Tesis sobre el tema "Relationship self-regulation"
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Charker, Jillian H. y n/a. "Self-Regulation and Wisdom in Relationship Satisfaction". Griffith University. School of Applied Psychology, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030912.150523.
Texto completoCharker, Jillian H. "Self-Regulation and Wisdom in Relationship Satisfaction". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365479.
Texto completoThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
Full Text
Conklin, Erin Marie. "An empirical examination of the relationship between self-regulation and self-control". Diss., Georgia Institute of Technology, 2013. http://hdl.handle.net/1853/49052.
Texto completoRoundy, Garret Tyler. "The Relationship of Adult Attachment Dimensions and Neuroticism to Relationship Self-Regulation". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3181.
Texto completoChasse, Brandon Michael. "Relationship between Vividness of Visual Imagery and Self-Regulation". Thesis, Pacifica Graduate Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824026.
Texto completoSelf-regulation is considered one of the most important operations of the human self and is correlated with multiple variables. The objective of this quantitative study was to explore the relationship between one’s capacity to generate vivid visual mental images and one’s capacity for both behavioral and physiological self-regulation. Fifty-three participants completed three assessments for this study: the Vividness of Visual Imagery Questionnaire (VVIQ-2) measured capacity for mental imagery; the Self-Regulation Questionnaire measured behavioral self-regulation; and a baseline assessment of heart rate variability using a HeartMath® device measured physiological self-regulation. When using bivariate correlations to analyze the data, the results revealed that a significant relationship existed between capacity for visual imagery and self-reported behavioral self-regulation. Using a more modest α level of 90%, there was also a weak relationship between capacity for visual imagery and the predetermined markers for physiological self-regulation. These results underscore the value of visual imagery and imagery vividness when working with individuals struggling with self-regulation and they open the door to exploring causality between the two.
Smith, Heather Michele. "Commitment, Forgiveness, and Relationship Self-Regulation: An Actor-Partner Interdependence Model". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4191.
Texto completoDorough, Ashley E. "The Relationship of Preferences and Self-Regulation Among Consistent Exercisers". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31085.
Texto completoMaster of Science
Brock, Clayton I. "The Relationship between Self-Regulation and Stress, Sleep, and Behavioral Health". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1370.
Texto completoWilliams, DeWayne P. "The Relationship between Heart Rate Variability, Lay Theories of Self-Regulation, and Ego-Depletion: Evidence of Psychophysiological Pathways of Self-Regulation". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1406050195.
Texto completoMeyer, Mallory Jane. "Working Hard or Hardly Working: Comparing Relationship Self-Regulation Levels of Cohabiting, Married, and Remarried Individuals". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2623.
Texto completoGuler-edwards, Ayca. "Relationship Between Future Time Orientation, Adaptive Self-regulation, And Well-being: Self-type And Age Related Differences". Phd thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/3/12609593/index.pdf.
Texto completo(b) age differences in adaptive self-regulation
and (c) the contribution of future and self orientations and adaptive self-regulation to well-being. A questionnaire consisting of measures concerning future outlook and time perspective, adaptive self-regulation, self-construals, goals and subjective well-being variables was administered to 404 adults (191 young, 128 middle-aged, 85 older). Also, short structured interviews about time, future, end of life and age were conducted for descriptive and exploratory purposes with nine individuals, three individuals from each age group. On the basis of the results, it was concluded that, (1) older adults had less open and planful, but more anxious future outlook than younger adults, and middle-aged adults had a time perspective more like older adults&rsquo
(2) there is a difference in the content of the goals reported by each age group, and total number of goals reported by older adults was lower than the number of goals reported by young and middle-aged adults
(3) for all age groups, balanced type (i.e., related-individuated, as defined by the Balanced Integration and Differentiation, BID, model) individuals had the most favourable future outlook, and only balanced-type individuals at young, middle and older ages did not differ from each other in terms of having the most favourable future outlook
(4) balanced type individuals reengaged into other goals more than the unbalanced type individuals when they were faced with an unattainable goal
(5) goal reengagement increased with having more open future time perspective, and the contribution of open future time perspective to goal reengagement was much more for middle-aged and older adults than younger adults
(6) self orientations, future time perspective and goal reengagement contribute to well-being, and contributions of future time perspective and goal reengagement to well-being after the contribution of self orientations were considerable only for young and middle-aged adults
(7) gender was not found to have a significant effect on goal reengagement and well-being, but women had slightly more anxious and fatalistic future attitudes than men.
Adams, Stephanie E. "The Self-Regulation of Drinking in College Students: Scale Development and Validation and Relationship to Academic Performance". Thesis, Virginia Tech, 2000. http://hdl.handle.net/10919/78074.
Texto completoMaster of Science
Cobb, Robert Jr. "The relationship between self-regulated learning behaviors and academic performance in web-based courses". Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26469.
Texto completoPh. D.
Brown, Matthew Dean. "Family-of-Origin Experience and Emotional Health as Predictors of Relationship Self-Regulation". Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3113.pdf.
Texto completoBoyd, Rebecca Suzanne. "Stable Conflict Resolution Styles and Commitment: Their Roles in Marital Relationship Self-Regulation". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4190.
Texto completoTanner, Scott. "The Relationship Between Attachment, Self-Regulation, and Resilience in Undergraduate Students' College Adjustment". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4947.
Texto completoRusk, Dorothy Alice. "Exploration of the relationship between self-compassion, alexithymia and emotion regulation in a clinical population". Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11763.
Texto completoRackham, Erin L. "Avoidant Parental and Self Conflict-Resolution Styles and Marital Relationship Self-Regulation: Do Perceived Partner Attachment BehaviorsPlay a Moderating Role?" BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/4424.
Texto completoAckerman, John P. "Associations between early relationship adversity, executive functioning, and behavioral self-regulation among adopted youth". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.38 Mb., p, 2006. http://proquest.umi.com/pqdlink?did=1176551251&Fmt=7&clientId=79356&RQT=309&VName=PQD.
Texto completoMeredith, Samantha Jane. "The relationship between emotion regulation and self-control effects on health-related exercise behaviours". Thesis, University of Portsmouth, 2018. https://researchportal.port.ac.uk/portal/en/theses/the-relationship-between-emotion-regulation-and-selfcontrol-effects-on-healthrelated-exercise-behaviours(76c321aa-9ca4-40cb-b9f5-cd437b5b1223).html.
Texto completoHansen, Lisa Tensmeyer. "Does Attachment to Parents Mediate the Relationship Between Couple Conflict and Adolescent Self-Regulation?" BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3385.
Texto completoHardy, Nathan Ray. "Strengthen yourself, strengthen your relationships – a self-development based marriage and relationship education program: development and initial pilot-testing". Diss., Kansas State University, 2015. http://hdl.handle.net/2097/20359.
Texto completoSchool of Family Studies and Human Services
Jared R. Anderson
Marriage and relationship education (MRE) is most commonly delivered in a skills-based format that traditionally centers on teaching couples communication skills. Critiques against the current skills-development approach lead to the development and pilot-testing of an alternative self-development curriculum entitled, “Strengthen Yourself, Strengthen Your Relationships.” Guided by Bowen’s (1978) theory of differentiation, the current study randomly assigned forty couples to the self-development (differentiation) curriculum condition or to a relationship assessment plus feedback condition. Repeated measures ANOVA’s, independent samples t-tests, and regressions were used to analyze the data from pre- to post-test (5 weeks), post-test to follow-up (4 weeks), and pre-test to follow-up (9 weeks). Statistical analyses indicate that women responded more favorably to the feedback condition in terms of differentiation, relationship self-regulation, and problem solving, whereas men responded more favorably to the curriculum condition in terms of relationship self-regulation. Feedback about the curriculum was gathered from participants and was received favorably. Implications from the study suggest that both approaches may have unique value for couples receiving relationship education. Future research should further develop and evaluate the self-development approach in MRE.
Heilman, Mark A. "Relationship Between Autonomous Motivation and Ego-Depletion". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2213.
Texto completoRasplica, Caitlin. "Examining the Relationship of Early Literacy Skills and Cognitive Self-Regulation to Kindergarten Readiness of Preschool Students". Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20425.
Texto completoSmith, Jill Kay. "Evaluating a vital dimension of self-regulation of nonprofits: the relationship between the Iowa Register of Accountability and voluntary website disclosure". Diss., University of Iowa, 2010. https://ir.uiowa.edu/etd/888.
Texto completoCurry, Erin A. Braswell Gregory S. "The relationship between mother-child mutuality during sociodramatic play, pre-school children's self-regulation, and parenting style". Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1414130101&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1207662368&clientId=43838.
Texto completoTitle from title page screen, viewed on Apr. 8, 2008. Dissertation Committee: Gregory S. Braswell (chair), Laura E. Berk, Renee M. Tobin, Connor M Walters. Includes bibliographical references (leaves 70-77) and abstract. Also available in print.
Fulton, Caroline Jane. "Regulation within an intimate relationship context : initiation and response strategies utilised in self, partner and relationship regulation : a thesis submitted in partial fulfilment of the requirements for a Master of Arts in Psychology at the University of Canterbury /". Thesis, University of Canterbury. Psychology, 2008. http://hdl.handle.net/10092/2271.
Texto completoSmith, Julia M. "Investigating the relationship between self-regulation (effortful control/executive functioning) and outcomes of very early traumatic brain injury". University of Cincinnati / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1562673551434214.
Texto completoErnst, Stephanie. "Relationships Among Parenting Style, Parental Self-Efficacy, Parents' Perceptions of Children, and Preschoolers' Emotion Regulation". Honors in the Major Thesis, University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/1217.
Texto completoBachelors
Arts and Sciences
Psychology
Sepulveda, Jonathan Antonio. "Investigating the relationship between Ethnic Racial Identity and student engagement through mental health and purpose:". Thesis, Boston College, 2021. http://hdl.handle.net/2345/bc-ir:109231.
Texto completoEthnic racial identity (ERI) is a developmental model that recognizes that individuals with an ethnicity (e.g., Jamaican, Puerto Rican) and race (e.g., Black, White) will have attitudes, beliefs, and actions influenced by their ethnic and racial group membership which represents an important aspect of their identity (Umana-Taylor et al., 2014). Research on people of Color (POC) who positively identify with their own ethnic and/or racial group and academic outcomes has been mixed, with studies documenting no associations (Guzman, 2002; Ivory, 2003), negative associations (Sellers, Chavous, & Cooke, 1998), and positive associations (Rivas-Drake, Seaton et al., 2014). Moreover, there remains little research on examining the underlying mechanisms explaining the link between ethnic and/or racial identity and student engagement. Research in related fields suggests several potential mechanisms that may help explain the relationship between ERI and student engagement. For example, Sumner and colleagues (2018) posited that marginalization experiences likely shape youth purpose; POC, given their marginalization experiences, may be more purposeful than non-POC. Additionally, research suggests that positive feelings towards one’s ethnic or racial group are associated with positive mental health outcomes (Rivas-Drake, Syed et al., 2014) which in turn are associated with student engagement. The current study investigates the underlying mechanisms for the relationship between ERI and student engagement. Specifically, the study examined associations between either an assimilation (i.e., attitudes in which individuals define identities in nationalistic rather than ethnonationalist terms) or multiculturalist inclusive (i.e., positive attitude towards one’s ethnic-racial group as well as other ethnic-racial groups) ERI status and student engagement. Path analysis was employed to test the mediating role of purpose and mental health on the relationship between ERI and student engagement. The study also examined whether the relationship between ERI and mental health was different across ethnic-racial groups. The results indicate that ERI status was not directly related to mental health. Nor was ERI status indirectly related to student engagement through mental health. However, ERI status was directly related to purpose and indirectly related to self-regulation through purpose. Further, the association between ERI status and mental health differed across ethnic-racial groups. That is, ERI status, both assimilation and multiculturalist inclusive, was more highly associated with psychological wellbeing for POCs than for non-POCs. For White students, there was a positive association between a multiculturalist inclusive ERI status and depression. Youth purpose may explain additional relationships between ERI status and other outcomes. Implications of these findings for research, assessment, and intervention are discussed
Thesis (PhD) — Boston College, 2021
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Proudfoot, Candice. "An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot". Thesis, North-West University, 2011. http://hdl.handle.net/10394/4937.
Texto completoThesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
Heo, Nanseol. "The relationship between creative potential and self-regulation among high achieving young adults with the moderating effects of parenting styles". Diss., University of Iowa, 2014. https://ir.uiowa.edu/etd/4643.
Texto completoLaurent, Devin J. "Examining the Mediating Effects of Self-Regulation Skills for Exercise and Exercise Self-Efficacy on the Relationship Between BMI and Physical Activity among Adolescents residing in Appalachia". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587458498399874.
Texto completoAdamusko, David P. "The Mediating Influence of Child Self-Regulation on the Relationship Between Couple Attachment Security in Parents and Anxiety in Their Children". BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2916.
Texto completoSchutte, Shelagh. "The relationship between resilience, self–regulation and the academic performance of learners living in townships under adverse circumstances / Schutte S". Thesis, North-West University, 2012. http://hdl.handle.net/10394/7572.
Texto completoThesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.
Madsen, Kristiane. "Humor as a Moderating Variable of the Relationship Between Family Conflict and Self-Regulation in Children: A Two-Year Panel Study". BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2295.
Texto completoTroum, Julie F. "Empowered for Practice: The Relationship Among Perceived Autonomy Support, Competence, and Task Persistence of Undergraduate Applied Music Students". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1795.
Texto completoMerrick, Bradley Maxwell School of Music & Music Education UNSW. "The relationship between self-efficacy and self-regulated behaviour within a secondary school music technology based creative learning environment". Awarded by:University of New South Wales. School of Music and Music Education, 2006. http://handle.unsw.edu.au/1959.4/25768.
Texto completoLippi, Carla. "An exploratory study of the relationship between deliberate self-harm and symptoms of depression and anxiety among a South African university population". Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46113.
Texto completoMini-Dissertation (MA)--University of Pretoria, 2014.
tm2015
Psychology
MA
Unrestricted
Bates, Randi Ann. "The influence of early life contexts on child self-regulation: A key to life course wellness". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546553067578868.
Texto completoJohnson, Sarah Kate. "Connections in High School Writers: Affective Connections as a Writing Self-Efficacy Dimension". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8390.
Texto completoVanderheiden, Guney Stacey Lynn. "The Relationship of Motivated Strategies for Learning, Mental Toughness, and Grit to Developmental Math Student Success in an Adaptive Learning Technology Environment". Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc862853/.
Texto completoCARLITZ, ADAM. "Examining the Relationship between Religiosity and Delay-of-Gratification:Differentiating between Organizational and Personal Religiosity". Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1536158517423864.
Texto completoJanse, van Rensburg Liza. "The experiences of professionals utilizing sensory–motor play with young children in Gestalt play therapy / Elizabeth Sarah Janse van Rensburg". Thesis, North-West University, 2011. http://hdl.handle.net/10394/7357.
Texto completoThesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
Paravato, Lauren Elyse. "Self-Study of a Teacher's Practices of and Experience with Emotion Regulation". BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7465.
Texto completoSolano, López Ana Laura. "THE RELATIONSHIPS AMONG BODY AWARENESS, SELF-REGULATION,SELF-MANAGEMENT, AND BLOOD PRESSUREIN ADULTS WITH HYPERTENSION". Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1450797361.
Texto completoLindgren, Monica E. "Examining defensive distancing behavior in close relationships: The role of self-esteem and emotion regulation". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354731522.
Texto completoJiang, Tao. "How Relationships Foster Thriving: Associations among Compassionate Goals in Relationships, Growth Seeking Orientation, and Academic Self-Regulation". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1493936824872017.
Texto completoHall, Ivie Acosta Tanya. "The Relationships Between Psychosocial Stress, Self-Regulation, Mindfulness, Empathy, and Yoga| An Exploratory Study". Thesis, Brenau University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812381.
Texto completoA current, widespread review of undergraduate college students revealed that a majority experienced more than average levels of stress in the past year (ACHA-NCHA, 2017). Specifically, psychosocial stress is a top concern, as college students must forge interpersonal relationships with peers, roommates, romantic partners and faculty members, leaving students susceptible to detrimental effects on their well-being (Powers, Laurent, Gunlicks-Stoessel, Balban, & Bent, 2016; Lee & Jang, 2015; Lewandowski, Mattingly & Pedreiro, 2014; Zhang, 2012).
Despite the availability of on-campus counseling and student support services, many students do not obtain the skills necessary to manage stress. Research suggests that the ability to self-regulate and respond empathetically can mitigate psychosocial stress (Pepping et al., 2014; Taylor et al., 2013). Moreover, research has shown that that mindfulness is a countering agent to emotional dysregulation (Pepping et al., 2014).
There has been increasing evidence that yoga and yogic practice are highly influential in the facilitation of self-regulation (Sauer-Zavala, Walsh, Eisenlohr-Moul, & Lykins, 2013). Furthermore, it is believed that yoga-based mindfulness can assist in effectively managing stress and in yielding positive effects on one’s ability to self-regulate (Morone et al., 2012; Keng & Tong, 2016; Friese & Hofmann, 2016).
The purpose of this study is to garner a greater understanding of yoga’s role in facilitating self-regulation and to explore effectiveness of yoga-based mindfulness on reducing the levels of psychosocial stress in college students. Following an experimental study the relationships between psychosocial stress, self-regulation, mindfulness, empathy and yoga will be examined.
Acosta, Tanya Hall Ivie. "The Relationships Between Psychosocial Stress, Self-Regulation, Mindfulness, Empathy, and Yoga| An Exploratory Study". Thesis, Brenau University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10812383.
Texto completoA current, widespread review of undergraduate college students revealed that a majority experienced more than average levels of stress in the past year (ACHA-NCHA, 2017). Specifically, psychosocial stress is a top concern, as college students must forge interpersonal relationships with peers, roommates, romantic partners and faculty members, leaving students susceptible to detrimental effects on their well-being (Powers, Laurent, Gunlicks-Stoessel, Balban, & Bent, 2016; Lee & Jang, 2015; Lewandowski, Mattingly & Pedreiro, 2014; Zhang, 2012).
Despite the availability of on-campus counseling and student support services, many students do not obtain the skills necessary to manage stress. Research suggests that the ability to self-regulate and respond empathetically can mitigate psychosocial stress (Pepping et al., 2014; Taylor et al., 2013). Moreover, research has shown that that mindfulness is a countering agent to emotional dysregulation (Pepping et al., 2014).
There has been increasing evidence that yoga and yogic practice are highly influential in the facilitation of self-regulation (Sauer-Zavala, Walsh, Eisenlohr-Moul, & Lykins, 2013). Furthermore, it is believed that yoga-based mindfulness can assist in effectively managing stress and in yielding positive effects on one’s ability to self-regulate (Morone et al., 2012; Keng & Tong, 2016; Friese & Hofmann, 2016).
The purpose of this study is to garner a greater understanding of yoga’s role in facilitating self-regulation and to explore effectiveness of yoga-based mindfulness on reducing the levels of psychosocial stress in college students. Following an experimental study the relationships between psychosocial stress, self-regulation, mindfulness, empathy and yoga will be examined.