Gotowe bibliografie tematyczne / Relationship self-regulation

Gotowa bibliografia na temat „Relationship self-regulation”

Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Relationship self-regulation"

AlifMuarifah, Siti Robiah Adawiyah i Muya Barida. "RELATIONSHIP BETWEEN CHILDREN PARENTS AND SELF-REGULATION WITH CYBERBULLYING TRENDS IN ADOLESCENTS". International Journal of Psychosocial Rehabilitation 24, nr 04 (28.02.2020): 2367–75. http://dx.doi.org/10.37200/ijpr/v24i4/pr201347.

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Muarifah, Alif, Siti Robiah Adawiyah i Muya Barida. "RELATIONSHIP BETWEEN CHILDREN PARENTS AND SELF-REGULATION WITH CYBERBULLYING TRENDS IN ADOLESCENTS". International Journal of Psychosocial Rehabilitation 24, nr 03 (18.02.2020): 196–204. http://dx.doi.org/10.37200/ijpr/v24i3/pr200770.

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Girgždė, Vilija, Viktoras Keturakis i Jolanta Sondaitė. "Couples’ Relationship Self-Regulation Narratives After Intervention". Europe’s Journal of Psychology 10, nr 2 (28.05.2014): 336–51. http://dx.doi.org/10.5964/ejop.v10i2.643.

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Relationship self-regulation is a way for couples to work on their relationships by becoming reflective about them, by setting goals for improvement, and by following up with efforts to be a better partner. Reflection is an important process in relationship self-regulation addressed in this study. The aim of this study is to analyse relationship self-regulation narratives after a relationship education intervention. Ten married partners (age 33-43 years) participated in a four-day reflective experiential relationship education programme intervention. The study investigated couples’ experiences of working on their relationship after the intervention. Two focus groups were conducted and narrative analysis was used. Four common themes emerged: becoming aware of one’s inner reactions and re-appraisals, learning to be sensitive, noticing one's own habitual responses and making choice, and experimenting in the relationship. These themes are discussed by applying a couple relationship self-regulation conceptual framework. We revealed that relationship self-regulation emerged as a process of regulation of intrapersonal emotional reactions to partner. Reflectivity in relationship self-regulation may be defined as focusing on oneself, trying to understand one’s own feelings and needs, experimenting to meet these needs, and exploring resources. The research focuses on the study of meaning making and on the reflection processes of partners in couple relationship self-regulation.

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Sáez-Delgado, Fabiola, Yaranay López-Angulo, Javier Mella-Norambuena, Catherine Baeza-Sepúlveda, Carolina Contreras-Saavedra i Gisela Lozano-Peña. "Teacher Self-Regulation and Its Relationship with Student Self-Regulation in Secondary Education". Sustainability 14, nr 24 (15.12.2022): 16863. http://dx.doi.org/10.3390/su142416863.

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Self-regulation is relevant to understanding the teaching–learning process; however, few studies have focused on teachers’ self-regulatory processes. The aim of this study was to characterize and analyze the relationship between teachers’ and students’ self-regulation. The design was cross-sectional and correlational. The sample consisted of 1481 participants (students n = 1123 and teachers n = 358) from 25 secondary schools in 17 cities of the Biobío region of Chile. In students, self-regulatory strategies were found to be deployed only half of the time; women were more self-regulated, and there was no difference in the levels of self-regulation according to grade. Teachers, it was found, almost always self-regulate their teaching, and the variables that influence their self-regulation are motivation, gender, and age, explaining between 25% and 28% of the variance. Positive and small correlations were evidenced between teacher role disposition with learning performance (rho = 0.10, p < 0.05) and teacher role self-evaluation with both learning performance and self-evaluation of learning in their students (rho = 0.12, p < 0.05). This study provides relevant evidence and proposes changes that could have a positive impact on teacher training and improve current teaching–learning practices in Chile, which would contribute to the quality of education.

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Son, Julie S., Deborah L. Kerstetter, Andrew J. Mowen i Laura L. Payne. "Global Self-Regulation and Outcome Expectations: Influences on Constraint Self-Regulation and Physical Activity". Journal of Aging and Physical Activity 17, nr 3 (lipiec 2009): 307–26. http://dx.doi.org/10.1123/japa.17.3.307.

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There is a dearth of research conducted on the possible relationship between the global self-regulatory process of selective optimization with compensation (SOC) and leisure-time physical activity. Even less is known about SOC’s relationship to other social-cognitive factors known to influence physical activity. Therefore, this study examined the relationships between global self-regulation, constraint self-regulation, outcome expectations, and leisure-time physical activity with a sample of middle-aged and older adults (N= 271). One of the objectives was to test the interactive effect of global self-regulation and outcome expectations on constraint self-regulation. Another objective was to test the interactive effect of global self-regulation and outcome expectations on multiple measures of leisure-time physical activity. The authors found significant interactions between global self-regulation and outcome expectations for constraint self-regulation and duration of leisure-time physical activity. They discuss these results in terms of their implications for health-promotion programs to increase the leisure-time physical activity of people 50 years of age and older.

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Ross, Thomas, i María Isabel Fontao. "The Relationship of Self-Regulation and Aggression". International Journal of Offender Therapy and Comparative Criminology 52, nr 5 (8.11.2007): 554–70. http://dx.doi.org/10.1177/0306624x07308667.

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Knapp, Darin J., Aaron M. Norton i Jonathan G. Sandberg. "Family-of-Origin, Relationship Self-Regulation, and Attachment in Marital Relationships". Contemporary Family Therapy 37, nr 2 (8.04.2015): 130–41. http://dx.doi.org/10.1007/s10591-015-9332-z.

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Can Aran, Özge. "The relationship between self-regulation and study skills". Pegem Eğitim ve Öğretim Dergisi 5, nr 2 (1.06.2015): 207–20. http://dx.doi.org/10.14527/pegegog.2015.011.

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The purpose of this study is to evaluate the relationship between self-regulation and study skills theoretically. In the literature, there are numerous articles which examine self-regulation, study skills and the relationship between these skills and learning strategies, and learning approaches. As a result of examining these articles, it is noted that there are similar aspects between self-regulation and study skills. These similarities reveal there is a need to examine the relationship between them in detail. Therefore, in this study, (a) self-regulation, (b) strategies to improve self-regulation skills, (c) study skills and (d) the relationship between self- regulation and study skills are examined. Additionally, on the basis of the relationship between self-regulation and study skills, in this study, the issues that need to be taken into heed when self-regulation and study skills imparted in the schools are also focused on. The results of this study are expected to shed light on the studies related to the attainment of these skills.

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Zapata, Lucía, Jesús De la Fuente, José Manuel Martínez Vicente, Mª Carmen González Torres i Raquel Artuch. "RELATIONS BETWEEN THE PERSONAL SELF-REGULATION AND LEARNING APPROACH, COPING STRATEGIES, AND SELF-REGULATION LEARNING, IN UNIVERSITY STUDENTS (PROCESS)". International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 4, nr 1 (29.11.2016): 175. http://dx.doi.org/10.17060/ijodaep.2014.n1.v4.601.

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Abstract.Introduction. Self-regulation is an important variable in education and research, but in educational context self-regulated learning is the construct more studied. For this, there are a scarcity of studies that seek to establish relationships between personal self-regulation and other educational variables. We aim to delimit the relationships between personal self-regulation (Presage variable) and different process variables: approaches to learning, self-regulated learning and coping strategies, establishing the importance of these variables in future research in meta-cognition. Method. A total of 1101 students participated in the study (university and candidate students). The analyses made to meet the proposed objectives and test hypotheses were: Association analysis through Pearson bivariate correlations (Association objectives and hypotheses); linear regression analysis (Regression objectives and hypotheses); Cluster analysis, ANOVAS and MANOVAS, with Scheffé post hoc, and effect size estimates (Inferential objectives and hypotheses). Results. A significant associative relationship appeared between self-regulation and learning approaches and self-regulated learning; and negative correlation with emotion-focused coping strategies. The different levels of personal self-regulation (presage learning variable) determine of the type of learning approach and of coping strategies. Discussion and Conclusions. The importance of personal self-regulation that determines the degree of cognitive self-regulation during the process of university learning; the relationship between personal self-regulation and the type and quantity of coping strategies, and the relationship between self-regulated learning and coping.Palabras Clave: 3P Model, DEDEPRO Model, Personal Self-regulation, Coping strategies, Selfregulated learning.

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Beasley, Emily Kristin, i Alex C. Garn. "An Investigation of Adolescent Girls’ Global Self-Concept, Physical Self-Concept, Identified Regulation, and Leisure-Time Physical Activity in Physical Education". Journal of Teaching in Physical Education 32, nr 3 (lipiec 2013): 237–52. http://dx.doi.org/10.1123/jtpe.32.3.237.

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This study examined the relationships among identified regulation, physical self-concept, global self-concept, and leisure-time physical activity with a sample of middle and high school girls (N = 319) enrolled in physical education. Based on Marsh’s theory of self-concept, it was hypothesized that a) physical self-concept would mediate the relationship between identified regulation and global self-concept and b) physical self-concept would mediate the relationship between identified regulation and leisure-time physical activity. Data analysis revealed a structural model in which physical self-concept mediated the relationship between identified regulation and global self-concept as well as the relationship between identified regulation and leisure-time physical activity. Findings provide support for examining self-concept from a hierarchical and domain-specific perspective. Results also offer greater understanding about one possible mechanism that links physical education to increases in global self-concept and leisure-time physical activity, which are considered important outcomes of quality education.

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Rozprawy doktorskie na temat "Relationship self-regulation"

Charker, Jillian H., i 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.

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This thesis describes a program of research which aimed to explore the role of relationship self-regulation (or relationship "effort") and wisdom in relationship satisfaction. Three separate studies were conducted to examine the association between self-regulation and satisfaction, and the mechanisms for this association. Study 1 examined self-regulation, wisdom and satisfaction, using a sample of 61 couples in long-term relationships, and found that while wisdom shared little association with satisfaction, self-regulation was a significant correlate of satisfaction for men and women. Study 2 examined whether the association between self-regulation and satisfaction was mediated by communication skills in a sample of 101 couples in the early stages of their relationship. Results replicated the self-regulation/satisfaction association found in Study 1, but provided no evidence for mediation by communication. Study 3 tested for mediation of the self-regulation/satisfaction association by attributions in a sample of 73 newly-wed couples. The association between self-regulation and satisfaction was partially mediated by attributions, but self-regulation also had a direct relationship with satisfaction. It was concluded that self-regulation is an important correlate of satisfaction in relationships, and that this association cannot be fully explained by communication or attributions. Several directions for future research were provided, including the need to examine self-regulation and its predictors longitudinally, ways in which a behavioural measure of self-regulation could be developed, and the implications of self-regulation for couple therapy.

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Charker, Jillian H. "Self-Regulation and Wisdom in Relationship Satisfaction". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365479.

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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.

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Self-regulation and self-control are motivational constructs involved in the process of goal pursuit (Karoly, 1993). Although investigators within and across various fields of psychology have used the terms interchangeably (e.g., Hofmann, Rauch, & Gawronski, 2007; Lord, Diefendorff, Schmidt, & Hall, 2009; Wood, 2005), theoretical work stemming from the clinical field suggests that they are distinct yet related constructs (e.g., F. Kanfer, 1970, 1977; F. Kanfer & Karoly, 1972). However, until now, the relationship between self-regulation and self-control had not been investigated empirically. In the current program of research, I delineated their relationship in two ways. First, I developed and evaluated new self-report measures that better match theoretical models of self-regulation and self-control. Participants (N = 199) completed a battery of self-report questionnaires regarding personality, motivation, self-regulation, and self-control. The new measures had acceptable internal consistency and test-retest reliabilities, and displayed relationships expected for convergent and discriminant validity. Modeling techniques indicated that self-control and self-regulation are not strongly enough associated to fall under one higher-order factor, and that the relationship between the two constructs was best represented by a model in which self-control was associated with the self-regulatory stage of goal striving. Second, I evaluated the efficacy of a training session that included self-control techniques in addition to self-regulation skills, and compared outcomes to those from a self-regulation only training group, and a control group. One sample of undergraduate students (N = 49) and one sample of day-shift employees (N=41) were included. Participants completed questionnaires twice daily for a period of three weeks to report sleep-wake behavior, fatigue, affect, and productivity. Objective sleep measures also were obtained through the use of actigraphs, which monitor sleep-wake activity. The self-regulation training groups showed better goal adherence following the intervention compared to the control group, and the combined training groups had even better goal adherence than the self-regulation group. Positive affective changes were also reported among the training groups following the study period. The development of new measurement and training techniques, which better align with the theoretical formulations of self-regulation and self-control, will help to advance the theoretical work concerning these constructs, and could lead to improvement in workplace outcomes.

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Roundy, Garret Tyler. "The Relationship of Adult Attachment Dimensions and Neuroticism to Relationship Self-Regulation". BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/3181.

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Self-regulation in the context of a relationship, described as relationship "work," is a powerful predictor of relationship satisfaction. Identifying individual characteristics that predict the practice of relationship self-regulation (RSR) can inform clinical and couple relationship education interventions. Anxious and avoidant attachment have been linked to shortcomings in self-regulation in various contexts, and were hypothesized to be negatively associated to individual practice of RSR; neuroticism, a personality trait characterized by negative emotionality, was also hypothesized to be negatively related to RSR. Neuroticism was also tested as a moderator of the relationship between attachment and RSR. Data from first-married men (589) and women (912) taking the RELATE online questionnaire was used in correlational and OLS multiple regression analyses to test hypotheses and a research question. Bi-variate correlations for all predictor variables and RSR were negative and statistically significant for women and men. Regression analyses echoed those associations. Moderated multiple regression analyses testing a moderator effect of neuroticism were significant for anxious attachment and RSR, but not for avoidant attachment. Results are interpreted as support for the theoretical model tested.

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Chasse, Brandon Michael. "Relationship between Vividness of Visual Imagery and Self-Regulation". Thesis, Pacifica Graduate Institute, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10824026.

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Self-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.

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Smith, Heather Michele. "Commitment, Forgiveness, and Relationship Self-Regulation: An Actor-Partner Interdependence Model". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4191.

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Relationship self-regulation (RSR) refers to the “work”, or effort and strategies, that partners exert over time to maintain the health of their romantic relationships. Most research focuses on self-reports of RSR, however, several studies suggest that partner perceptions are more influential in relationship appraisal. In addition, most RSR research has focused not on partners' attitudes and virtues like commitment, but instead on personality traits, emotional health, and communication skills. In this study, we examine the relationship between partners' levels of commitment and forgiveness within their relationships, and how they perceive their partner's use of RSR behaviors. Using paired data from 679 cohabiting and married couples who took the RELATE questionnaire, we found that males' and females' self-reports of commitment and forgiveness were both positively associated with higher perceptions of partner RSR. Likewise, we found that, for females, higher self-reports of commitment and forgiveness were positively correlated with higher male perceptions of her RSR, and male forgiveness was positively correlated with female perceptions of his RSR. The variables of commitment and forgiveness explained an average of 44% of the variance in perceptions of partner RSR for both genders. Implications for future research and clinicians are discussed.

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Dorough, Ashley E. "The Relationship of Preferences and Self-Regulation Among Consistent Exercisers". Thesis, Virginia Tech, 2005. http://hdl.handle.net/10919/31085.

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Previous research, such as 'exercise determinants', has primarily sampled minimally physically active and sedentary people. In turn, studies focused on correlates of and perceived barriers to minimal physical activity (PA). The present study focused on exercisers (N=247, mean age=34) to assess social cognitive variables associated with PA consistency. Participants were categorized as either inconsistent, or slightly, fairly, or highly consistent exercisers. A new preference construct (type of activity, environment, social setting, feedback) for exercise was developed, and its association with consistency was assessed. Online measures assessed PA levels, preferences, enjoyment, outcome expectancy, self-efficacy, social-support, self-regulation. Higher planning confidence (Ã =.333, p<.000) and frequency (Ã =.276, p<.000) was associated with higher levels of PA consistency. Planning preference influenced planning frequency (Ã =.498, p<.000). Planning confidence influenced planning preference (Ã =.187, p<.003), which mediated its effect on planning frequency (Ã =.220, p<.000). Goal-setting frequency influenced consistency (Ã =.279, p<.000). Goal-setting preference influenced goal-setting frequency (Ã =.668, p<.000). Tracking frequency influenced consistency (Ã =.216, p<.000). Tracking preference influenced tracking frequency (Ã =.696, p<.000). Tracking confidence influenced tracking preference (Ã =.517, p< .000). Age influenced planning confidence (Ã =-.147, p<.021) and goal-setting confidence (Ã =-.164, p<.01). Engaging in PA in one's preferred environment (Ã =.540, p<.000) or with preferred company (Ã =.220, p<.001) was higher among more consistent exercisers. Using strategies to offset perceived barriers to exercise was highly predictive of consistency (Ã =.458, p<.000). Results suggest interventions should assess and match people to PA preference dimensions (i.e. environment, company, and self-regulation strategies) which will increase their self-regulation and ultimately exercise consistency.
Master of Science

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Brock, Clayton I. "The Relationship between Self-Regulation and Stress, Sleep, and Behavioral Health". Scholarship @ Claremont, 2016. http://scholarship.claremont.edu/cmc_theses/1370.

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The goal of this research was to investigate multiple aspects of self-regulation and their relationship to stress, sleep, and behavioral health. Participants (N=89, 55 females, 29 males, and 5 did not list their sex) were recruited from a high-risk Midwest high school. Participants reported their own self-regulatory ability, sleep, stress, and behavioral problems. Nail samples were also collected from a subset of the participants to assay for cortisol and DHEA. Several measures of self-regulation were found to correlate with sleep quality, behavioral problems, and perceived stress. The natural log of the ratio of cortisol to DHEA was positively correlated with multiple measures of self-regulation. These findings demonstrate a relationship a positive relationship among self-regulation, sleep quality, and improved behavioral functioning as indexed by lower levels of externalizing and internalizing behaviors. Better self-regulation also correlated with lower perceived stress, but higher physiological biomarkers of stress. These findings are discussed in the context of theoretical proposals of self-regulation and stress adaption.

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Williams, 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.

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Meyer, 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.

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The concept of relationship self-regulation (RSR) has been shown to be related to relationship satisfaction, yet the differences in RSR ability based on couple type have yet to be examined. This study compared first married, remarried, and cohabiting individuals on their self-reported ability to implement RSR in their relationship, along with their report of satisfaction, positive communication, and negative communication in their relationships. Data was derived from 6,591 participants who were part of the RELATionship Evaluation (RELATE) questionnaire data set. Multiple Analysis of Covariance (MANCOVA) statistics were used, and results showed that while mean differences in RSR were small across couple types, remarrieds reported significantly lower RSR levels than any other group, while first marrieds reported significantly higher RSR levels than any other group. Implications for relationship education programs and couple therapy are discussed with particular emphasis placed on ensuring that RSR related programs are being delivered to remarried individuals and couples.

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Książki na temat "Relationship self-regulation"

Affect regulation and the origin of the self: The neurobiology of emotional development. Hillsdale, N.J: L. Erlbaum Associates, 1994.

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Vouloutsi, Vasiliki, i Paul F. M. J. Verschure. Emotions and self-regulation. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780199674923.003.0034.

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This chapter takes the view that emotions of living machines can be seen from the perspective of self-regulation and appraisal. We will first look at the pragmatic needs to endow machines with emotions and subsequently describe some of the historical background of the science of emotions and its different interpretations and links to affective neuroscience. Subsequently, we argue that emotions can be cast in terms of self-regulation where they provide for a descriptor of the state of the homeostatic processes that maintain the relationship between the agent and its internal and external environment. We augment the notion of homeostasis with that of allostasis which signifies a change from stability through a fixed equilibrium to stability through continuous change. The chapter shows how this view can be used to create complex living machines where emotions are anchored in the need fulfillment of the agent, in this case considering both utilitarian and epistemic needs.

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Perkins, Tom, Laurence Heller i Aline Lapierre. Healing Developmental Trauma: How Early Trauma Affects Self-Regulation, Self-Image, and the Capacity for Relationship. Tantor Audio, 2015.

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Healing Developmental Trauma: How Early Trauma Affects Self-Regulation, Self-Image, and the Capacity for Relationship. ReadHowYouWant, 2017.

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Healing Developmental Trauma: How Early Trauma Affects Self-Regulation, Self-Image, and the Capacity for Relationship. ReadHowYouWant, 2017.

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Sheeran, Paschal, Thomas L. Webb, Peter M. Gollwitzer i Gabriele Oettingen. Self-Regulation of Affect–Health Behavior Relations. Oxford University Press, 2018. http://dx.doi.org/10.1093/oso/9780190499037.003.0005.

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The present chapter analyzes relations between affect and health behaviors from the perspective of the action control model of affect regulation. It presents evidence that forming if-then plans or implementation intentions can emancipate health actions from unwanted influence by three kinds of affect—experienced affect, anticipated affect, and implicit affect. For each of these kinds of affect, it demonstrates that emancipation can be achieved in two ways—either by directly targeting the affect itself so as to undermine the strength of the affective response, or by targeting the relationship between affect and health behavior so that the translation of affect into action is reduced or blocked. It concludes that the impact of affect on health decisions and actions is not inevitable: affective influence can be modulated effectively using if-then plans.

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van Hooft, Edwin. Self-Regulatory Perspectives in the Theory of Planned Job Search Behavior: Deliberate and Automatic Self-Regulation Strategies to Facilitate Job Seeking. Redaktorzy Ute-Christine Klehe i Edwin van Hooft. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.31.

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Because job search often is a lengthy process accompanied by complexities, disruptions, rejections, and other adversities, job seekers need self-regulation to initiate and maintain job search behaviors for obtaining employment goals. This chapter reviews goal/intention properties (e.g., specificity, proximity, conflicts, motivation type) and skills, beliefs, strategies, and capacities (e.g., self-monitoring skills and type, trait and momentary self-control capacity, nonlimited willpower beliefs, implementation intentions, goal-shielding and goal maintenance strategies) that facilitate self-regulation and as such may moderate the relationship between job search intentions and job search behavior. For each moderator, a theoretical rationale is developed based on self-regulation theory linked to the theory of planned job search behavior, available empirical support is reviewed, and future research recommendations are provided. The importance of irrationality and nonconscious processes is discussed; examples are given of hypoegoic self-regulation strategies that reduce the need for deliberate self-regulation and conscious control by automatizing job search behaviors.

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Beeghly, Marjorie, Bruce D. Perry i Edward Tronick. Self-Regulatory Processes in Early Development. Redaktor Sara Maltzman. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199739134.013.3.

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In this chapter, we focus on the emergence of self-regulatory processes during infancy, as framed in biopsychosocial context. We begin with a brief review of the neurobiological underpinnings of early self-regulatory processes and how self-regulatory systems develop in early childhood. Next, given that infants come into the world highly dependent on caregiver support for their survival, we argue that the emergence of self-regulation occurs primarily in a relational context, and that the capacity for self-regulation reflects both self- and parent–infant co-regulatory processes. We also provide evidence to show that variations in these early self- and parent–infant regulatory processes are linked to children’s resilient or maladaptive functioning in later life. We illustrate our arguments with findings from developmental research on self-regulation in at-risk populations and in diverse contextual–cultural settings. After a brief discussion of the implications of this literature for practice, we conclude that the Mutual Regulation Model provides a useful framework for practitioners attending to the quality of the parent–infant relationship.

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Reibel, Anthony R. Embracing Relational Teaching: How Strong Relationships Promote Student Self-Regulation and Efficacy. Solution Tree, 2022.

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Deater-Deckard, Kirby, Nan Chen i Shereen El Mallah. Gene–Environment Interplay in Coercion. Redaktorzy Thomas J. Dishion i James Snyder. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199324552.013.4.

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Coercive relationship dynamics are established and operate within reactive and regulatory intra- and interpersonal processes in families. These regulatory processes function within complex transactions between genetic and nongenetic processes that are transmitted from parents to children. This chapter highlights examples of gene–environment interplay in several key components of coercive family processes, with a special focus on parent and child self-regulation problems in coercive interactions. These include gene–environment correlation, gene–environment interaction, and epigenetic mechanisms that contribute to individual differences in self-regulation and dyadic regulation. These are conceptualized within a framework of ongoing parent and child effects operating within family dyads.

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Części książek na temat "Relationship self-regulation"

Hazelwood, Zoë J. "Attachment Insecurities and Relationship Self-Regulation". W The Wiley-Blackwell Handbook of Couples and Family Relationships, 221–33. Oxford, UK: Wiley-Blackwell, 2012. http://dx.doi.org/10.1002/9781444354119.ch15.

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Beauregard, Mario. "Functional Neuroimaging Studies of Emotional Self-Regulation and Spiritual Experiences". W Exploring Frontiers of the Mind-Brain Relationship, 113–39. New York, NY: Springer New York, 2011. http://dx.doi.org/10.1007/978-1-4614-0647-1_7.

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Duterte, Junard, i Gilbert Importante. "Self-regulation and Learning Outputs of Filipino MOOC Learners". W Proceedings of the 19th International Symposium on Management (INSYMA 2022), 399–408. Dordrecht: Atlantis Press International BV, 2022. http://dx.doi.org/10.2991/978-94-6463-008-4_50.

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AbstractDuring the coronavirus pandemic, scholars study how learners pursue lifelong learning in open and distance education since few studies investigate this issue. This study aims to discover a learning model that would increase the students’ online learning engagement and course completion in Massive Open Online Courses (MOOCs). Adopting the Self-Regulation Theory (SRT) on andragogy, this study is administered to 290 Massive MOOC adult learners in the Davao region. The author aimed to identify the respondents’ level of self-regulation in online learning, determine their learning outputs in a MOOC, examine the relationship between their self-regulation and learning outputs, and ascertain the significant predictors of their learning outputs. This study applied a quantitative-correlational design in collecting, interpreting, and discussing data from surveys using an adapted questionnaire. The author treated the data through a multiple regression correlation test. The results reveal that the respondents’ level of self-regulation in MOOC was very high, and they attained an excellent level of learning outputs. Furthermore, the findings show a strong relationship between their self-regulation and learning outputs in MOOCs. Meta-cognition, time management, environmental structuring, help-seeking, and persistence were significant predictors of learning outputs as reflected in the learning model that emerged. Findings also highlighted that self-regulation could significantly predict the learning outputs of online learners in exploring the MOOCs for their personal and professional development.

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Vardi, Iris. "The Relationship between Self-Regulation, Personal Epistemology, and Becoming a “Critical Thinker”: Implications for Pedagogy". W The Palgrave Handbook of Critical Thinking in Higher Education, 197–212. New York: Palgrave Macmillan US, 2015. http://dx.doi.org/10.1057/9781137378057_13.

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Pan, Xiangpeng. "Study on the Relationship Between Emotional Regulation Self-efficacy and Fatigue in the Sedentary Population". W Man-Machine-Environment System Engineering, 107–14. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4786-5_16.

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Yeh, Yu-chu, Chun Fu Lin, Yi-Ling Yeh i Han Hsuan Yang. "The Relationship of Positive Personal Traits in Blended Learning: Meaning-Making, Self-regulation, and Knowledge Management". W Lecture Notes in Electrical Engineering, 201–3. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5064-7_29.

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Pich, Jordi, Maria del Mar Bibiloni, Antoni Pons i Josep A. Tur. "Chapter 13 Weight Self-Regulation Process in Adolescence: The Relationship Between Control Weight Attitudes, Behaviors, and Body Weight Status". W Pediatric Behavioral Nutrition Factors, 243–60. 3333 Mistwell Crescent, Oakville, ON L6L 0A2, Canada: Apple Academic Press, 2017. http://dx.doi.org/10.1201/9781315365732-14.

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Pronk, Tila M., Catrin Finkenauer i Roeline G. Kuijer. "Self-Regulation in Close Relationships". W Foundations for Couples’ Therapy, 345–54. New York, NY : Routledge, 2017. Includes bibliographical references and index.: Routledge, 2017. http://dx.doi.org/10.4324/9781315678610-34.

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Knee, C. Raymond, Ben Porter i Lindsey M. Rodriguez. "Self-Determination and Regulation of Conflict in Romantic Relationships". W Human Motivation and Interpersonal Relationships, 139–58. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-017-8542-6_7.

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Timmermans, Job. "Exploring the Multifaceted Relationship of Compliance and Integrity—The Case of the Defence Industry". W NL ARMS, 95–113. The Hague: T.M.C. Asser Press, 2021. http://dx.doi.org/10.1007/978-94-6265-471-6_6.

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AbstractOver the years, compliance has come to be closely associated with integrity. Originally, compliance foremost had been understood as abiding by (financial) law and regulation as a prerequisite to pursuing an organization’s operational goals. In response to societal developments and corruption scandals this perspective gradually has shifted. Despite the increased importance and consecutive academic attention of the seemingly self-evident relationship between compliance and integrity, a dedicated analysis of this relationship is still lacking. Such an analysis not only will increase our theoretical understanding of the underlying concepts and how they evoke each other, but practically its insights may also help to increase the effectiveness of managing compliance and integrity within organizations. This contribution, therefore, conducts a conceptual analysis into the relationship between compliance and integrity. First, the meaning of compliance and integrity as individual concepts is discussed, followed by a comparison of the two concepts. The commonalities and differences that come to the fore then act as a stepping stone to unpack the various ways the concepts of compliance and integrity invoke each other. Based on this discussion a basic analytic framework is drawn up that summarizes the different valuations of the relationship between compliance and integrity. To illustrate their practical relevance, the different valuations depicted by the framework are illustrated with an example drawn from the defence industry. It concludes by discussing the implications of the analysis and suggesting some possible routes for further research.

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Streszczenia konferencji na temat "Relationship self-regulation"

Zhukova, E. S., S. L. Artemenkov i D. B. Bogoyavlenskaya. "To the question of the relationship of giftedness and conscious self-regulation". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.104.115.

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The work performed allowed us to determine the correlation of giftedness, level of intelligence, academic success and conscious self-regulation in children of young adolescents. Diagnostics was carried out using the “Creative Field” method (D. B. Bogoyavlenskaya), the “Progressive Matrices” test (J. Raven) and the rapid method «Style of Self-regulation of Children Behavior» SSCB-M1 (V. I. Morosanova). The results were obtained as part of a longitudinal study from primary school to adolescence. Statistical analysis is represented by correlation analysis and the method of constructing regularized networks of patial correlations glasso using the language R. Giftedness is understood by us as the ability to develop activities on our own initiative. Mathematical analysis reveals an indirect connection between giftedness and a cluster of conscious self-regulation through an intelligence index. The negative sign of the connection between intelligence and the “planning” scale is explained by the characteristics of the age under study: the breadth of interests, the situation of choice and the criticality of children with a high level of intelligence, which leads to lower grades.

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Joukova, Elena Sergeevna. "The Relationship of Giftedness And Conscious Self-Regulation In Young Adolescents". W Personal and Regulatory Resources in Achieving Educational and Professional Goals in the Digital Age. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.04.11.

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Ganesan, Maya Devi, i Smita Singh. "Exploring the relationship between abstract mindedness, self-regulation and prosocial behaviour". W 2015 Asian Congress of Applied Psychology (ACAP 2015). WORLD SCIENTIFIC, 2015. http://dx.doi.org/10.1142/9789814723398_0005.

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Marinov, Sanja, i Višnja Pavičić Takač. "On the nature of relationship between self-regulation and lexical competence". W University of Zagreb Round Table 2018. Filozofski fakultet u Zagrebu, FF-Press, 2020. http://dx.doi.org/10.17234/uzrt.2018.1.

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Fil, Tatiana Aleksandrovna, i Marina Gennadievna Chukhrova. "THE RELATIONSHIP BETWEEN SELF-REGULATION INDICATORS AND THE LEVEL OF FALSEHOOD". W Профилактика девиантного поведения. Новосибирск: Автономная некоммерческая организация дополнительного профессионального образования "Сибирский институт практической психологии, педагогики и социальной работы", 2021. http://dx.doi.org/10.38163/978-5-6046739-7-3_2021_96.

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Banshchikova, Tatyana. "Sociocultural Conditionality Of Relationship Of Conscious Self-Regulation And Human Life Values". W SCTCMG 2019 - Social and Cultural Transformations in the Context of Modern Globalism. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.12.04.29.

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Banshchikova, Tatyana. "Relationship Between Conscious Self-Regulation And Socio-Cultural Adaptation Of Foreign Students". W International Scientific Conference «Social and Cultural Transformations in the Context of Modern Globalism» dedicated to the 80th anniversary of Turkayev Hassan Vakhitovich. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.10.05.185.

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Caetano, Tânia, Eduardo Ramadas i Jessica Lopes. "RELATIONSHIP BETWEEN MINDFULNESS, SELF-COMPASSION AND DIFFICULTIES IN EMOTION REGULATION IN ADDICTS". W International Psychological Applications Conference and Trends. inScience Press, 2019. http://dx.doi.org/10.36315/2019inpact060.

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Yusupov, M. G. "Features of self-regulation of students’ mental states: operational aspect". W INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.756.766.

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The instability of modern social conditions, informational and emotional richness of learning contribute to the emergence of negative states of fear, uncertainty, aggression, and provokes psychosomatic disorders of students. In order to satisfy the requirements of society, it is necessary to have a high level of development of the ability to control oneself, allowing self-regulation of the mental state within certain social frameworks. In everyday life, students use sets of techniques developed in individual experience that allow them to cope with negative conditions, enter the educational rhythm or relieve stress. Therefore, it is relevant to study spontaneously developing methods and techniques for self-regulation of states that help prevent the negative dynamics of the current state and provide an acceptable level of adaptation. In this regard, the article aims at studying ordinary ways of self-regulation of negative states of students and their relationship with the productivity of cognitive processes and individual cognitive styles. According to the results of the study, we found that typical negative states of students are fatigue, laziness, frustration. The most frequent methods of their regulation are communication, music, walking, sleeping. The relationship between the productive, stylistic characteristics of cognitive processes and the choice of self-regulation methods is shown. Thus, respondents with a high level of imagination and heuristic cognitive style choose a method of communication. Differences in the methods of self-regulation and experienced states in boys and girls were revealed. The results can be of interest to teachers and practical psychologists in education.

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Банщикова, Татьяна Николаевна, i Максим Леонидович Соколовский. "FEATURES OF THE RELATIONSHIP BETWEEN SELF-REGULATION AND hardiness AMONG SPECIALISTS IN THE HUMANITIES AND TECHNICAL PROFESSIONS". W Социально-экономические и гуманитарные науки: сборник избранных статей по материалам Международной научной конференции (Санкт-Петербург, Декабрь 2021). Crossref, 2022. http://dx.doi.org/10.37539/seh300.2021.84.96.007.

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Проведен сравнительный анализ взаимосвязи саморегуляции и жизнестойкости у респондентов гуманитарных и технических профессий. Практически все показатели саморегуляции статистически достоверно коррелируют с показателями жизнестойкости. Однако выраженность данной связи у представителей технических профессий более значима. A comparative analysis of the relationship between self-regulation and hardiness among respondents in the humanitarian and technical professions has been carried out. Almost all indicators of self-regulation are statistically significantly correlated with indicators of vitality. However, the severity of this connection among representatives of technical professions is more significant.

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Raporty organizacyjne na temat "Relationship self-regulation"

Hernández-López, Luis Pablo, i Miriam Romero-López. Social competence and self-esteem: a systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, kwiecień 2022. http://dx.doi.org/10.37766/inplasy2022.4.0149.

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Review question / Objective: What kind of relationship exists between social competence and self-esteem in students of any age? Condition being studied: Self-esteem is understood as the evaluative dimension of self-concept, having great importance in the interpretation of opinions, behavior, and emotions. The study of the relationship between these two concepts is important because low levels of self-esteem can be a source of significant psychological distress and can diminish the individual's social competence skills. And in turn, the strengthening of self-esteem would increase the likelihood of adequate progress in social competence, which would imply a healthy development of the individual in his or her environment. Other studies reveal the association between perceived social competence, higher levels of emotional regulation, better academic performance, adequate coping strategies, and a healthier self-concept among the child and adolescent population.

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Bayley, Stephen, Darge Wole Meshesha, Paul Ramchandani, Pauline Rose, Tassew Woldehanna i Louise Yorke. Socio-Emotional and Academic Learning Before and After COVID-19 School Closures: Evidence from Ethiopia. Research on Improving Systems of Education (RISE), listopad 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/082.

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This paper presents the findings of research undertaken in Ethiopia to examine the effects of COVID-19 school closures on children’s holistic learning, including both socio-emotional and academic learning. It draws on data collected in 2019 (prior to the pandemic) and 2021 (after schools reopened) to compare primary pupils’ learning before and after the school closures. In particular, the study adapts self-reporting scales that have been used in related contexts to measure Grade 3 and 6 children’s social skills, self-efficacy, emotional regulation and mental health and wellbeing, along with literacy and numeracy. Lesson observations were also undertaken to explore teachers’ behaviours to foster socio-emotional learning (SEL) in the classroom. The findings advance current knowledge in several respects. First, they quantify the decline in Ethiopian pupils’ social skills over the period of the school closures. Second, they identify a significant and strong relationship between learners’ social skills and their numeracy, even after taking other factors into account. Third, they reveal a significant association between children’s social skills and their mental health and wellbeing, highlighting the importance of interpersonal interactions to safeguard children’s holistic welfare. The paper concludes by proposing a model for understanding the relationship between learners’ SEL and academic outcomes, and with recommendations for education planning and practice, in Ethiopia and elsewhere.

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Dabrowski, Anna, i Pru Mitchell. Effects of remote learning on mental health and socialisation. Literature Review. Australian Council for Educational Research, listopad 2022. http://dx.doi.org/10.37517/978-1-74286-682-6.

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This literature review focuses on the effects of remote learning on mental health, including acute mental health issues and possible ongoing implications for student wellbeing and socialisation. It provides an overview of some of the challenges that can impact on the mental health and relationships of young people, many of which have accelerated or become more complex during the COVID-19 pandemic. In the light of concern about rising antisocial behaviour and extremism there is a focus on socialisation and self-regulation on return to school post-pandemic. In the face of limited Australian research on these topics, the review takes a global focus and includes experiences from other countries as evidenced in the emerging research literature. Based on these findings the review offers advice to school leaders regarding the self-regulatory behaviours of students on return to school after periods of remote learning, and addresses social and emotional considerations as students transition back to school. It also considers ways in which schools can promote wellbeing and respond to mental health concerns as a way to address and prevent antisocial behaviours, recognise manifestations in extremism (including religious fundamentalism), and challenge a general rise in extremist views.

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Rarasati, Niken, i Rezanti Putri Pramana. Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System. Research on Improving Systems of Education (RISE), styczeń 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/050.

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A mature teacher who continuously seeks improvement should be recognised as a professional who has autonomy in conducting their job and has the autonomy to engage in a professional community of practice (Hyslop-Margison and Sears, 2010). In other words, teachers’ engagement in professional development activities should be driven by their own determination rather than extrinsic sources of motivation. In this context, teachers’ self-determination can be defined as a feeling of connectedness with their own aspirations or personal values, confidence in their ability to master new skills, and a sense of autonomy in planning their own professional development path (Stupnisky et al., 2018; Eyal and Roth, 2011; Ryan and Deci, 2000). Previous studies have shown the advantages of providing teachers with autonomy to determine personal and professional improvement. Bergmark (2020) found that giving teachers the opportunity to identify areas of improvement based on teaching experience expanded the ways they think and understand themselves as teachers and how they can improve their teaching. Teachers who plan their own improvement showed a higher level of curiosity in learning and trying out new things. Bergmark (2020) also shows that a continuous cycle of reflection and teaching improvement allows teachers to recognise that the perfect lesson does not exist. Hence, continuous reflection and improvement are needed to shape the lesson to meet various classroom contexts. Moreover, Cheon et al. (2018) found that increased teacher autonomy led to greater teaching efficacy and a greater tendency to adopt intrinsic (relative to extrinsic) instructional goals. In developed countries, teacher autonomy is present and has become part of teachers’ professional life and schools’ development plans. In Finland, for example, the government is responsible for providing resources and services that schools request, while school development and teachers’ professional learning are integrated into a day-to-day “experiment” performed collaboratively by teachers and principals (Niemi, 2015). This kind of experience gives teachers a sense of mastery and boosts their determination to continuously learn (Ryan and Deci, 2000). In low-performing countries, distributing autonomy of education quality improvement to schools and teachers negatively correlates with the countries’ education outcomes (Hanushek et al., 2011). This study also suggests that education outcome accountability and teacher capacity are necessary to ensure the provision of autonomy to improve education quality. However, to have teachers who can meet dynamic educational challenges through continuous learning, de Klerk & Barnett (2020) suggest that developing countries include programmes that could nurture teachers’ agency to learn in addition to the regular content and pedagogical-focused teacher training materials. Giving autonomy to teachers can be challenging in an environment where accountability or performance is measured by narrow considerations (teacher exam score, administrative completion, etc.). As is the case in Jakarta, the capital city of Indonesia, teachers tend to attend training to meet performance evaluation administrative criteria rather than to address specific professional development needs (Dymoke and Harrison, 2006). Generally, the focus of the training relies on what the government believes will benefit their teaching workforce. Teacher professional development (TPD) is merely an assignment for Jakarta teachers. Most teachers attend the training only to obtain attendance certificates that can be credited towards their additional performance allowance. Consequently, those teachers will only reproduce teaching practices that they have experienced or observed from their seniors. As in other similar professional development systems, improvement in teaching quality at schools is less likely to happen (Hargreaves, 2000). Most of the trainings were led by external experts or academics who did not interact with teachers on a day-to-day basis. This approach to professional development represents a top-down mechanism where teacher training was designed independently from teaching context and therefore appears to be overly abstract, unpractical, and not useful for teachers (Timperley, 2011). Moreover, the lack of relevancy between teacher training and teaching practice leads to teachers’ low ownership of the professional development process (Bergmark, 2020). More broadly, in the Jakarta education system, especially the public school system, autonomy was never given to schools and teachers prior to establishing the new TPD system in 2021. The system employed a top-down relationship between the local education agency, teacher training centres, principals, and teachers. Professional development plans were usually motivated by a low teacher competency score or budgeted teacher professional development programme. Guided by the scores, the training centres organised training that could address knowledge areas that most of Jakarta's teachers lack. In many cases, to fulfil the quota as planned in the budget, the local education agency and the training centres would instruct principals to assign two teachers to certain training without knowing their needs. Realizing that the system was not functioning, Jakarta’s local education agency decided to create a reform that gives more autonomy toward schools and teachers in determining teacher professional development plan. The new system has been piloted since November 2021. To maintain the balance between administrative evaluation and addressing professional development needs, the new initiative highlights the key role played by head teachers or principals. This is based on assumption that principals who have the opportunity to observe teaching practice closely could help teachers reflect and develop their professionalism. (Dymoke and Harrison, 2006). As explained by the professional development case in Finland, leadership and collegial collaboration are also critical to shaping a school culture that could support the development of professional autonomy. The collective energies among teachers and the principal will also direct the teacher toward improving teaching, learning, and caring for students and parents (Hyslop-Margison and Sears, 2010; Hargreaves, 2000). Thus, the new TPD system in Jakarta adopts the feature of collegial collaboration. This is considered as imperative in Jakarta where teachers used to be controlled and join a professional development activity due to external forces. Learning autonomy did not exist within themselves. Hence, teachers need a leader who can turn the "professional development regulation" into a culture at schools. The process will shape teachers to do professional development quite autonomously (Deci et al., 2001). In this case, a controlling leadership style will hinder teachers’ autonomous motivation. Instead, principals should articulate a clear vision, consider teachers' individual needs and aspirations, inspire, and support professional development activities (Eyal and Roth, 2011). This can also be called creating a professional culture at schools (Fullan, 1996). In this Note, we aim to understand how the schools and teachers respond to the new teacher professional development system. We compare experience and motivation of different characteristics of teachers.

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