. Os níveis de engajamento na prática estiveram positivamente relacionados com o conhecimento dos próprios recursos pessoais e da capacidade de organização da prática, mas não com a inclusão de recursos externos. A capacidade de estabelecer metas ideias de prática foi associada à autorregulação e aos aspectos de imersão do estado de fluxo. Os resultados atuais oferecem novas pistas sobre a avaliação das disposições ao fluxo em performers, ajudando a esclarecer como a prática diária pode proporcionar respostas afetivas positivas em músicos vulneráveis às exigências e dificuldades da prática deliberada, bem como a outros resultados negativos de prática. A pesquisa atual leva a perguntas sobre a otimização e sustentação da experiência de fluxo na prática musical diária, oferecendo direções futuras no estudo do funcionamento afetivo subjetivo de envolvimento com a prática deliberada.
Ghio, Daniela. "Illness perceptions in adolescents with juvenile arthritis : applying the common sense self-regulatory model." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/illness-perceptions-in-adolescents-with-juvenile-arthritis-applying-the-common-sense-selfregulatory-model(ec4d78b7-1cdd-463d-9861-1da30d5a72ed).html.
Full textHomewood, Helen. "An investigation of the relationship between levels of uncertainty, illness representations, coping strategies, psychological and physical functioning in chronic illness." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368283.
Full textWusik, Michael. "The self-regulatory benefits of handicaps: Do handicapping situations encourage conservation of resources when success is uncertain?" Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73577.
Full textPh. D.