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1
Burson, Aleah. "Self-regulation and religiosity." Connect to resource, 2007. http://hdl.handle.net/1811/28367.
Повний текст джерелаАнотація:
Thesis (Honors)--Ohio State University, 2007.Title from first page of PDF file. Document formatted into pages: contains 29 p.; also includes graphics. Includes bibliographical references (p. 20-21). Available online via Ohio State University's Knowledge Bank.
2
Fletcher, Amelia. "Theories of self-regulation." Thesis, University of Oxford, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.386430.
Повний текст джерела
3
Pomaki, Georgia. "Self-regulation at work /." Rotterdam : Optima, 2004. http://catalogue.bnf.fr/ark:/12148/cb391308191.
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4
Syea, Emma. "Self-regulation and reinterpretation in the Nietzschean self." Thesis, King's College London (University of London), 2018. https://kclpure.kcl.ac.uk/portal/en/theses/selfregulation-and-reinterpretation-in-the-nietzschean-self(3fc50e25-0a42-480f-a9c8-f2630f213d88).html.
Повний текст джерелаАнотація:
This thesis examines Nietzsche’s model of subjectivity, with a particular focus on the process of self-regulation. Self-regulation is to be understood as the maintenance of the psychological stability or ‘well-being’ of an individual, especially in the face of adverse circumstances. I suggest that self-regulation provides us with a more intelligible means of exploring the philosophical psychology Nietzsche provides than self-formation. The reason for this is twofold: (i) self-regulation is a phenomenon exhibited by all individuals, not just elite, ‘higher’ types, who are singled out by Nietzsche, as being capable of the task of self-formation, and (ii) we can identify distinct psychological mechanisms involved in this process of self-regulation, in contrast to the somewhat obscure notion of ‘becoming what you are’. The thesis explores key psychological mechanisms involved in regulating a self, namely forgetting, autobiographical memory, and self-deception. The capacities implicated in these regulatory processes can be seen to possess a different functional profile to that of a drive or an affect. The thesis thus supplements current drive-based accounts which have so far dominated discussions of Nietzsche’s model of the self, by further exploring different structures within the self, and their operations. Outlining the interactions between these regulatory capacities, and the drives and affects, enables us to have a richer understanding of how a self may develop itself through interpretation, incorporation, and extirpation. Finally, the thesis offers a taxonomy of the characteristics of self-regulation by triangulating this notion with Nietzsche’s concept of health. This will show how self-regulation can be linked with marks of Nietzschean health such as incorporation, providing a necessary condition for self-formation in strong, artistic, ‘higher’ types. However, the thesis will also show that self-regulation can come apart from health, concluding that self-regulation emerges as a necessary but not sufficient condition for the higher ideal of health.
5
Kocovski, Nancy L. "Self-regulation and social anxiety." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape15/PQDD_0004/MQ33491.pdf.
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6
Baker, David. "Mindfulness, self-regulation, and personality." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/5926.
Повний текст джерелаАнотація:
Thesis (Ph. D.)--University of Missouri-Columbia, 2007.The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on December 19, 2007) Includes bibliographical references.
7
Zegerman, Brenda. "Self-regulation and violent offending." Thesis, University of Canterbury. Psychology, 2001. http://hdl.handle.net/10092/6989.
Повний текст джерелаАнотація:
Recent advances in the sexual offending area have resulted in the development of a
metatheoretical framework which in essence 'knits' previously unrelated theoretical work together under a new framework that accounts for aspects of the phenomenon for which individual theories could not account. Ward and Hudson's (1998) self-regulatory model of the offense process of sexual offending is an exercise in such theory knitting. While a reasonable amount is known regarding the broad variables that are thought to be relevant to the etiology of violence, little if anything is known about the actual processes involved in the execution of the violent behavior as it relates to non-sexual, non-domestic interpersonal violence. These descriptive models of the process have considerable utility in identifying treatment needs. The purpose of the present work is to ascertain the applicability of the self-regulatory model to the offense processes of violent offenders. A review of the literature regarding relapse prevention in sexual offending and self-regulation is followed by an overview of the self-regulation model as it applies to sexual offending. Thereafter is a brief review of available literature regarding violent offending. Analysis of the offense chains of 22 incarcerated men who had offended violently showed that the offense processes of such men closely matched those of men who had offended sexually.
Results indicated that while there was considerable overlap between the offense processes described by the men in this study, there were also some points of departure with the self-regulatory model developed to describe these processes in sexual offenders. Further, most participants were insecurely attached and showed significant anger on the STAXI). Suggestions for research and clinical work are briefly described.
8
Healy, Laura Catherine. "Motivation and goal self-regulation." Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/6228/.
Повний текст джерелаАнотація:
The present thesis extends the goal striving literature by exploring personal and primed autonomous and controlled goal motivation in relation to goal-related outcomes (e.g. persistence, attainment, inter-goal relations), the responses to goal failure, and well- and ill-being. Aligned with the Self-Concordance (SC) Model (Sheldon & Elliot, 1999), the central hypothesis was that autonomous motives would be associated with more adaptive goal pursuit and higher well-being. We investigated this hypothesis within a sporting context. In Chapter 2, we used ecologically valid video primes to manipulate goal motives. Extending the previous literature, we demonstrated that primed autonomous motives were associated with higher objectively assessed persistence towards an increasingly difficult goal than primed controlled motives. Chapter 3 showed that primed goal motives did not moderate the responses to goal failure. However we presented recommendations for how future research can investigate how individuals react to goal failure. Within Chapter 4, we blended the SC model with the Hierarchical Model of Motivation (Vallerand, 1997) to explain how coach behaviour can facilitate adaptive goal striving and well-being in team-sport athletes. Finally, Chapter 5 used a person-centred approach to examine autonomous and controlled goal motives when pursuing goals in multiple domains. The results suggested that higher autonomous motives are important for adaptive facilitation between goals. The research presented within this thesis represents important conceptual advancements of the goal striving literature. Furthermore, we present important practical implications for those engaging in goal pursuit in sport. Overall, we demonstrate the importance of individuals striving for goals which are underpinning by autonomous goal motives.
9
Cox, Matthew George. "Theoretical and psychometric specificity of self-regulation for physical activity: Validating measures of self-regulation." Diss., Virginia Tech, 2012. http://hdl.handle.net/10919/38832.
Повний текст джерелаАнотація:
Physical activity (PA) has been shown to be an important component in preventing a number of negative health outcomes and in improving cardio respiratory fitness. However, there is little consensus as to what mediates the relationship between PA interventions and PA behaviors. Numerous studies have identified self-regulation as a proximal mediator of PA interventions, but there appears to be little consensus as to what constitutes self-regulation and how it should be measured. The current study explores the theoretical underpinnings of self-regulation from several different theories and identifies several measures related to those theories. Overlapping factors are identified by combining the measures and conducting exploratory and confirmatory factor analyses in order to understand the components of self-regulation. The results of the factor analyses revealed a seven-factor model consisting of 96 items. The factors from the final model included Self-Regulation Self-Efficacy, Negative Affect, Goal Setting/Goal Planning, Goal Communications, Goal Setting/Outcome Expectancy, Self-Monitoring, and Goal Planning. Analyses reveal that Goal Setting/Goal Planning and Goal Setting/Outcome Expectancy significantly predicted PA behaviors. How these factors relate to the theories of self-regulation and how they relate to the original measures are discussed; however several factors derived from this study contained several theoretically distinct constructs which made interpretation of these factors difficult. Future directions for identifying and developing factors of self-regulation are discussed and special consideration is given to the process of self-regulation.Ph. D.
10
Evans, Daniel R. "SELF-REGULATION IN OLDER ADULTS: THE PRIORITIZATION OF EMOTION REGULATION." UKnowledge, 2014. http://uknowledge.uky.edu/psychology_etds/43.
Повний текст джерелаАнотація:
Despite having fewer cognitive resources, older adults regulate their emotions as well as, if not better than, younger adults. This study aimed to (1) test the limits of older adults’ emotion regulation capacity and (2) gain a better understanding of how older adults use their more limited resources to regulate their emotions. Participants included 48 healthy older adults aged 65-85 from the community and 50 healthy younger adults aged 18-25 from the student population. They were randomly assigned to one of four experimental groups involving an initial activity that was high or low in self-regulatory demand followed by a test task of emotion regulation or attention regulation. As expected, older adults performed equally as well as younger adults on the emotion regulation test task, though worse on the attention regulation test task. Using resting heart rate variability (HRV) as a physiological measure of self-regulatory capacity, older adults appeared to allocate more resources toward the emotion regulation task compared to the attention regulation task, and relative to younger adults. The results suggest that older adults maintain their emotion regulation capacity in part by allocating more resources toward emotion regulation goals.
11
Annosi, Maria Carmela. "Regulation and Self-Regulation of Team Learning and Innovation Activities." Doctoral thesis, Stockholm, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-193568.
Повний текст джерелаАнотація:
Self-regulated learning and innovation activities within teams are those processes with which team members collectively activate and sustain cognition, affects and behaviors which are systematically oriented towards the achievement of their team’s goals. Although research on self-managing teams exists, there remains considerable confusion on many issues including what self-regulation is and how regulation of self-regulated learning and innovation activities is carried out. A primary contribution of this dissertation is to introduce a theoretical framework for analysing and applying regulative actions in organizational environment. The aim of this dissertation is to advance the understanding on how regulation of self- managing team learning and innovation activities can happen starting from an analysis of the self-regulative learning processes of individuals within teams and of their own determinants. This dissertation has three objectives: 1) to present internal team mechanisms involved in the self-regulation of teams’ learning activities, their interactive dynamics and their corresponding major organisational determinants; 2) to rely on this novel understanding to detect relevant regulative actions which are able to indirectly influence teams’ self-regulatory learning and innovative behaviour; 3) to offer empirical evidence of how specific regulative actions affect team learning and innovation performance. We discover that there are four major constructs associated with the regulation of teams’ learning and innovation activities: feedback loops and goals equally combining learning and performance items, networks of influence made up of managers and stakeholders interacting with teams through systematic routines, training programmes for team members, dialectical perspective on learning and innovation to force in the managerial layers.QC 20161005
12
Carter, Brett Edward. "When does ostracism decrease self-regulation." Thesis, Montana State University, 2008. http://etd.lib.montana.edu/etd/2008/carter/CarterB0508.pdf.
Повний текст джерелаАнотація:
Previous research in social psychology has suggested that ostracism has a negative impact on SE, and also can affect how much food individuals will consume. Moreover, research in the eating disorders literature shows a negative relationship between self-esteem and eating. As such, the present experiment was designed to merge these two lines of research to examine what causal role, if any, self-esteem plays in men\'s and women\'s food consumption. It was proposed that some individuals should show a lack of self regulation in terms of the type and amount of food eaten following ostracism. It was also predicted that this effect would have some possible moderators. To test this prediction, participants were randomly assigned to either an ostracism or inclusion condition within the computer game Cyberball. Results indicated that the ostracism manipulation did not result in the anticipated decrease in SE status nor did it cause any significant changes in eating behavior. Nevertheless, significant correlations between SE and body dissatisfaction (BD) were observed, as well as between BD and appearance based rejection sensitivity. There were also significant correlations between body mass index (BMI) and BD, as well as between SE and ARS in both genders. There was also a significant correlation between SE and BMI, but only for male participants. Exploratory analyses revealed that there may have been an unforeseen impact of experimenter gender on eating behavior post ostracism such that self presentation may have impacted the manner in which individuals responded to ostracism.
13
Dahm, Theresa Ann. "Mechanisms of self-regulation in depression." Thesis, University of Cambridge, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.607995.
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14
Grund, Axel [Verfasser]. "Motivation and self-regulation / Axel Grund." Bielefeld : Universitätsbibliothek Bielefeld, 2019. http://d-nb.info/1201086108/34.
Повний текст джерела
15
Stinson, Jill D. "Motivators, Self-Regulation, and Sexual Offending." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/8003.
Повний текст джерелаАнотація:
Book Summary: Sexual Offending presents the latest theory and research relating to the social cognition, emotion, and motivational goals of individuals who have committed sexual offences. Explores how individuals who have committed sexual offences perceive the world and themselves, and how understanding this can inform their rehabilitation Provides a broad-based view of cognition, and explores the complex relationship between cognition, emotion and associated constructs such as motivational goals Integrates recent work on female sexual offenders alongside the literature on their male counterparts, providing researchers and practitioners with a single resource A valuable handbook for researchers, practitioners and students concerned with understanding and rehabilitating individuals who have committed sexual offences
16
Kim, Hyoje. "Self-regulation and intertemporal consumer impatience." Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/192097/1/Hyo-je_Kim_Thesis.pdf.
Повний текст джерелаАнотація:
This thesis finds that self-regulation is a source of impatience in everyday consumer decision-making. Nine studies show that performing self-regulation (e.g., suppressing emotions, dieting) makes people more attentive to time, so that future time intervals are perceived as longer, and impatience is increased. Intertemporal impatience influences the value of products that will be delivered in the future, the willingness to pay for expedited delivery, and the desire for product attributes that save time. Further, the findings provide a theoretical framework for understanding why self-regulation can impact intertemporal judgments in domains other than the domain in which self-regulation initially occurred.
17
GURDERE, CEREN. "SELF-REGULATION OF PHYSICAL ACTIVITY BEHAVIOR." Doctoral thesis, Università degli studi di Padova, 2022. http://hdl.handle.net/11577/3444254.
Повний текст джерелаАнотація:
In the present thesis, it was aimed to investigate self-regulation of physical activity (PA) behavior with regard to reflective and automatic processes involved. The roles of trait self-control, PA intention, PA behavior automaticity, affective reactions during PA, and executive functions were investigated.
In order to assess trait self-control in the subsequent study, in the first study, it was aimed to validate Italian version of the Brief Self-Control Scale (BSCS; Tangney, Baumeister, & Boone, 2004) which is a widely used measure of trait self-control. Two hundred and sixty-two Italian university students completed BSCS along with measures of grit, impulsive behavior, self-esteem, resilience, and psychological distress. One hundred and forty-three of the first sample completed BSCS after three weeks again. Results indicated that the Italian version of the BSCS is one-dimensional as the original BSCS. Good internal consistency and test-retest stability were documented. Validity of the construct was established with the association between BSCS and measures of grit and impulsive behavior. Furthermore, results showed that BSCS was positively correlated with self-esteem and resilience, and negatively with psychological distress. In conclusion, findings indicated that the Italian BSCS is a reliable and valid instrument assessing trait self-control in Italian speaking populations.
In the second study, trait self-control, PA intention, affective reaction during PA, and automaticity were examined in relation to PA behavior, following a recent dual-process model of PA behavior (Physical Activity Adoption and Maintenance Model, Strobach et al., 2020). It was expected that trait self-control would moderate intention – PA behavior relationship, and automaticity would mediate the relationship between affective reaction and PA behavior. Fifty-three healthy adults participated to the study via online questionnaire including measures of PA behavior, intention, automaticity, affective reaction, and trait self-control. Results were in line with the model-driven expectations, and the study provided preliminary evidence for the model. Implications were discussed in relation to PA promotion programs.
In the third study, a systematic review and meta-analysis was conducted to investigate the predictive role of executive functions on PA behavior. Systematic searches were carried out and prospective studies which reported the relationship between baseline executive functions and later PA behavior were selected. Results of the random effects meta-analysis revealed a significant total effect size for executive functions on PA behavior. Effect size remained significant when accounted for publication bias. High heterogeneity was observed across studies. Due to the different measures used, executive function components could not be differentially tested. Despite limitations, the study provided evidence for executive functions’ predictor role on PA behavior. More research is encouraged to inform PA promotion programs that are well-prepared for individual differences in executive functions.In the present thesis, it was aimed to investigate self-regulation of physical activity (PA) behavior with regard to reflective and automatic processes involved. The roles of trait self-control, PA intention, PA behavior automaticity, affective reactions during PA, and executive functions were investigated. In order to assess trait self-control in the subsequent study, in the first study, it was aimed to validate Italian version of the Brief Self-Control Scale (BSCS; Tangney, Baumeister, & Boone, 2004) which is a widely used measure of trait self-control. Two hundred and sixty-two Italian university students completed BSCS along with measures of grit, impulsive behavior, self-esteem, resilience, and psychological distress. One hundred and forty-three of the first sample completed BSCS after three weeks again. Results indicated that the Italian version of the BSCS is one-dimensional as the original BSCS. Good internal consistency and test-retest stability were documented. Validity of the construct was established with the association between BSCS and measures of grit and impulsive behavior. Furthermore, results showed that BSCS was positively correlated with self-esteem and resilience, and negatively with psychological distress. In conclusion, findings indicated that the Italian BSCS is a reliable and valid instrument assessing trait self-control in Italian speaking populations. In the second study, trait self-control, PA intention, affective reaction during PA, and automaticity were examined in relation to PA behavior, following a recent dual-process model of PA behavior (Physical Activity Adoption and Maintenance Model, Strobach et al., 2020). It was expected that trait self-control would moderate intention – PA behavior relationship, and automaticity would mediate the relationship between affective reaction and PA behavior. Fifty-three healthy adults participated to the study via online questionnaire including measures of PA behavior, intention, automaticity, affective reaction, and trait self-control. Results were in line with the model-driven expectations, and the study provided preliminary evidence for the model. Implications were discussed in relation to PA promotion programs. In the third study, a systematic review and meta-analysis was conducted to investigate the predictive role of executive functions on PA behavior. Systematic searches were carried out and prospective studies which reported the relationship between baseline executive functions and later PA behavior were selected. Results of the random effects meta-analysis revealed a significant total effect size for executive functions on PA behavior. Effect size remained significant when accounted for publication bias. High heterogeneity was observed across studies. Due to the different measures used, executive function components could not be differentially tested. Despite limitations, the study provided evidence for executive functions’ predictor role on PA behavior. More research is encouraged to inform PA promotion programs that are well-prepared for individual differences in executive functions.
18
Angove, Woodgate Jennifer. "Self-efficacy theory and the self-regulation of exercise behaviour." Thesis, University of Waterloo, 2005. http://hdl.handle.net/10012/721.
Повний текст джерелаАнотація:
Why are people unable to adhere to an exercise program? Adhering to an exercise program is complex, and exercisers struggle with a variety of challenges that require self-regulation (e. g. , making time, learning skills, changing behaviour). Bandura (1995b) has deemed the assessment of self-regulatory efficacy to manage the regular performance of health behaviours (e. g. , exercise) essential. Despite this recommendation, few components of self-regulation have been examined in the exercise and self-efficacy research to date (McAuley & Mihalko, 1998). Furthermore, major reviews of the exercise-related self-efficacy literature have demonstrated that task self-efficacy has been the predominant operationalization of the self-efficacy construct, and barriers self-efficacy has been the most prevalent operationalization of self-regulatory efficacy (Culos-Reed, Gyurcsik, & Brawley, 2001; McAuley & Mihalko, 1998). However, self-regulation of behaviour involves more than managing barriers and overcoming their limitations (Barone, Maddux, & Snyder, 1997; Brawley, 2005; DuCharme & Brawley, 1995). In order to examine other aspects of self-regulatory efficacy, self-efficacy theory was used as the underpinning for the three studies in this dissertation (Bandura, 1986, 1997). In Study One an expanded operationalization of exercise-related self-regulatory efficacy was investigated. The construction of various self-regulatory efficacy indices was informed by self-regulation frameworks (Barone et al. , 1997; Baumeister et al. , 1994). These indices as well as barriers efficacy were used to prospectively predict self-reported exercise behaviour. The hierarchical multiple regression analysis indicated that the expanded self-regulatory efficacy variables (i. e. , scheduling, relapse prevention, goal-setting self-efficacy) explained a significant amount of variance in exercise behaviour. In addition, barriers efficacy also contributed significant, but modest, variance to the model. These results underscore McAuley and Mihalko?s (1998) recommendation that multiple measures of self-efficacy should be used to examine exercise behaviour. The findings also emphasize that a focus solely on barriers as the indicant of self-regulatory efficacy in exercise may be overlooking other aspects of the construct that contribute to prediction.
Study Two extended the descriptive findings of the first study and addressed a recognized research need (Dzewaltowski, 1994; McAuley & Blissmer, 2000; McAuley et al. , 2001). Specifically, this study examined the possibility of individual differences (i. e. , optimism, consideration of future consequences) influencing the relationship between self-regulatory efficacy and exercise behaviour. Results indicated that participants higher in optimism reported significantly greater self-regulatory efficacy and exercise intentions for intensity than did those lower in optimism. In addition, participants higher in consideration of future consequences (CFC) reported greater self-regulatory efficacy and exercise attendance than participants with moderate CFC. Finally, CFC significantly moderated the influence of various indices self-regulatory efficacy on subsequent exercise attendance. However the effect upon the prospective relationship was modest.
Whereas the first two studies examined the predictive relationship between self-regulatory efficacy and exercise behaviour, Study Three focused upon the influence of sources of self-regulatory efficacy in strengthening efficacy beliefs. This investigation concerned the effects of an acute manipulation of self-efficacy information in changing self-regulatory self-efficacy within a special population -- cardiac rehabilitation exercise program participants. According to theory, sources of self-efficacy information are common to task and self-regulatory efficacy (Bandura, 1997).
The study used a 2 (message condition) by 2 (time) design in which cardiac rehabilitation program participants were randomly assigned to conditions. Utilizing a written message employing the self-efficacy sources of verbal persuasion and vicarious experiences, self-regulatory efficacy for the scheduling of independent exercise was targeted within an ?efficacy enhancing? condition. This condition was compared to an ?information control? message of other information relevant to cardiac rehabilitation participants. As hypothesized, the efficacy-enhancing condition exhibited increased scheduling self-efficacy compared to the control condition. As well, exercise-related cognitions (i. e. , intentions for frequency, action plans, behavioural commitment to learning about independent exercise) were superior for the efficacy-enhancing condition participants compared to their control conditioncounterparts.
Taken together, the studies support and extend research on self-regulatory efficacy in the exercise domain. In part, this was accomplished by expanding the operationalization of exercise-related self-regulatory efficacy to represent more components of self-regulation than examined in the exercise literature to date. In addition, these studies extend previous descriptive research by examining the potential moderators of the influence of self-regulatory efficacy on exercise behaviour. Finally, the third study represented one of the first efforts to experimentally manipulate determinants of self-regulatory efficacy for independent exercise in a special population. It supported the hypothesis that informational determinants (i. e. , vicarious experience, verbal persuasion) can be acutely manipulated to increase self-regulatory efficacy among cardiac rehabilitation participants.
19
Dodd, Jessica Amen Alexandra Fineman Stephanie. "Mechanisms of self-regulation associations between cognitive control and emotion regulation /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1427.
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20
Warm, Anna. "Attachment, emotional regulation and self-harm : the role of attachment experiences and emotional regulation in deliberate self-harm." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.485254.
Повний текст джерела
21
Nett, Ulrike Elisabeth [Verfasser]. "Self-Regulation in School / Ulrike Elisabeth Nett." Konstanz : Bibliothek der Universität Konstanz, 2010. http://d-nb.info/1021902543/34.
Повний текст джерела
22
Charker, Jillian H., and 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.
Повний текст джерелаАнотація:
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.
23
Nunez, Errazuriz Javier I. "Four essays on reputation and self regulation." Thesis, University of Oxford, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313035.
Повний текст джерела
24
Steidle, Anna. "The influence of power on self-regulation." Doctoral thesis, Universitätsbibliothek Chemnitz, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:ch1-201000905.
Повний текст джерелаАнотація:
In unserer hierarchisch organisierten Gesellschaft prägen Machtunterschiede das alltägliche Leben. Personen in Machtpositionen haben Kontrolle über andere Personen, verfügen über mehr materielle und immaterielle Ressourcen und erreichen dadurch ihre eigenen Ziele leichter als Personen ohne Machtbefugnisse. Macht bewirkt aber auch Veränderungen innerhalb einer Person. So beeinflusst Macht beispielsweise die Art und Weise, wie wir unser eigenes Verhalten steuern und unsere Ziele angehen. Für die erfolgreichere Umsetzung eigener Ziele durch mächtige Personen werden vor allem kognitive Prozesse verantwortlich gemacht. Motivationale und selbstregulatorische Prozesse scheinen ebenso wichtig für die Erklärung des Phänomens, wurden bisher zur Erklärung aber kaum herangezogen.
Das Ziel dieser Arbeit ist es zu klären, ob und wie Macht unsere Fähigkeit beeinflusst, unser eigenes Verhalten zu steuern und uns selbst zu kontrollieren. Dazu werden zwei Formen der Selbstregulation unterschieden (Kuhl, 2000; Ryan & Deci, 2000): selbstintegrierte, autonome und selbstdiskrepante, kontrollierte Regulation. Beide wirken sich unterschiedlich auf funktionale Komponenten von Selbstregulation wie z. B. die Selbstregulationsressourcen aus. In drei Studienreihen wurde gezeigt, dass das Machtausmaß und die Machtform die Art der Selbstregulation und ihre funktionalen Komponenten beeinflussen.
In der ersten Studienreihe wurde der Einfluss von Macht auf die Verfügbarkeit und den Verbrauch von Selbstregulationsressourcen auf drei Ebenen untersucht: auf der Verhaltensebene, experientiell und physiologisch. In den ersten beiden Studien zeigte sich, dass Versuchspersonen nach einem Machtpriming länger bei einer Selbstkontrollaufgabe durchhielten und sich vitaler und weniger erschöpft fühlten als nach einem Machtlosigkeitspriming. In der dritten Studie zeigte sich außerdem, dass Versuchspersonen während einer anstrengenden Aufgabe umso weniger physiologischer Ressourcen verbrauchten, umso mächtiger sie sich vor der Bearbeitung fühlten. Mediiert wurde dieser Effekt über eine Zunahme autonomer Selbstregulation.
In der zweiten Studienreihe wurde untersucht, wie die Art der Selbstregulation und die Selbstregulationsressourcen von zwei unterschiedlichen Formen der Macht beeinflusst werden: persönliche Macht (der Unabhängigkeit von anderen) und soziale Macht (der Kontrolle über andere). Beide Formen von Macht sind mit dem Gefühl von Kontrolle verbunden und sollten deshalb zu einer autonomeren Selbstregulation und vermehrter Selbstregulationskapazität führen. Aufgrund der stärkeren Fokussierung auf andere sollte soziale Macht außerdem kontrollierte Selbstregulation verstärken und damit Erschöpfung und Stress erhöhen, während der vermehrte Fokus auf die eigenen Interessen im Zusammenhang mit persönlicher Macht beides verringern sollte. Die Ergebnisse beider Studien bestätigten diese Annahmen.
In einem dritten Forschungsstrang wurde festgestellt, dass Macht sich auch auf die Effektivität automatischer Selbstregulationsmechanismen auswirkt. Der Affekttransfer von Zielen zu dazugehörenden Aktivitäten bewirkt folgenden Prozess: je mehr positiven Affekt eine Person mit einem Ziel verbindet, umso positiver erlebt sie Aktivitäten, die sie dem Ziel näher bringen. Während dieser Selbstregulations-mechanismus bei Mächtigen reibungslos abläuft, ist er bei Machtlosen blockiert. Dies zeigte sich in allen drei Studien. Weitere Analysen untermauerten wiederum die Rolle der autonomen Selbstregulation als Mediator, denn es zeigte sich, dass Macht die autonome Selbstregulation erhöht und dadurch den Affekttransfer ermöglicht.
Insgesamt versetzt Macht Menschen in die Lage, ihr eigenes Verhalten erfolgreicher zu regulieren und zu kontrollieren. Denn Macht erhöht die verfügbaren Selbstregulationsressourcen und beeinflusst die Wirkungsweise eines automatischen Selbstregulationsmechanismus positiv. Diesen Effekten liegt der Einfluss von Macht auf autonome und kontrollierte Selbstregulation zugrunde. Abschließend werden die theoretischen und praktischen Implikationen dieser Befunde diskutiert.
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Schnabel, Jonathan. "Regulation of Self-Incompatibility by Endocytic Trafficking." Phd thesis, Ecole normale supérieure de lyon - ENS LYON, 2013. http://tel.archives-ouvertes.fr/tel-01059797.
Повний текст джерелаАнотація:
Self-incompatibility is a genetic barrier by which a plant recognizes and rejects its own pollen while allowing pollen from more distantly related plants to germinate. In the Brassicacea family, it is controlled by a highly polymorphic locus called the S-locus, which contains the male and female determinants of self-incompatibility. The stigma expresses the female determinant of self-incompatibility, the plant receptor kinase (PRK) S-LOCUS RECEPTOR KINASE (SRK). In Brassica oleracea, SRK has a unique subcellular localization among PRK: the receptor is mostly localized in endosomes and to a lesser extent at the plasma membrane.We investigated the function of the endosomal localization of SRK in Arabidopsis thaliana. Firstly, we reintroduced self-incompatibility in Arabidopsis thaliana by expression of a functional SRK allele from Arabidopsis lyrata (a self-incompatible species). Secondly, we showed that a loss-of-function mutant of DYNAMIN-RELATED PROTEIN1A, a protein required for endocytosis, abolished self-incompatibility. Our results suggest that endocytosis is required for self-incompatibility, and that SRK may be signaling from endosomal compartments.
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Brown, Christina Marie. "The Role of Affect in Self-Regulation." Miami University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=miami1240420863.
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Charker, Jillian H. "Self-Regulation and Wisdom in Relationship Satisfaction." Thesis, Griffith University, 2003. http://hdl.handle.net/10072/365479.
Повний текст джерелаАнотація:
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
Full Text
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Lee, Jenny. "Self Regulation in College-Level Mathematics Classes." Scholarship @ Claremont, 2018. https://scholarship.claremont.edu/hmc_theses/113.
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This thesis investigates the need for improvement in mathematics education at the college level in the US regarding equitable practices in instruction. In particular, it focuses on understanding the role self-regulation can play in the classroom dynamics, and how self-regulation can be a way to empower students. Also included is a case study in an introductory linear algebra class at a liberal arts college and is meant to provide a investigation into a way of incorporating self-regulation by using self-paced assessments. Results of this study suggest a possible question to consider in reforming mathematics education for a more equitable environment in postsecondary mathematics classrooms.
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Barnett, Kristine Lynne. "ADHD and Self-Regulation in the Workplace." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6166.
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Attention-deficit/hyperactivity disorder (ADHD) diagnosed during childhood can continue into adulthood, but most research on the topic has been done on children and adolescents. This research focus has thus often left out the population of adults with this disorder. In particular, there is little research on the role that self-regulation plays in the lives of adults on several life domains, especially in the workplace. The purpose of this qualitative, phenomenological study was to understand the role that self-regulation plays in the occupational functioning of adults with ADHD. Self-regulation theory provided the tenets that were used to examine how adults with ADHD self-regulate their emotions in the occupational setting. A modified version of the Stevick-Colaizzi-Keen method of analysis of phenomenological data was used to analyze transcripts of participant interviews with 11 Adults who have an ADHD diagnosis and at least one year of work experience. The results showed that many of the participants had difficulty with self-regulation, particularly with effectively managing the situation by considering the long-term consequences for their actions. The study has several social change implications. First, the findings might add to scholarly literature regarding the later-life impact of adult ADHD, enabling such changes as additional treatment of ADHD in adulthood and potential accommodations, support, and training on the job. Given the centrality of employment issues in the life of an adult, the findings may provide direction and insight to employers in managing employees with ADHD, making them more productive members of the workplace.
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Quirin, Markus. "Self-System and Regulation of Negative Affect [Selbstsystem und Regulation negativen Affekts]." Doctoral thesis, [S.l.] : [s.n.], 2005. http://deposit.ddb.de/cgi-bin/dokserv?idn=979018439.
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Doelker, Andreas. "Self-regulation and co-regulation : prospects and boundaries in an online environment." Thesis, University of British Columbia, 2010. http://hdl.handle.net/2429/27918.
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Industry self-regulation and governmental regulation compete for the best model of Internet regulation. This thesis challenges the argument that they have to be antagonistic schemes and evaluates the possibility of cooperation in the form of co-regulation or ‘regulated self-regulation’. It uses a comparative method to analyze the preference for the regulatory models in Europe, the United States and Canada, which draws upon the role of governments in a historical context and the impact of fundamental rights in the respective constitutional frameworks. Before considering the peculiarities of Internet regulation, the thesis identifies and analyzes the advantages and difficulties of both self-regulation and co-regulation. Whereas self-regulation lacks democratic legitimacy, has little incentive to detect violations and to maintain high standards, governments have the ability to compensate for some of these problems. In the Internet context, this analysis reveals the need to deal with regulatory effects of code, transborder conduct, and ways to sanction non-compliance. However, governments with traditional command-and-control legislature have not adapted to these specifics. A system that would suit the Internet environment is composed of certification and accreditation of codes of conduct, and support of self-regulatory institutions. The thesis proposes ten criteria for efficient co-regulation that attend to fundamental values and favor an open, transparent collaboration. It further evaluates the substitution of governmental influence by external self-regulatory bodies, and the integration of Internet users to create a democratic link between regulators and regulated. The ten criteria are applied to some exemplary regimes to demonstrate practical application and ways to improve existing regulation. This shows the potential of models in which the public sector defines the goals and the private sector offers the solutions.
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Smith, G. "Corporate governance : In search of balance between state regulation and self regulation." Thesis, Queen's University Belfast, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517519.
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McCardle, 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.
Повний текст джерелаАнотація:
Dowrick (1999) proposed the method of feedforward self-modeling in which a video is edited to show a higher level of performance than the learner's current ability. In this experiment, the feedforward self-modeling video showed a gymnast performing a combination of two floor skills which they were able to do separately but not yet in combination. Eight gymnasts (7 females, 1 male; M age = 9.9) participated in a pretest, nine intervention sessions and a post test. During the intervention sessions, the gymnasts received a feedforward self-modeling video for one skill combination and no intervention for a control skill combination. I investigated the possible influences of viewing the feedforward self-modeling video on the gymnasts' self-regulatory processes within the context of Zimmerman's (2000) model of self-regulation. There was a specific focus on the self-reflection phase. Thus, the use of self-evaluation criteria, the dimensions of causal attributions for both good and poor performances, self-satisfaction, and use of inferences were measured. Separate ANOVAs showed that feedforward self-modeling and control conditions did not differ for any of the dependent variables. A significant main effect was found for dimension for the Revised Causal Dimension Scale (McAuley, Duncan & Russell, 1992) for both good (F(3,21) = 14.249, p<.001, partial eta2 = .671) and poor performances (F(3,21) = 9.994, p<.001, partial eta2 = .588). Participants made attributions which were internal, unstable and controllable in both cases. Further research is encouraged with feedforward self-modeling interventions in order to determine their impact on self-regulated learning.
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Amstel-, van Saane Mariëtte van. "Twilight on self-regulation : a socio-legal evaluation of conservation and sustainable use of agrobiodiversity by industry self-regulation /." Utrecht : Koninklijk Nederlands Aardrijkskundig Genootschap [u.a.], 2007. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=016420152&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.
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Wusik, Michael. "The self-regulatory benefits of handicaps: Do handicapping situations encourage conservation of resources when success is uncertain?" Diss., Virginia Tech, 2015. http://hdl.handle.net/10919/73577.
Повний текст джерелаАнотація:
Self-handicapping has been conceptualized as an identity-based strategy motivated by impression management and, more recently, as an avoidance coping strategy. However, additional evidence suggests that self-handicapping can provide a short-term performance boost (with detriments accruing over the long-term). I use a resource conservation perspective to suggest that this boost in performance may be attributed to an individual's motivation to conserve resources, particularly when there is reason to believe that resources spent now may be better used later.
The current study tests if handicapping situations (similar to ones created following the choice to self-handicap) encourage an individual to conserve their resources (e.g., reducing effort), allowing them to spend those resources on later tasks. It was hypothesized that individuals in a handicapping situation would show greater resource conservation (evidenced by decreased effort) as well as improved performance on a follow-up resource-dependent task, compared to those not in a handicapping situation. Additionally, I hypothesize that individuals in a handicapping situation will show greater conservation and greater subsequent performance on a resource-dependent task when there is anticipation for that follow-up task. Effort was also hypothesized to mediate the relationship between group assignment and subsequent performance differences. Finally, it was hypothesized that these relationships would be moderated by neuroticism, conscientiousness, and self-handicapping tendencies (traditional moderators of SH).
Prior to an in-lab study, participants (N = 162 undergraduates) completed on-line measures of self-handicapping (SHS), neuroticism, and conscientiousness. Participants were then brought to the lab individually for a study supposedly testing the effects of sound on performance. They were randomly assigned to one of three groups differing in the information given regarding: (1) the level of distraction a stimulus would produce and (2) whether a follow-up task was anticipated after the noise-based task (i.e., Distraction-Anticipation, Distraction-No Anticipation, No Effect-Anticipation). All participants were first given a series of geometric tracing designs allegedly assessing their spatial reasoning ability (series contained 4 solvable designs and 2 impossible designs) and were provided with noncontingent success feedback. Then, participants were asked to complete a new series of tracing designs (eight solvable, one impossible) while a tone was playing. Participants in the distraction conditions (i.e, Distraction-Anticipation and Distraction-No Anticipation) were led to believe that the tone had the ability to significantly impair performance, while participants in the No Effect condition believed the tone had no impact on performance. Following this task, all participants were given a series of logic questions that served as an assessment of regulatory depletion.
Results supported the two primary hypotheses. When participants believed that the tone was distracting, and when they anticipated a third task, they were more accurate on the part three logic task (F(2,159) = 7.69, p<.01) compared to both those in the No Effect-Anticipation and the Distraction-No Anticipation conditions. The relationship between group assignment and part three logic performance was mediated by effort during part two (quitting r2 = .14; F(2, 105) = 8.43, p<.001; indirect effect b = -.05, SE = .03, 95% CI [-.12, -.01]). No theoretically meaningful moderators were found. The findings provide initial evidence for resource conservation as a new and unique motivation for self-handicapping. Implications for future research are discussed.Ph. D.
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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.
Повний текст джерелаАнотація:
Self-regulation and self-control are motivational constructs involved in the process of goal pursuit (Karoly, 1993). Although investigators within and across various fields of psychology have used the terms interchangeably (e.g., Hofmann, Rauch, & Gawronski, 2007; Lord, Diefendorff, Schmidt, & Hall, 2009; Wood, 2005), theoretical work stemming from the clinical field suggests that they are distinct yet related constructs (e.g., F. Kanfer, 1970, 1977; F. Kanfer & Karoly, 1972). However, until now, the relationship between self-regulation and self-control had not been investigated empirically. In the current program of research, I delineated their relationship in two ways. First, I developed and evaluated new self-report measures that better match theoretical models of self-regulation and self-control. Participants (N = 199) completed a battery of self-report questionnaires regarding personality, motivation, self-regulation, and self-control. The new measures had acceptable internal consistency and test-retest reliabilities, and displayed relationships expected for convergent and discriminant validity. Modeling techniques indicated that self-control and self-regulation are not strongly enough associated to fall under one higher-order factor, and that the relationship between the two constructs was best represented by a model in which self-control was associated with the self-regulatory stage of goal striving. Second, I evaluated the efficacy of a training session that included self-control techniques in addition to self-regulation skills, and compared outcomes to those from a self-regulation only training group, and a control group. One sample of undergraduate students (N = 49) and one sample of day-shift employees (N=41) were included. Participants completed questionnaires twice daily for a period of three weeks to report sleep-wake behavior, fatigue, affect, and productivity. Objective sleep measures also were obtained through the use of actigraphs, which monitor sleep-wake activity. The self-regulation training groups showed better goal adherence following the intervention compared to the control group, and the combined training groups had even better goal adherence than the self-regulation group. Positive affective changes were also reported among the training groups following the study period. The development of new measurement and training techniques, which better align with the theoretical formulations of self-regulation and self-control, will help to advance the theoretical work concerning these constructs, and could lead to improvement in workplace outcomes.
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Kuvalja, Martina. "Self-regulation and self-directed speech in children with specific language impairment." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709006.
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Murray, Samuel E. "The Thesis I Wrote Last Night: Procrastination, Self-Regulation, and Self-Efficacy." Xavier University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1563448474161815.
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Andersson, Håkan. "Childhood Self-Regulation, Academic Achievement, and Occupational Attainment." Doctoral thesis, Stockholms universitet, Psykologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-75715.
Повний текст джерелаАнотація:
The general aim of this thesis was to extend knowledge of the interplay between self-regulation (SR) skills during childhood in relation to academic achievement and later adult educational and occupational attainment. Previous research has shown that cool SR (i.e., cognitive) is more closely linked to academic achievement than hot SR (i.e., motivational/emotional). However, studies investigating both cool and hot SR in relation to academic achievement have been restricted to young children. Therefore, Study I assessed cool and hot SR in relation to academic achievement over a longer time period. The results showed that cool SR at age 3 was related to achievement already at age 6. Hot SR at age 3 did not predict achievement until later on in elementary school. Study II investigated the contribution of interference control and attention skills at age 6 to concurrent and later academic achievement at age 10. As the learning material becomes increasingly more complex throughout elementary school and teachers may give less support, interference control was expected to have a delayed effect on academic achievement relative to attention skills. Results showed that attention skills were related to academic achievement at age 6, whereas interference control only predicted academic achievement at age 10. Study III investigated task persistence in young adolescence in relation to academic achievement later in school and educational and occupational attainment in midlife. Results showed that task persistence contributed to change in grades between ages 13 and 16. Further, task persistence predicted later educational and occupational attainment (men only). Importantly, individual differences in intelligence, motivation, social background, and later educational attainment did not account for these effects. The findings point to a fundamental role of self-regulation in childhood for successful academic achievement and later attainment in adulthood.At the time of doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Manuscript. Paper 2: Manuscript.
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Wang, Yu Xin. "Molecular Regulation of Muscle Stem Cell Self-Renewal." Thesis, Université d'Ottawa / University of Ottawa, 2016. http://hdl.handle.net/10393/35207.
Повний текст джерелаАнотація:
Muscle stem cells self-renew to maintain the long-term capacity for skeletal muscles to regenerate. However, the homeostatic regulation of muscle stem cell self-renewal is poorly understood. By utilizing high-throughput screening and transcriptomic approaches, we identify the critical function of dystrophin, the epidermal growth factor receptor (EGFR), and fibronectin in the establishment of cell polarity and in determining symmetric and asymmetric modes of muscle stem cell self-renewal. These findings reveal an orchestrated network of paracrine signaling that regulate muscle stem cell homeostasis during regeneration and have profound implications for the pathogenesis and development of therapies for Duchenne muscular dystrophy.
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Weidenbach, Vanda Geraldine, of Western Sydney Nepean University, and Faculty of Education. "The Influence of self-regulation on instrumental practice." THESIS_FE_XXX_Weidenbach_V.xml, 1996. http://handle.uws.edu.au:8081/1959.7/494.
Повний текст джерелаАнотація:
The main purpose of this dissertation was to explore the psychomotor and cognitive characteristics of the practice behaviours of a group of novice keyboard instrumentalists and to identify those factors which had most significant influence on performance achievement. The pivotal question guiding the study was 'How can one characterise the effects of practice strategies on the performance outcomes of this group of novice performers?' Six research questions were examined. The first three concerned student predisposition, practice procedures, and performance achievement. The second three questions examined the relationships between personal characteristics, practice behaviours and performance outcomes. The results of the study indicate that some beginners are capable of cognitive engagement in the execution of practice. Students who planned, analysed and evaluated practice strategies, both mentally and physically, were identified as self-regulated learners. These students were the more successful achievers. Students who made use of the technology, specifically for instructional purposes, made more gains that those that did not. Accumulated practice was not found to influence performance achievement. Implications for future research on this little explored subject were includedDoctor of Philosophy (PhD)
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Padgett, Stephen Mark. "Negotiating quality : everyday practices and nursing self regulation /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7306.
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Weidenbach, Vanda Geraldine. "The influence of self-regulation on instrumental practice /." View thesis, 1996. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030911.123107/index.html.
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Meier, Christoph. "The overlooked option : self-regulation in infrastructure industries /." Lohmar [u.a.] : Eul, 2005. http://deposit.ddb.de/cgi-bin/dokserv?id=2771982&prov=M&dok_var=1&dok_ext=htm.
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Perkins, Scott. "Self-Regulation and Physical Activity in WKU Employees." TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1233.
Повний текст джерелаАнотація:
Many Americans do not engage in the recommended amount of physical activity, and thus do not receive the potential physical and mental health benefits from physical activity. Stage of change is a model that categorizes individuals into one of five stages based on behavior and intentions for future behavior. This model is useful for promoting physical activity because it allows for tailoring of interventions to individuals with different physical activity levels and readiness for change. The main purpose of this research was to test if more adaptive scores for Essential Self-Regulation Model (ESRM) constructs are found for persons in higher stages of change. Analyses included 96 Western Kentucky University faculty and staff to test the hypothesis that as stage of change increases, the more adaptive the scores will be in regard to the ESRM constructs, including: self-determination (i.e., subtypes of motivation), self-efficacy, attributions, goal setting, strategy use, and self-monitoring. The results supported this hypothesis for intrinsic, integrated, and identified subtypes of motivation, cost, self-efficacy, and goal setting. Constructs that were not significant but had results in the hypothesized direction were introjected and amotivated subtypes of motivation, strategy use, and selfmonitoring. Attribution scores resulted in the opposite of the hypothesized direction. Conclusions, limitations, implications, and suggestions for future research are discussed.
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Hutchinson, Lynda R. "Young children's engagement in self-regulation at school." Thesis, University of British Columbia, 2013. http://hdl.handle.net/2429/44401.
Повний текст джерелаАнотація:
Self-regulation involves metacognition, motivation, and strategic action. Children who develop and engage in self-regulation experience positive developmental and educational outcomes. Also, children are more likely to develop and engage in self-regulated learning (SRL) when features of classroom contexts support it. Although research has demonstrated that self-regulation predicts academic achievement, it has not examined; (a) whether teachers distinguish between different aspects of self-regulation, such as emotion regulation (ER), SRL, and socially responsible self-regulation (SRSR); (b) whether and how features of classroom contexts, which have been linked to opportunities for SRL, can also provide opportunities for ER and SRSR; and (c) relationships between individual children’s self-regulation and features of classroom contexts. Therefore, this mixed-method, multi-level study addressed these issues. Data consisted of 19 kindergarten, grade one, and grade 2 teachers’ ratings of 208 children’s ER, SRL, and SRSR and a full day of observations in 17 of the participating classrooms. Quantitative (EFA, HLM) and qualitative (in-depth analysis of classroom observations) analyses were conducted on these data. Results indicated: (a) teachers did not distinguish between the aspects of self-regulation; data converged on a unitary construct of self-regulation; (b) self-regulation predicted academic achievement; (c) older children had higher levels of self-regulation compared to younger children; (d) boys were rated as having lower levels of self-regulation compared to girls; (d) features of classroom contexts provided meaningful opportunities for children’s development of and engagement in ER, SRL, and SRSR; and (e) complex tasks and teacher support were statistically significant predictors of children’s self-regulation—they were implicated in children’s uptake of opportunities to engage in self-regulation during classroom lessons. Implications of this study are discussed. These include: the benefits of designing a wider range of measures and including mixed-method and longitudinal studies to examine trajectories of children’s self-regulation, the low ratings of self-regulation for boys in the early school years, and the role of complex tasks and teacher support in constructing meaningful opportunities for children to develop and engage in adaptive and effective aspects of self-regulation.
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Kaka, Imraan. "Corporate self-regulation and environmental protection / Imraan Kaka." Thesis, North-West University, 2012. http://hdl.handle.net/10394/8742.
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Soohoo, Amanda L. "Self-Controlled Regulation of Mu Opioid Receptor Trafficking." Research Showcase @ CMU, 2015. http://repository.cmu.edu/dissertations/565.
Повний текст джерелаАнотація:
Our cells rely extensively on external signals for key cellular and systematic functions. Many of these signals take the form of small molecules that are recognized by receptors on the cell surface. G-protein coupled receptors (GPCRs) are the largest group of surface signaling receptors. GPCRs respond to a diverse array of signals including: light, pain, adrenaline and serotonin. The capability of a certain type of GPCR to receive its signals is dependent on the number of receptors on the cell surface available to receive that extracellular signal. Intracellular trafficking determines the surface receptor number. Since GPCRs relay such vital signals it has become increasingly clear that their intracellular trafficking is tightly regulated and intertwined with the received and transmitted signals by the GPCRs. This thesis focuses on the clinically, relevant mu-opioid receptor (MOR) which is the primary target of exogenous opiate drugs such as morphine and endogenous opiates such as endorphins and endomorphins. Once activated the MOR internalizes through clathrin-mediated endocytosis. Chapter 1 shows that the MOR is not passive in clathrin-mediated endocytosis, but has the ability to alter the duration of its own endocytosis events. Chapter 2 suggests that this change in endocytosis duration has a functional effect via changes in downstream signaling. Chapter 3 details how protein kinase C (PKC) serves as the control point for two regulatory mechanisms for the postendocytic recycling of the MOR; one stemming from the pain receptor neurokinin-1 and the second downstream of the G-protein signaling of the MOR itself. Chapter 4 explores a proteomic approach using stable isotope labeling of amino acids in cell culture (SILAC) to further elucidate the mechanisms governing MOR endocytosis and recycling.
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Byrd, Trevor Graydon. "Self-Regulation in a Simultaneous, Multiple-Goal Environment." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/33323.
Повний текст джерелаАнотація:
The present study sought to extend goal-setting research by examining the nature of individualsâ self-regulation with respect to performance goals while pursuing multiple, simultaneous goals. It was proposed that goal revision and effort allocation would be influenced by goal-performance discrepancies (GPD), causal attributions for factors affecting performance, self-efficacy, and rate of progress toward task goals. Results indicated that GPDs predicted goal revision direction and magnitude, and that controllability attributions moderated the GPD â revision relation. GPD size determined prioritization between tasks, as did self-efficacy. Mixed results were found for self-efficacy moderating the relation between GPD size and task prioritization. Rate of progress toward a task goal generally predicted prioritization between tasks and the amount of exerted effort within a single task. Although many results were not in the anticipated form, they still fit with modern theoretical frameworks associated with work motivation. Implications and suggestions for future research are discussed.Master of Science
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Stinson, Jill D., and Judith V. Becker. "Multi-Modal Self-Regulation Theory of Sexual Offending." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/8005.
Повний текст джерелаАнотація:
The Multimodal Self-Regulation Theory was first introduced by Stinson, Sales, and Becker as an integrated theory of sexual offending premised on the assumption that persons who engage in acts of problematic sexual behaviour do so because of deficits in primary self-regulatory functioning. Self-regulation—or the ability to modulate emotions, thoughts, interactions, and behaviours effectively—has been discussed within the context of varied psychological and behavioural problems, including personality disorders and self-injurious behaviour. The Multimodal Self-Regulation Theory applies self-regulatory processes to sex offending, suggesting that such behaviours may be yet another form of maladaptive self-regulatory coping. Such an approach combines extensive literatures, ranging from developmental, cognitive-behavioural, and personality theory to neurobiology and criminology. In this chapter, we summarize the main tenets of the theory and discuss examples and case conceptualization using this approach. We also describe early empirical support with several samples of sexual offenders, as well as the development and piloting of a related treatment manual. In each of these sections, we additionally highlight areas for further study, including projects currently under way by the present authors. Finally, we review the theory’s primary strengths and limitations, referencing broader contextual research needs to clarify better the role of the Multimodal Self-Regulation Theory in understanding, treating, and preventing sex offending behaviours.