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1
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.
2
Charker, Jillian H. "Self-Regulation and Wisdom in Relationship Satisfaction". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365479.
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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.Thesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Applied Psychology
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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.
4
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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Guler-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.
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The aim of the present study was to investigate: (a) self and age related differences in time perspective and future time orientations(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.
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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.
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Despite widespread alcohol use by college students, the majority of them appear capable of controlling their drinking. The present study sought to develop a measure assessing college students' use of self-regulatory strategies in an effort to control their drinking. Three hundred and ten undergraduates completed questionnaires assessing a variety of alcohol-related behaviors and beliefs, as well as academic performance and strategy use. A fifty-item Drinking Self-Regulation Questionnaire (DSRQ) was developed based on social-cognitive theory, pilot data, and principal components analysis. The measure was composed of three scales (cognitive, behavioral, and environmental strategies), each evidencing good reliability. The DSRQ was negatively correlated with quantity and frequency of drinking, indicating that the more self-regulatory strategies individuals used to control their drinking, the less they drank. The DSRQ also was negatively related to alcohol-related problems, indicating that the more strategies an individual used, the fewer alcohol-related problems he or she experienced. A positive relationship was found between the DSRQ and self-efficacy for avoiding drinking heavily, suggesting that higher self-efficacy was associated with greater strategy use. In multiple regression analyses the DSRQ was shown to contribute to the prediction of drinking beyond a measure of self-efficacy, indicating that it assessed a unique construct which may further our understanding of controlled versus excessive use of alcohol. The present study failed to find a relationship between alcohol use and academic performance. These results suggest that the present study was successful in constructing a questionnaire assessing college students' use of self-regulatory strategies to control their alcohol use.Master of Science
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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.
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This study investigated self-regulated learning behaviors and their relationships with academic performance in web-based courses. The participants (n = 106) were distance learners taking humanities and technical coursed offered by a community college in Virginia. Data was collected using 28 items from the Motivated Strategies for Learning Questionnaire and 5 demographically related items. Data analysis included factor analyses, multivariate analysis of variance, and regression analyses. The employment of self-regulated learning behaviors differed between humanities and technical courses (p = .0138). Time and study environment management (p = .0009) and intrinsic goal orientation (p = .0373) categories reported significant findings in their relationship to academic performance. The factors affiliated with time and study environment management and intrinsic goal orientation were used as predictors in the development of a mathematical formula used to predict academic success in a web-based course. These predictors explain 21 percent of the variance in the academic success rating calculated using the mathematical formula developed from this study.Ph. D.
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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.
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Boyd, Rebecca Suzanne. "Stable Conflict Resolution Styles and Commitment: Their Roles in Marital Relationship Self-Regulation". BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4190.
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Gottman's (1994a) three stable conflict resolution styles (CRSs), validating, volatile, and avoidant, are different on several dimensions, yet all are predictors of good marital satisfaction. Despite the CRSs equality in marital satisfaction and stability research, teaching couples a validating style is often explicitly more preferential in therapeutic settings. Relationship self-regulation (RSR), described as relationship “work”, is also a strong predictor of relationship satisfaction. Identifying the CRS environment in a relationship that most contributes to the practice of RSR can inform clinical and couple relationship education interventions. Based on its success in improving marital satisfaction in therapeutic settings, a validating CRS was hypothesized to be more closely associated with the practice of RSR by husbands and wives compared to a volatile or avoidant style. A third variable, commitment to the relationship, characterized by a desire to stay rather than an obligation to remain, also was tested as a moderator of the relationship between stable CRSs and RSR. Data from first-married men (856) and women (1406) taking the RELATionship Evaluation (RELATE) online questionnaire was used in correlational and MANCOVA analyses to test the research questions. All three stable CRSs were found to be positively related to RSR. However, the validating style was found to be the most predictive of both RSR effort and strategies compared to the other two styles. Commitment was a moderator between CRSs and RSR for only validating and avoidant CRSs for RSR strategies but not effort. Results generally support the theoretical model tested. Implications for future research and clinical practice are discussed.
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Tanner, Scott. "The Relationship Between Attachment, Self-Regulation, and Resilience in Undergraduate Students' College Adjustment". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4947.
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Difficulty adjusting to college life is noted in nearly 20% of freshmen who fail to return to college. The purpose of this quantitative survey design study, grounded in attachment theory, was to investigate the best predictor (e.g., secure parental attachment, self-regulation, or resilience) of college adaptation, the combined contribution of the variables in predicting college adaptation, and whether a bivariate relationship existed between the variables and subcomponents of college adaptation. The Connor Davidson Resilience Scale Revised, Parental Attachment Questionnaire, Short Self-Regulation Questionnaire, and Student Adaptation to College Questionnaire were securely administered online to a sample of 68 full-time students from one university's freshmen class. In a multiple regression analysis, the combination of variables accounted for nearly 58% of the variance in college adaptation, with self-regulation as the single best predictor. A series of Pearson correlations revealed significant large positive relationships between self-regulation, resilience, and each of the college adaptation subcomponents. Secure parental attachment had a significant large positive relationship with personal/emotional adaptation and a significant medium positive relationship with academic adaptation. Based on the results, it is recommended that self-regulation and resilience be investigated as mediators between attachment and adaptation to college. This research, while making an important contribution to the literature, contributes to positive social change by highlighting key components to college adaptation, thereby focusing efforts on strengthening these qualities in students.
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Rusk, 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.
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Background: Negative forms of self-relating such as self-criticism and self-judgement are known to contribute to poor mental health across diagnoses including eating disorders. Negative self-relating can lead to avoidance or suppression of emotions, and poor attachment relationships can lead to deficits in self-reassuring abilities. Self-compassion is a construct which is gaining attention in clinical research as a potentially important and healthy way of relating to the self in the face of painful or difficult experiences. Systematic review: A systematic review of the literature eating disorders and self-compassion suggested that lower levels of self-compassion are related to worse eating disorder pathology, particularly emotional eating, and body image dissatisfaction. Findings suggest that self-compassion training may have a role in multimodal prevention and treatment approaches for eating disorders, disordered eating and body image problems, particularly bulimia or binge eating disorders. The role in restrictive eating behaviour is less clear and warrants further research. Aims: This study was a cross-sectional study design with a purpose of conducting Confirmatory factor analysis on the Self-Compassion Scale – Short Form, and correlational analysis of the relationship between self-compassion, (as measured on SCS-SF) with emotion regulation difficulties, alexithymia and distress. Participants and procedure: 297 people referred to an adult clinical psychology service in Scotland completed the SCS-SF and measures of emotion regulation, alexithymia and distress. Results: CFAs did not support six factor or hierarchical models for SCS-SF. Instead a two-factor model was supported. Correlation analysis indicated that self-compassion is inversely associated with difficulties in emotion regulation, alexithymia and distress. Hierarchical regression analyses indicated that self-compassion was a unique predictor of distress. Implications: Further clarification of the construct of self-compassion, its role in psychopathology and how it should be measured is required. It is important that as research involving self-compassion and its role in mental health services progresses, that psychometrically valid measures are employed. Furthermore, correlation and regression analyses suggest convergent validity for the construct of self-compassion, and support theoretical links with emotion regulation. Conclusions: Self-compassion appears to be an important variable in eating disorders pathology and appears to be linked with adaptive emotion regulation in clinical populations. However results suggest longitudinal research and a more robust measure is required for use in clinical populations, especially if information about facets of the construct are to be understood.
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Rackham, 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.
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Relationship self-regulation (RSR) refers to the “work”, or effort and strategies, that partners put into keeping their relationships healthy. Past RSR research has not taken into account distal and proximal variables that may affect RSR, such as parental and current relationship avoidant conflict-resolution style (CRS). In this study, we examine the relationships between parental avoidant CRS and current relationship avoidant CRS, as well as self-report of RSR in the relationship. Additionally, the perception of one's partner's attachment behaviors consisting of responsiveness, engagement, and accessibility is included in the model to test for moderation of the relationship between current relationship avoidant conflict-resolution style and RSR. Using data from 2,228 males and 2,228 females who were in their first marriages and completed the RELATionship Evaluation (RELATE) (Busby et al., 2001), we found that there was a high positive correlation between parental avoidant CRS and current avoidant CRS. Avoidant CRS was also significantly negatively correlated with RSR. Finally, we found that perception of partner's attachment behaviors did not moderate the negative relationship between avoidant CRS and RSR. Implications for future research and clinicians are discussed.
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Ackerman, 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.
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Meredith, 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.
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Within existing literature researchers have acknowledged the need for new experimental approaches to improve methodological and conceptual issues in the study of emotion regulation and resource depletion. This PhD thesis examined the relationship between emotion regulation and self-control with empirical evidence underpinned by novel representative experimental mixed methods, as well as rigorous qualitative methods. Chapter 2 presents a review of empirical studies within four long standing sport and exercise psychology journals to explore the behavioural measures and research methodology adopted in sport and exercise psychology research. Data indicated a lack of dependent behavioural measures in sport and exercise psychology, and a reliance on questionnaire-based methods. The aim of Chapter 3 and 4 was to examine the relationship between emotion regulation and self-control with representative task constraints. Specifically, Chapter 3 presented an investigation of the effect of upregulating emotions in a faux filmed interview task on subsequent self-control performance in an unsolvable puzzle task. While individuals showed effort to regulate their emotions, there were negligible effects on subsequent self-control performance. Nevertheless, results indicted a potential moderating effect of mood in this relationship. Therefore, the impact of mood on self-control performance was further explored in Chapter 4 within an exercise-testing context. Using social psychological methods of emotion elicitation, anxiety was manipulated, and the impact of spontaneous emotion regulation on exercise effort was measured across 3 exercise intensities. In depth interview data in Chapter 4 revealed several key findings, including the impact of the experimenter and social interactions on participant regulatory processes. Yet, multilevel modelling illustrated negligible effects of a positive priming video and of anxiety manipulations on exercise performance between conditions. In contrast to previous Chapters restricted to laboratory-based approaches, Chapter 5 reported findings from within a natural rehabilitative exercise setting with ethnographic approaches and narrative inquiry. Results emerging from this Chapter included the potential value of emotionally intelligent regulation of emotion, and the creation of an environment that encourages emotional disclosure. Empirical data presented in this thesis contributes to a widening evidence base questioning the existence of the ego depletion effect, and draws on contentious conceptual issues and methodological critiques in the self-control literature. Using novel mixed methods research designs, and interpretive perspectives, the current body of work points towards the importance of relationships, and interpersonal emotion-related abilities within exercise settings. Future research could benefit from an extended examination of emotional intelligence and emotion contagion within exercise contexts, and the use of narrative inquiry as a pedagogical intervention.
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Hansen, 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.
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Adolescent self-regulation follows a developmental trajectory over time with ups and downs during maturation. This paper uses growth curve analysis to look at change in self-regulation over time. Although self-regulation scores may increase during latency, adolescents differ in levels of self-regulation due to biological and socialization factors. In addition, exposure to couple conflict has been shown to affect levels of self-regulation. The current study examined the role of attachment to parents as a mediator between couple conflict and adolescent self-regulation outcomes, controlling for gender of child. Participants were 681 families with a child between the ages of 11 and 13 at time 1 (M age of child at time 1 = 11.33, S.D. = 1.02, 47.9% female) who took part in the Flourishing Families survey at times 1, 2, 3, & 4. Structural equation modeling confirmed that self-regulation was negatively related to couple conflict overall, although self-regulation in the group of adolescents experiencing the lowest level of conflict increased as couple conflict increased. Self-regulation was also positively related to attachment to father (but not to mother), while gender of adolescent was not significantly related to self-regulation or attachment. There was also evidence that father attachment partially mediated the relationship between couple conflict and adolescent self-regulation outcomes. The discussion focuses on the importance of continued research examining the mechanisms through which the father attachment bond influences the development of adolescent self-regulation.
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Hardy, 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.
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Doctor of PhilosophySchool 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.
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Heilman, Mark A. "Relationship Between Autonomous Motivation and Ego-Depletion". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2213.
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Previous research has shown that exerting self-control on a demanding task can impair performance on a subsequent demanding self-control task. This phenomenon is known as ego-depletion; however, its underlying mechanisms are not well understood. Notable gaps in the literature exist regarding whether participants’ motivation levels can attenuate the depletion effect, and whether trait self-control is related. Drawing from the process model of depletion and the self-determination theory, the goal of the study was to examine whether motivational incentives in the form of autonomy can impact performance on tasks in an ego-depleted state, and the potential relationship of trait self-control. Amazon Mechanical Turk was utilized to conduct this experimental quantitative study with a 2 (ego-depletion: yes or no) x 2 (autonomous reward motivation: incentivized or nonincentivized) between-subjects factorial design. The effects of an autonomous motivational incentive were compared with the effects of no incentive on a convenience sample of online participants (N = 211), half of whom performed a task designed to be depleting of self-control resources, and half of whom performed a non-depleting task instead. Multivariate ANCOVAs showed no significant differences for performance on a subsequent self-control task for any of the experimental groups, and no co-variance of trait self-control was found (as measured by the Brief Self-Control Scale). This study will contribute to social change by increasing understanding of the factors contributing to self-control. This knowledge will be useful to anyone intending to strengthen their own willpower and achieve their goals, and may enable practitioners to better assist clients struggling with addictions and other maladaptive behaviors.
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Rasplica, 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.
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Every year, millions of preschool-age children make the transition into kindergarten. This transition from preschool to kindergarten can be difficult for children who have not mastered the basic school readiness skills involved in a successful transition. Although school readiness is broadly defined and involves several basic skills, the present study focuses on the specific contribution of cognitive self-regulation and early literacy skills. The present study examined the effects of preschool progress in cognitive self-regulation and early literacy skills on kindergarten readiness using descriptives, Pearson correlations, analysis of variance, and multilevel growth modeling. Three research questions are described and utilized. Research question 1 examined the growth in early literacy and cognitive self-regulation skills across the preschool year, research question 2 examined the relationship between early literacy and cognitive self-regulation skills, and research question 3 examined differences in student skills across three sites. Participants included preschool students, ages 4 to 5, from three different school districts. Early literacy and cognitive self-regulation data were collected at the beginning, middle and end of the preschool year. Overall, results yield a better understanding of the relationship between early literacy and cognitive self-regulation skills in preschool students and how community-level factors affect these skills in order to better support early intervention in preschools. More specifically, results of the first research question indicated that students made growth in both early literacy skills and cognitive self-regulation skills across the preschool year, and scores in the beginning of the preschool year were significantly correlated with scores at the end of the preschool year. Results of the second research question indicated a strong relationship between early literacy skills and cognitive self-regulation across the preschool year, and results of the third research question highlighted differences in growth rates across sites. Possible mediating variables are described in the discussion. Limitations of the study and future research directions are discussed.
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Smith, 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.
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This study evaluated one important dimension of nonprofit self-regulation, the relationship between the Iowa Register of Accountability and voluntary website disclosure by Iowa nonprofits. The purpose of this study was to assess the effectiveness of self-regulation in Iowa to improve accountability as measured by voluntary website disclosure and transparency. As part of the study, an instrument was developed to reliably measure nonprofit website disclosure and transparency. The disclosure score ratings from Iowa Register of Accountability nonprofit organizations were compared to those not listed on the Register. Other factors relevant to disclosure and transparency (e.g. the method to become listed on the Iowa Register of Accountability and the type and number of organization staff members who received training) were also tested.
Results indicated that nonprofit organizations listed on the Iowa Register of Accountability were more likely to have active websites and to voluntarily disclose recommended information on their websites than those Iowa nonprofits that have not sought or achieved listing on the Register. In particular, the Register group had statistically higher mean disclosure scores in four areas (Key Staff, Strategic Plan, Annual Reports, and Audit and Financial Statements) compared to the Non-Register group. Contrary to expectations, the method to become listed on the Iowa register of Accountability and the type and number of staff members who received training were not related to higher disclosure scores.
The important finding of this research is that nonprofit organizations listed on the Iowa Register of Accountability were more likely to voluntarily disclose recommended information on their websites than those Iowa nonprofits that have not sought or achieved listing on the Register. Recommendations are made in terms of ways to improve nonprofit website disclosure and transparency by enhancing and expanding training opportunities. A major contribution of this study for future research in the field was the development of a disclosure scoring instrument to assess and compare website disclosure and transparency.
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Curry, 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.
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Thesis (Ph. D.)--Illinois State University, 2007.Title 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.
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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.
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The Ideal Standards Model (Simpson, Fletcher and Campbell, 2001) suggests that individuals regulate themselves and their partners based on how closely their perceptions match their ideal standards. Overall, Fletcher and Simpson (2006) provided empirical support for the regulatory function of the Ideal Standards Model and concluded that standards which may initiate regulation reflect three pivotal domains; warmth/trustworthiness, attractiveness/vitality and status/resources. In Study 1, 150 individuals (in heterosexual relationships or had been in the previous six months) spontaneously reported prior regulatory attempts that had focused on changing themselves, their partner or their relationship. Participants then described their most salient regulatory attempt in detail and rated the success of this attempt. In Study 2, 96 individuals (in heterosexual relationships) self-rated various personality and relationship characteristics. Participants also indicated how they would likely respond (using a set of likert scales) to partner initiated regulation attempts which were provided via vignette descriptions. As predicted, results indicated (a) that regulatory attempts reflect the pivotal domains of the Ideal Standards Model, (b) predicted gender differences in the use of regulation, (c) increased regulatory success with the use of interpersonal strategies and (d) increased relationship quality with less negative reactions to regulatory attempts. Results also indicated that women were more likely to respond negatively than men, particularly when the regulation attempt focused on their attractiveness. Implication and explanations are discussed.
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Smith, 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.
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Ernst, 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.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.Bachelors
Arts and Sciences
Psychology
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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.
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Thesis advisor: Belle LiangEthnic 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
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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.
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Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices.Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
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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.
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Previous literature has suggested that creative students often have difficulties adapting to academic and social contexts, even if they are intellectually gifted (Goertzel & Goertzel, 1960; Kim, 2008). Creative individuals' difficulties in social adaptation can be explained better by introducing the concept of self-regulation, since self-regulation has been found to be a strong predictor of one's academic success, school engagement, and peer social acceptance (Duckworth & Seligman, 2005). Thus, the purpose of this study was to investigate the relationship between creative potential and self-regulation among gifted young adults. In addition, this study aims to examine the moderating effects of parenting styles on that relationship.
Participants in this study were 311 high achieving students who participated in the Honors Program at the Midwestern University. Their creative potential was assessed by the Runco Ideation Behavior Scale (Runco, Plucker, & Lim, 2001). Results showed that there was no relationship between creative potential and short-term self-regulation. However, creative potential was positively related to the long-term self-regulation of gifted young adults after controlling the effect of gender and semester in the college/university, although it was a small correlation (partial r=.132, p
Findings from this study refute the position that gifted individuals' creative potential may relate negatively to their self-regualtion capacities Findings also suggest that authoritative parenting can nurture children's long-term self-regulation without hindering creative potential development.
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Laurent, 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.
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Adamusko, 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.
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This two wave panel study examined child self-regulation as a potential mediator of the relationship between marital attachment security in parents and anxiety in their adolescent child. Data for this study were taken from the two parent families in waves three and four of the Flourishing Families project which included 335 two-parent families with children between the ages of 14 and 16. Both parents and child completed the Novak and Clayton (2001) Self-regulation Scale with the child's self-regulation as the target, and both husbands and wives completed a modified version of the Experiences in Close Relationships Questionnaire (Fraley, Waller, & Brennan, 2000) for their attachment security in their marriage. Children completed the generalized anxiety subscale of the Spence Anxiety Inventory (Spence, 1998) at both waves. Findings showed that child self-regulation was a process through which wife insecure attachment in her marriage indirectly influenced child anxiety in both boys and girls. Self-regulation also mediated the relationship between husband insecure couple attachment and child anxiety for boys but not for girls. Only the mother insecure marital attachment was directly related to both boys' and girls' anxiety. Implications of the findings for family therapy are discussed.
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Schutte, 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.
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In South African townships today many adolescents are faced with adverse circumstances which they have to cope with. Many risks occur when adolescents are faced with adversity. Research has shown that adversity is an increasingly common phenomenon in black families, and that many black families have proven themselves to be resilient and have maintained themselves to some extent. It is therefore understandable that the family is considered essential in raising adolescents who are socially and emotionally well–adapted. With the increasing number of risks faced by adolescents who do not have this support system the question is whether they will experience these adversities as stumbling blocks or turn them into stepping stones in their lives. The latter are those who demonstrate resilience.
The purpose of this study was to provide answers, by means of a literature review and empirical research, as to the extent to which adolescents who live under adverse circumstances demonstrate resilience and self–regulation in their academic work. This study also aimed to determine whether a relationship exists between resilience, self–regulation and the academic performance of learners. This was achieved by describing and understanding (a) resilience and the ability of adolescents to navigate and negotiate for essential protective resources (i.e. personal, familial, community and cultural resources) which are supposed to be available to adolescents, and; (b) to support a better understanding of the structure of self–regulated learning and its relation to academic performance from a social–cognitive perspective which embraces human functioning as the product of a dynamic, reciprocal and triadic interaction between personal (e.g. learner's knowledge, meta–cognition, motivation and anxiety), behavioural (e.g. self–observation and self–reaction) and environmental variables (e.g. academic outcomes, modelling and feedback from educators).
Three measurement instruments were administered to a group of 180 learners from a selected school. These learners all reside in a township. The measurement instruments were (a) a biographical questionnaire, (b) Self–Regulated Learning Questionnaire (SRLQ) and the (c) Child and Youth Resilience Measure (CYRM). The statistical analyses consisted of descriptive statistics and inferential statistics.
Analysis of the data showed no significant relationship between resilience and academic performance for the participants but showed a moderate relationship between academic performance and self–regulated learning, where the most important processes indicated were goal–setting, strategic planning and self–evaluation. Between self–regulated learning and resilience no relationship was found.
Results furthermore show that academic performance was better for a group of participants who are high on self–regulation than for a group of participants who are low on self–regulation. It can therefore be concluded that the more self–regulated learners are, the better they perform academically.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2012.
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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.
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Conflict is a common problem among families, and children may be negatively affected by this family dynamic. Some family characteristics may protect children from negative effects, even in the midst of conflict. Though little research has been conducted addressing familial effects of humor, the current longitudinal study examined the moderating effect of humor on the relationship between family conflict and child self regulation. Two hundred ninety six two-parent families from the Seattle area were surveyed and observed as a party of Brigham Young University's Flourishing Family Project. Family conflict and coded humor from an observation task were assessed at time 1 and self regulation in the child was assessed at both time 1 and one year later. Results indicated that (1) family conflict negatively influences child self regulation, (2) that humor between fathers and children is associated with child self regulation, and (3) that humor between fathers and children may buffer the effects of family conflict on a child's self regulation. Humor between mothers and children and between mothers and fathers did not moderate the relationship between family conflict and child self regulation. These results suggest that some forms of family humor may provide families with healthy child outcomes. Limitations and implications for family therapy are discussed.
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Troum, 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.
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The purpose of this study was to investigate the relationships among undergraduate applied music students' perceptions of autonomy support, competence, and task persistence. One assumption of self-determination theory was that competence would increase when social environment supported self-organization. A motivational-cognitive framework designed to promote sustained motivation in undergraduate applied music students was proposed.
Three self-report scales administered in the form of a web survey were completed by undergraduate applied music students (N = 366) at six Florida universities. The scales were designed to measure perceived autonomy support, perceived competence, and perceived persistence in practice in the applied music studio setting. Internal consistency reliability estimates as measured by Cronbach's alpha were high for all three measures: perceived competence (alpha = .89), perceived autonomy support (alpha = 92), and perceived task persistence of musical practice (alpha = .87). All three constructs-perceived competence, perceived autonomy support, and perceived task persistence showed a significant positive correlation with each other.
The use of perceived competence as a mediating variable in a hypothesized path model helps to illuminate the nature of the relationships among the three constructs. In the path analysis model, perceived autonomy support was found to have a significant direct effect on perceived task persistence. Thus, students who perceived that they had strong autonomy support in the applied studio setting were more likely to perceive themselves as more highly task persistent than students who perceived that they had less autonomy support. Also, in the path model, student perceived competence was found to moderately mediate the effect of their perceived autonomy support on perceived task persistence. Thus, in the investigation of the relationship between perceived autonomy support and task persistence, the path analysis also revealed that something in addition to perceived autonomy support, namely perceived competence, served to explain the relationship between perceptions of autonomy support and task persistence. It is hoped that this study may promote further understanding of the optimal conditions in higher education for the persistence of practice for applied music study.
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Merrick, 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.
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This study employed the theoretical framework of Albert Bandura???s social cognitive theory, to investigate how differing levels of self-efficacy impact on both the type and degree of self-regulatory behaviour employed by the students when composing music in a high school music program. The literature review revealed an abundance of related research suggesting a strong relationship between self-efficacy and self-regulated behaviour in the ???core??? academic domains of education. In contrast, there was no specific research found that had examined self-efficacy and self-regulation in the context of students composing music. An independent school in Sydney served as the research site, with sixty-eight students of varied year levels and musical experience participating in the study. Students used stand alone computers, the software ???Cubase??? and MIDI keyboards as they completed a task that involved creating an original piece of music in a genre of their own choice, over a series of four composition sessions. A mixed methodology was employed to determine if the influence of the students??? self-efficacy beliefs upon their self-regulation in a creative activity were consistent with existing research. Data were collected using a mixture of weekly measures and self-report scales, combined with a variety of questionnaires, logs, tally sheets and interviews. Eight variables, including the self-regulatory sub-processes of goal setting-strategic planning, intrinsic motivation, goal orientation, task expectation, time on task, task completion, monitoring were analysed together with an additional variable, defined as creative ability, to determine if evidence could be found of a relationship between self-efficacy and these specific behaviours while composing. The results suggest that the pre-task (Week 1) measure of self-efficacy was closely associated with the students??? use of the eight self-regulatory dimensions as well as their perceived level of creative ability. Weekly self-efficacy measures also suggested that students??? employ self-regulated sub-processes proportionally to their respective levels of self-efficacy. Importantly, the more efficacious students employed a wider and more sophisticated repertoire of self-regulated behaviour when composing in contrast to the less efficacious students. Self-efficacy was also identified as a key factor amongst students who were initially identified as being naive self-regulators, but who through the duration of the task, modified their behaviour to become more skilful self-regulators. Throughout the study, the consistent level of interaction between self-efficacy and the use of self-regulated behaviours were aligned with findings in the core ???academic??? disciplines of education.
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Lippi, 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.
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This cross-sectional, exploratory study aimed to determine the prevalence and characteristics
of self-harming behaviours among a sample of South African university students (N = 603),
as well as the relationship between deliberate self-harm (DSH) and symptoms of depression
and anxiety. A battery of instruments, including the Beck Depression Inventory (BDI-II),
State-Trait Anxiety Inventory (STAI), and Deliberate Self-Harm Inventory (DSHI) was
administered to participants. Data were analysed by means of descriptive statistics, Chi
Square tests, t-tests, and logistic regression analyses. The findings suggest high rates of DSH
among the sample (46% lifetime prevalence; 36% 12-month prevalence). No significant
gender differences were found in the rates of DSH. Participants from the combined Asian
and Coloured racial group reported significantly higher rates of DSH than both White and
Black participants. Participants aged 20-21 were significantly more likely to report DSH than
those in other age groups. Overall, depression scores in the sample fell within the normal
range (M = 15.79), while anxiety scores were found to be exceptionally high (state anxiety:
M = 46.56; trait anxiety: M = 48.72). The findings suggest that participants with elevated
levels of depression are significantly more likely to report DSH. A significant, negative
relationship was found between DSH and state anxiety, while a positive yet insignificant
relationship was found between DSH and trait anxiety. The findings of this exploratory study
partially support the findings of international research investigating the relationship between
DSH and depression and anxiety, but warrant further exploration in order to better understand
the complexities of these relationships, particularly in the South African context.Mini-Dissertation (MA)--University of Pretoria, 2014.
tm2015
Psychology
MA
Unrestricted
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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.
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Johnson, Sarah Kate. "Connections in High School Writers: Affective Connections as a Writing Self-Efficacy Dimension". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8390.
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While scholars of writing self-efficacy (WSE) have long explored self-efficacy as multidimensional, not every crucial dimension of self-efficacy has been explored (Walker; Zumbrunn et al.; Bruning and Kauffman). Recently, scholars have called for new WSE dimensions so that scholars can better examine the contextual and relational factors of self-efficacy (Usher and Pajares 786). My thesis is one answer to this call. Using ideas from contemporary affect theory and data from an IRB-approved study on thirteen high school seniors in a language arts class, I theorize and explore a new dimension of WSE that I call affective connections. Affective connections are connections both intentional and unintentional between bodies/objects that to varying degrees stick to and influence other bodies/objects. By analyzing the study’s ethnographic data, I found that affective connections are a helpful dimension for exploring how relationships and contexts influence self-efficacy. In two particular types of affective connections—student connections to assignments and student connections to teachers—intense connections often, but not always, indicated high self-efficacy to complete tasks and skills successfully, present and generate ideas, and self-regulate. More intense connections also usually indicated less student apathy about self-efficacy tasks or skills. Yet affective connections also complicate self-efficacy. Strong connections are not inherently positive, and affective connections ultimately reveal the ever-shifting and sometimes contradictory nature of WSE. My study indicates that affective connections are an exciting, likely widely applicable dimension of self-efficacy that may bolster scholars’ understanding of self-efficacy as a highly relational and contextual concept.
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Vanderheiden, 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/.
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The importance of the study is grounded in the need to increase the success rates at community colleges, which is critical for meeting national goals for college attainment and promoting upward social mobility. The majority of community college students arrive unprepared for college-level math and are placed into developmental math. A drive to increase math performance has focused on course redesigns incorporating adaptive learning technologies. While adept at adapting subject matter to students' individual needs, there remains the need to understand the role of student metacognition in the learning process. The purpose of this study is to investigate the association between specific learner attributes and academic success in developmental math for students who are acquiring their skills through an adaptive learning technology environment. The Motivated Strategies of Learning Questionnaire, GRIT, and Mental Toughness Questionnaires were used to uncover relationships and differences between measured traits, student success, and demographic items such as age, gender, race, amount of time spent in paid work, and previous credits. Survey results were analyzed using a correlation research design and demonstrated significant relationships between time and gender, topics mastered and race, time and Motivated Strategies for Learning, time and self-regulation, and grade and emotional control. The study makes recommendations about how to best develop and leverage adaptive learning technologies in the future.
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CARLITZ, 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.
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Janse, 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.
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The aim of this study was to explore and describe the experiences of professionals
utilizing sensory-motor play (SMP) with young children (YC) in Gestalt play therapy in
order to provide recommendations for professionals and to create an awareness of the
value of SMP in Gestalt play therapy. Coming from an occupational therapy
background, the researcher became aware of the potential value of utilizing sensorymotor
play in Gestalt play therapy with YC. SMP, being a vital part of the sensory
integration developmental process of YC, promotes body awareness through muscle
movement and control. Awareness is one of the major aims of Gestalt play therapy. All
the senses contribute to YC's awareness, including the frequently unacknowledged
vestibu lar and proprioceptive senses. In order to treat YC holistically, the developmental
importance of SMP should be acknowledged and integrated in the therapy process.
Professionals young children working in this field, coming from diverse educational
backgrounds, do not necessarily have the knowledge or experience of the utilization of
SMPwith YC.
A qualitative research approach with a case study research design was adopted in
order to explore and describe the experiences of professionals regarding the utilization
of SMP with YC in Gestalt play therapy, through applied research. The empirical data
was collected by conducting two focus group discussions with professionals from
diverse educational backgrounds. Two main themes with different sub-themes and
categories were identified by analysing the data. The main themes are that participants
are of the opinion that SMP enhances the therapeutic relationship and that SMP has a
self-regulatory function.
The researcher concludes that professionals gained a new awareness regarding the
subject of discussion and experienced that uti lizing SMP in Gestalt play therapy with YC
can promote and facilitate whole body/mind awareness and integrated healing.Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2012.
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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.
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In the past decade, educational researchers have engaged in research on teacher emotion regulation. However, there has never been an in-depth look at teacher emotion regulation studied from the first person perspective of the teacher. This study seeks to offer just such a perspective. The self-study explored how, across time, I as the teacher participant, teaching in a mid-socioeconomic suburb of Utah, responded emotionally in terms of classroom interactions. Over a 4-month period, I made daily "in the moment" recordings of emotional classrooms situations and at the end of each week, the collection of recordings was reviewed and coded, creating analytic memos that identified patterns of responses. A critical friend then interrogated my analysis to provide me with critique, analysis, and response concerning the patterns and progression she and I identified. This process reveals a pattern of emotional experience (that of a triggering episode eliciting an emotional response, followed by negative or positive reaction) and the subsequent less or more effective coping strategies. As the study progressed, the coping strategies I utilized as emotion regulation in my classroom shifted from less to more effective as I made judgments about whether my responses effectively supported me in terms of emotion regulation, and my goals for the classroom. Reflection shifted my understanding of the underlying reasons for my emotional responses, which enabled me to create new patterns of analysis and response that led me to better regulate my emotion within my classroom. Findings reveal that reflection, coupled with interaction with a critical friend, contributes significantly to my development of emotion regulation as a teacher. Although this study provides an examination into my particular emotion regulation, both teachers and teacher educators can profit from the findings. This study demonstrates the need for a different kind of professional development for supporting teacher emotion regulation, one that incorporates cycles of "in the moment" recording of experience, reflection on experiences, and interaction with a critical friend allowing space to adjust and retry. The findings suggest practical approaches to support teachers in developing more effective emotion regulation.
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Solano, 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.
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Lindgren, 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.
Pełny tekst źródła
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Jiang, 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.
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Hall, 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.
Pełny tekst źródłaStreszczenie:
A 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.
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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.
Pełny tekst źródłaStreszczenie:
A 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.