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Howe, Abigail. "TEACHING SELF-REGULATION SKILLS TO PRESCHOOL STUDENTS WITH DISABILITIES". OpenSIUC, 2013. https://opensiuc.lib.siu.edu/theses/1111.
Pełny tekst źródłaRussell, Matthew E. B. "THE ROLE OF DIAPHRAGMATIC BREATHING IN SELF-REGULATION SKILLS TRAINING". UKnowledge, 2018. https://uknowledge.uky.edu/psychology_etds/130.
Pełny tekst źródłaWeiss, Emily MIchelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills". Thesis, Portland State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10634133.
Pełny tekst źródłaSchool readiness incorporates children’s academic abilities and their ability to self-regulate in the classroom. Prior research shows that sleep is related to children’s development of these skills, although the mechanisms through which sleep affects school readiness are not well understood. Research also indicates that economically disadvantaged children and children of color may have poorer academic and regulatory skills at school entry and may sleep less and sleep less well on a regular basis.
The current study explores the role of sleep quantity and quality in young children’s development of two skills critical for school success: self-regulation and academic abilities. This study intentionally focuses on a predominantly African-American, economically disadvantaged population, who may be at risk for greater sleep-related difficulties and lower school-related skills at kindergarten entry. It was hypothesized that a) young children with higher quantity and quality of sleep would show greater development of academic skills and self-regulation across one calendar year, b) the role of sleep in the development of these abilities would be relatively stronger among kindergarteners than among 1st graders, and c) the role of sleep quality and quantity in young children’s development of academic abilities would be partially explained by the relation between sleep and self-regulation. Results provide mixed support for the hypotheses, indicating that sleep quality and quantity relate differentially to different school-related skills among kindergarteners and 1st graders. This study contributes research to help explain how and why sleep affects young children and may offer insights for caregivers and educators working to help children develop school-related skills.
Lamb, Susannah J. "Self-regulation and communication skills in children with moderate learning difficulties". Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/11258/.
Pełny tekst źródłaWeiss, Emily Michelle. "Sleep and Young Children's Development of Self-Regulation and Academic Skills". PDXScholar, 2017. https://pdxscholar.library.pdx.edu/open_access_etds/4081.
Pełny tekst źródłaКрасуля, Алла Вікторівна, Алла Викторовна Красуля i Alla Viktorivna Krasulia. "Developing EFL Students’ Speaking Skills: 21-Day Vlog Challenge". Thesis, National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” FL, 2021. https://essuir.sumdu.edu.ua/handle/123456789/83724.
Pełny tekst źródłaUka, Fitim [Verfasser], i Alexander [Akademischer Betreuer] Renkl. "Longitudinal associations between components of self-regulation, intelligence and early academic skills". Freiburg : Universität, 2017. http://d-nb.info/1134882564/34.
Pełny tekst źródłaTraylor, Jessica. "Middle School Teachers' Experiences With Teaching Self-Regulation Skills to Adolescents With Disabilities". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3010.
Pełny tekst źródłaRasplica, 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.
Pełny tekst źródłaLand, Nora E. "Effects of Computerized Storybooks on Early Literacy Development of Preschool Children with Weak Self-Regulation Skills". VCU Scholars Compass, 2007. http://hdl.handle.net/10156/1886.
Pełny tekst źródłaDean, Steven. "Development of conceptual framework and methodology for enhancing long term coping skills to improve psychological and physiological well-being". Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.655720.
Pełny tekst źródłaGoss, Shannon Marie. "The Development of a Self-Report Scale Measuring Affective, Cognitive, and Metacognitive Dimensions Related to Study Skill and Self-Regulation Skill Utilization with Middle School Students". Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1415035345.
Pełny tekst źródłaBordner, Nichole. "The Effects of the Zones of Regulation ® Curriculum Through Video Sessions on Improving First Grade Students’ Knowledge of Self-Regulation Skills". The Ohio State University, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu1619185461705739.
Pełny tekst źródłaKozakowski, Sandra Sepulveda. "The impact of early caregiving experiences and current caregiving influences on self-regulation skills in adopted preschoolers". Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file 0.54 Mb., 68 p, 2006. http://proquest.umi.com/pqdlink?did=1172114021&Fmt=7&clientId=79356&RQT=309&VName=PQD.
Pełny tekst źródłaParedes, Raquel Sara Abigail. "Self-Regulation and Literacy Skills: A Comparative Analysis Between Latino English Language Learners and English Monolingual Learners". Kent State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=kent159414374992335.
Pełny tekst źródłaGreen, Kelton Roy. "Evidence-based teaching of writing practices : a survey and intervention at elementary and high school level". Thesis, University of Dundee, 2017. https://discovery.dundee.ac.uk/en/studentTheses/b339778a-01ec-4ea5-86d3-93ad1ae8c211.
Pełny tekst źródłaLyle, Douglas Wayne Jr. "Investigating the Virginia Preschool Initiative's Role in Preparing Students for Kindergarten". Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97438.
Pełny tekst źródłaDoctor of Education
Children not being ready for school has come to the attention of stakeholders around the country and in the Commonwealth of Virginia. According to a state-wide study, approximately 30% of the students entering Virginia's schools either were not ready academically and/or behaviorally (Joint Legislative Audit and Review Commission [JLARC], 2017). Fortunately, the Virginia Preschool Initiative (VPI) program was created to give the students with the greatest risk of school failure an opportunity to overcome potential learning obstacles. The general purpose of this study was to examine the efficacy of a state-funded prekindergarten program in a rural school division in Central Virginia. Specifically, this study examined academic and behavioral data for four cohorts of kindergarten students to determine if students who participated in the VPI program performed better on school readiness measures compared to their peers without any preschool or prekindergarten experience.
Kniffin, Tracey Christine. "Investigating the Role of Social Support, Cardiovascular Reactivity, and Self-Regulation Skills Training in Response to Thermal Stimuli". UKnowledge, 2016. http://uknowledge.uky.edu/psychology_etds/91.
Pełny tekst źródłaProudfoot, 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.
Pełny tekst źródłaThesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
Lumma-Sellenthin, Antje. "Learning professional skills and attitudes : Medical students' attitudes towards communication skills andgroup learning". Doctoral thesis, Linköpings universitet, Institutionen för medicin och hälsa, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-91722.
Pełny tekst źródłaMedicinsk undervisning syftar till att forma studenternas professionella identitet. Den omfattar färdigheter och inställningar, t.ex. kommunikationsfärdigheter och förmågan att arbeta i grupp. Ett av avhandlingens syften är att identifiera studenternas typiska svårigheter med att lära sig färdighet i läkar-patient kommunikation samt att förstå hur den påverkar identitetsutvecklingen. Gruppdiskussioner av student-patient intervjuer videofilmades, utvalda diskussioner transkriberades och analyserades. Studenterna berättade om svårigheter med att etablera förtroliga relationer med patienterna, att prata om känsliga ämnen, att visa empati och att använda intervjumallen. Den professionella identiten stöttas av studenternas och lärarnas kommentarer, vilka bidrar till ett gemensamt språk och förmågan till själviakttagelse. Andra syftet är att undersöka sambandet mellan studenternas inställningar till kommunikationsfärdigheter och grupparbete, samt deras förmåga till självreglerat lärande. I en enkätundersökning kombinerades befintliga instrument med ett nytt frågeformulär. Fyra medicinska fakulteter deltog: två med traditionella och två med problembaserade undervisningsmetoder, en av varje i Sverige och i Tyskland. Statistiska analyser visade att kvinnliga studenter är, jämfört med manliga, mer positiva till att träna upp kommunikativa färdigheter. Förmågan till självreglerat lärande var relaterad till en positiv inställning till gruppinlärande och till klinisk erfarenhet innan studierna påbörjas. Slutsatsen är att tidig klinisk erfarenhet fostrar självstyrt lärande och en positiv inställning till kommunikationsträning. Medvetenhet om typiska svårigheter kan underlätta för studenter att anamma strategier att hantera dessa.
Bagazi, Afrah. "The effectiveness of a training programme for improving self-regulation skills and academic self-concept of students who are struggling at school in Saudi Arabia". Thesis, University of York, 2016. http://etheses.whiterose.ac.uk/17908/.
Pełny tekst źródłaWillis, Elizabeth. "An Extended Validation and Analysis of the Early Childhood Educators' Knowledge of Self-Regulation Skills Questionnaire: A Two Phase Study". FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2228.
Pełny tekst źródłaLaurent, 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.
Pełny tekst źródłaHardy, 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.
Pełny tekst źródłaSchool 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.
Jean-Louis, Gerardine. "Skill, Will, and Self-Regulation: Assessing the Learning and Study Strategies of University Summer Bridge Program Students". Diss., Temple University Libraries, 2014. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/302990.
Pełny tekst źródłaPh.D.
Colleges and universities face a critical challenge in addressing the educational needs of their academically underprepared students. With college dropout rates increasingly rising, post-secondary institutions must ensure that these students have both the knowledge and the skills necessary to succeed in higher education and beyond. The aim of this study was to investigate the learning and study strategies and skills of students participating in a university summer bridge program (SBP), which is a 6-week, high-school-to-college transition program for academically underprepared, at-risk, first-year students (as defined by the university). The relationships between SBP students' learning and study strategies and two measures of college achievement (first-year GPA and first-to-second-year persistence) were investigated using a two-phase, mixed-methods explanatory design. In Phase 1 of the study, the Learning and Study Strategies Inventory (LASSI) profiles of SBP students (N = 266) were examined. The LASSI, an 80-item, self-report questionnaire, is used to assess students' knowledge and use of various cognitive, motivational, and self-regulatory strategies that contribute to strategic learning. In Phase 2 of the study, semi-structured interviews were conducted to follow-up with purposefully selected SBP students (n = 4) during their sophomore year at the university. Results of the study found that selecting main ideas and test strategies (LASSI) scales were significant predictors of first-year college GPA. Motivation, as assessed by the LASSI, was a significant predictor of first-to-second-year college persistence. Interviews conducted in Phase 2 of the study expand on these findings. Implications for educational policy and practice are highlighted.
Temple University--Theses
Erbe, Ashlynn. "Success Off The Field: Academic Strategies of High-GPA College Athletes". BYU ScholarsArchive, 2020. https://scholarsarchive.byu.edu/etd/8507.
Pełny tekst źródłaKaragiannidou, Eleni. "Investigation of the psycho-social and demographic determinants of self-regulation among older drivers, and the impact of the driving diary on their meta-cognitive skills and self-awareness". Thesis, University of Strathclyde, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442020.
Pełny tekst źródłaTeague, Rosemary Judith Patricia, i n/a. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Griffith University. School of Psychology, 2006. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20061106.132840.
Pełny tekst źródłaTeague, Rosemary Judith Patricia. "Social Functioning in Preschool Children: Can Social Information Processing and Self-Regulation Skills Explain Sex Differences and Play a Role in Preventing Ongoing Problems?" Thesis, Griffith University, 2006. http://hdl.handle.net/10072/366369.
Pełny tekst źródłaThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Psychology
Full Text
Al-kefagy, Murtadha, i Cristina Nagy. "Peer Review in EFL Writing: Its Effect on Critical Thinking Skills and the Role of Digital Tools in Facilitating the Process". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39669.
Pełny tekst źródłaByer, Daniel G. "The impact of Hatha yoga training on teachers' outcome ratings of coping and self-regulation behaviors in inner-city at-risk preschoolers a pilot study /". Theological Research Exchange Network (TREN), 2007. http://www.tren.com/search.cfm?p088-0173.
Pełny tekst źródłaTaylor, Cynthia Lynn. "Scaffolding the Development of Early Self-Regulation: The Role of Structure and Routine in Children's Daily Activities". PDXScholar, 2011. https://pdxscholar.library.pdx.edu/open_access_etds/287.
Pełny tekst źródłaHughes, Jean R. "The effects of the Webster-Stratton Parent Program on the parenting skills of maltreating mothers and the autonomous self-regulation of their preschool/early school age children /". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0034/NQ64578.pdf.
Pełny tekst źródłaVineyard, Tracy Elizabeth. "Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course". Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc1157556/.
Pełny tekst źródłaVineyard, Tracy Elizabeth. "The Use of an Online Readiness Assessment to Determine Necessary Skills, Aptitude, and Propensities for Successful Completion in a Secondary Online Credit Course". Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157556/.
Pełny tekst źródłaShapley, Kelly S. "Metacognition, Motivation, and Learning: A Study of Sixth-Grade Middle School Students' Use and Development of Self-Regulated Learning Strategies". Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc278191/.
Pełny tekst źródłaMcCardle, Lindsay. "The effects of self-modeling on self-regulation in skill acquisition: The self-reflection phase". Thesis, University of Ottawa (Canada), 2008. http://hdl.handle.net/10393/27709.
Pełny tekst źródłaMokri, Parastou. "Developing and Validating an Instrument to Measure Academic Self-Regulation". Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/77283.
Pełny tekst źródłaPh. D.
Ostrowski, Erik Jon. "THE INFLUENCE OF SELF-REGULATED ATTENTIONAL FOCUS ON MOTOR SKILL LEARNING AND PERFORMANCE". OpenSIUC, 2012. https://opensiuc.lib.siu.edu/theses/901.
Pełny tekst źródłaBailey, Po Lin B. L. "Preschool children's information processing and emotional behavior in social conflict situations". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/552.
Pełny tekst źródłaKeller, Kevin D. "Goal Setting and Physical Task Performance: Investigating the Moderating Effects of Skill Levels and Outcome Difficulty". Thesis, Virginia Tech, 1999. http://hdl.handle.net/10919/41003.
Pełny tekst źródłaMaster of Science
Sartier, Florence. "La régulation de l'activité en situation tutorale : le cas des masseurs-kinésithérapeutes". Thesis, Paris, CNAM, 2019. http://www.theses.fr/2019CNAM1244/document.
Pełny tekst źródłaThis research focuses on the regulation of the activity of physiotherapists in a mentoring context. To carry out our survey, we implemented video regulation interviews with eight dyads in the context of mentor regulation and exchanges between tutor and tutee, following a clinical learning situation. We opted for a discursive approach to analyse the types of regulation feedback favoured by mentors. We also examined regulation signs which correspond to regulation intents in tutee’s discourses. The content analysis methodology (Bardin, 2007) allowed us to highlight the topics most often discussed during the interactions which sustain the regulation interviews, in relation to professional representations. The self-confrontation interviews method enabled us to understand the regulation process: it allows to probe into the tutor and tutee dilemma inherent to regulation interviews, along with Clot (2014, 2000). The theoretical references come mainly from the field of adult training, for instance “accompanied professional learning” (Jorro et al, 2016) and the regulation of learning (Allal, 2007). Our results are manyfold: informative feedback is more used by the tutor than reflexive feedback or evaluation feedback. The tutees express their intentions to change their practices for improvement in varying proportions during both the regulation and the self-confrontation interviews. We could identify the mentoring feedback which best favours the student’s mental process of regulation practice. We also singled out the words used by the tutee, which are evidence of the regulation process at stake during the activity conception. We finally suggest a classification of the various activity regulations
Byerson, Virginia H. "Disadvantaged Preschool Children: Public Policy, Education Models, and Kindergarten Readiness". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7611.
Pełny tekst źródła"Activative Fathering, Children's Self-Regulation, and Social Skills". Doctoral diss., 2014. http://hdl.handle.net/2286/R.I.25891.
Pełny tekst źródłaDissertation/Thesis
Doctoral Dissertation Psychology 2014
"Does Self-Regulated Learning-Skills Training Improve High-School Students' Self-Regulation, Math Achievement, and Motivation While Using an Intelligent Tutor?" Doctoral diss., 2013. http://hdl.handle.net/2286/R.I.17863.
Pełny tekst źródłaDissertation/Thesis
Ph.D. Educational Technology 2013
Hsu, Sheng-wang, i 徐盛旺. "A Problem-Solving Strategy with Big6 Skills and Self-Regulation Model- a Case Study on a Social Science Course". Thesis, 2007. http://ndltd.ncl.edu.tw/handle/19151342510950501193.
Pełny tekst źródła國立臺南大學
數位學習科技學系
95
At the network technology vigorous development time, students must understand the utilization of network resources, has the collection, the analysis, the conformity information ability; At the plan of the Grade 1-9 Curriculum, also reveal the importance of that training students abilities of problem solving and self-exploration. This study takes Big6 skills as the teaching strategy, makes the circulation of Self-Regulation as learning Scaffolding,with the learning activities of social studies, assist students to utilize the search strategy, the problem solving effectively. By the learning of Big6 skills, may train students critical thinking and the ability of information problem solving. And the circulation of Self-Regulation can assist students to understand themselves, recognize themselves, then foster the habits of introspection and Self-Regulation.The conclusions of this study are showing as follow: 1. Big6 skills with Self-Regulation can aid students’ achievement performance in social studies. 2. Big6 skills with Self-Regulation have the approaching influence about students’ learning attitude in social studies. 3. To proceed Self-Regulation of on-line by the type of Blog, can also assist students to train the way of Self-Regulation’ habit, and aid the achievement performance in social studies.
Kelly, John R. 1950. "The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders". Thesis, 2010. http://hdl.handle.net/2152/ETD-UT-2010-08-1666.
Pełny tekst źródłatext
Moraes, Lívia Nogueira de. "Promoção de competências de autorregulação com crianças com paralisia cerebral: o impacto percebido de uma intervenção baseada na narrativa". Master's thesis, 2021. http://hdl.handle.net/1822/76109.
Pełny tekst źródłaA Paralisia Cerebral (PC) é considerada como a desordem física mais comum na infância. Crianças com PC demonstram maior predisposição para o desenvolvimento de dificuldades relacionadas com competências de autorregulação. Consequentemente, tendem a apresentar prejuízos na sua autonomia. Ainda que não progressiva, a PC não é imutável. Logo, a intervenção precoce direcionada para as necessidades específicas das crianças constitui uma abordagem eficaz para a promoção destas competências. Este estudo tem como objetivo analisar e aprofundar o conhecimento acerca dos resultados de eficácia no programa de intervenção para promover competências de autorregulação – “As Incríveis Aventuras de Anastácio, O Explorador” -, através do impacto percebido pelas crianças com PC e respetivos pais/cuidadores. O estudo contou com 30 participantes (15 crianças com PC que participaram na intervenção e 15 pais/cuidadores). Os dados foram recolhidos com recurso a uma entrevista semiestruturada. Os dados foram analisados recorrendo a análise temática. Foram identificados três temas neste estudo: i) A importância de pensar antes durante e depois ii) Depois do Anastácio acredito que sou capaz iii) Quem não desistir há-de conseguir. Os resultados corroboram e aprofundam o conhecimento acerca da eficácia do programa de intervenção. As implicações dos resultados deste estudo para a promoção de competências de autorregulação em crianças com PC são discutidas.
Cerebral Palsy (PC) is considered the most common physical disorder in childhood. Children with PC show a greater predisposition for the development of difficulties related to self-regulation skills. Consequently, they tend to present losses in their autonomy. Although not progressive, PC is not immutable. Therefore, early intervention directed to the specific needs of children is an effective approach to promote these skills. This study aims to analyze and deepen the knowledge about the results of effectiveness in the intervention program to promote self-regulation skills - "The Incredible Adventures of Anastasio the Explorer" - through the impact perceived by children with PC and their parents/caregivers. The study had 30 participants (15 children with PC who participated in the intervention and 15 parents/caregivers). The data were collected using a semi-structured interview. The data were analyzed using thematic analysis. Three themes were identified in this study: i) The importance of thinking before during and after ii) After Anastácio I believe I am capable iii) Who doesn't give up will succeed. The results corroborate and deepen the knowledge about the effectiveness of the intervention program. The implications of the results of this study for the promotion of self-regulation skills in children with PC are discussed.
Morris, Mary Anne. "The role of parenting style and the family characteristics of levels of organization and control in the development of self -regulation skills in young children". 2003. https://scholarworks.umass.edu/dissertations/AAI3096305.
Pełny tekst źródłaPinto, Diana Catarina Figueiras. "Intervenção psicológica no âmbito do desenvolvimento psicossexual : adaptação de um programa para alunos do 5º ano de escolaridade". Master's thesis, 2019. http://hdl.handle.net/10400.14/30925.
Pełny tekst źródłaAccording to the World Health Organization, adolescence is defined as a period between 10 and 19 years, the period between 10 and 14 years known as preadolescence. Sexuality can be defined as a set of phenomena that permeates all aspects of our existence, is initially seen as a biological phenomenon, however, it can be affirmed that it is also social and psychological and can only be understood when situated within the scope and in the rules of the culture in which they live (Taquette, 2008). The general objective of this study is the adaptation of an intervention program in the area of psychosexual development in fifth year students, analyzing its effect on the level of self-esteem, emotional regulation, self-concept and social skills of students. The sample consisted of 69 participants: 20 students were the control group and 49 students were the experimental group. To evaluate self-esteem, the Rosenberg Selfesteem Scale (RSES; Rosenberg, 1965; Portuguese version, Romano, Negreiros, & Martins, 2007) was used for the emotional regulation of the Emotion Regulation Index for Children and Adolescents (ERICA; MacDermott, Gullone, Allen, King, & Tonge, 2010; adapted for the Portuguese population by Reverendo & Machado, 2010), for the self-concept was used the Scale of self-concept (Piers-Harris Children's Self-Concept Scale 2, PHCSCS, Piers, 1964, 1984, adapted for the Portuguese population by Veiga & Domingues, 2012) and lastly for social skills, the Capacity and Difficulties Questionnaire (SDQ-Por; Goodman, 1997; Goodman, Meltzer, & Bailey, 1998) was used. A sociodemographic questionnaire was also used to collect the demographic data of the participants. No significant differences were found between the experimental and control groups regarding self-esteem and emotional regulation. On the other hand, differences were found at the level of some dimensions of self-concept and social skills