Статті в журналах: "University regulation"

1

Lindblom-Ylänne, Sari, Anne Nevgi, and Keith Trigwell. "Regulation of university teaching." Instructional Science 39, no. 4 (June 19, 2010): 483–95. http://dx.doi.org/10.1007/s11251-010-9141-6.

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Kuzmin, O., N. Tsisar, and M. Yastrubskyy. "University Policy as an Object of Harmonious Development and State Regulation." Economics, Entrepreneurship, Management 4, no. 1 (2017): 91–97. http://dx.doi.org/10.23939/eem2017.01.091.

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3

Miller, Patrick. "University Regulation of Student Speech: In Search of a Unified Mode of Analysis." Michigan Law Review, no. 116.7 (2018): 1317. http://dx.doi.org/10.36644/mlr.116.7.university.

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Universities are meant to be open marketplaces of ideas. This requires a commitment to both freedom of expression and inclusivity, two values that may conflict. When public universities seek to promote inclusivity by prohibiting or punishing speech that is protected by the First Amendment, courts must intervene to vindicate students’ rights. Currently, courts are split over the appropriate mode of analysis for reviewing public university regulation of student speech. This Note seeks to aid judicial review by clarifying the three existing approaches—public forum analysis, traditional categorical analysis, and a modified version of the Supreme Court’s education-specific speech doctrine—and proposes a more precise version of education-specific analysis. This Note proposes that when student speech may not be reasonably attributed to the school, any attempt by the university to regulate the content of student speech must be narrowly tailored to target only exclusionary speech and to protect core moral and political speech.

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4

Goudriaan, René, and Hans de Groot. "State regulation and university behavior." Journal of Economic Behavior & Organization 20, no. 3 (April 1993): 309–18. http://dx.doi.org/10.1016/0167-2681(93)90028-n.

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Dasan, Norsimah, Mohd Mahadzir Rahimi Mohamed Nawi, and Mohamad Nazri Ismail. "Self Regulation and Online Sexual Behavior Among University Students." Malaysian Journal of Social Sciences and Humanities (MJSSH) 5, no. 12 (December 2, 2020): 250–56. http://dx.doi.org/10.47405/mjssh.v5i12.568.

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The urge of information communication technology development stimulates university students with various sexual-oriented materials and can lead them into premarital relationship. Self regulation believed as one of the factors that help an individual to control themselves and plan action to avoid online sexual behaviour. Therefore, this research is meant to determine the level of self regulation and online sexual behaviour, the difference of self regulation and online sexual behaviour based on gender, and the relationship of self regulation and online sexual among university students. The sample involved was 882 students selected using simple random sampling. Data analyses was conducted using SPSS 25.0 software. Descriptive analyses show an average level of self regulation, while online sexual behaviour was found at low level. Inference analyses using t-test indicates differences between online sexual behaviour between male and female students, while no significant differences in self regulations based on gender. Pearson correlation analyses founded that; self regulation has a significance relationship with online sexual behaviour among university students. The results of this research give input to students and university to improve student self regulation and develop rules that can control online sexual behaviour.

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Pachón-Basallo, Mónica, Jesús de la Fuente, and María Carmen Gonzáles-Torres. "Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students." International Journal of Environmental Research and Public Health 18, no. 7 (April 5, 2021): 3793. http://dx.doi.org/10.3390/ijerph18073793.

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The Self-Regulation vs. External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students’ health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs.

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Maksimenko, A. A., O. S. Deyneka, L. N. Dukhanina, and D. V. Krylova. "Russian University Teachers’ Ethical Culture Regulation." Vysshee Obrazovanie v Rossii = Higher Education in Russia 31, no. 2 (February 23, 2022): 9–27. http://dx.doi.org/10.31992/0869-3617-2022-31-2-9-27.

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Based on a review of publications of Russian and foreign researchers, the authors highlight the most significant topics on the deontology of university life. The article presents the results of an analysis of the texts of ethical codes of some leading universities in Russia (National Research University Higher School of Economics, Moscow State University, St. Petersburg State University, Kazan Federal University, Ural Federal University), as well as the results of an online survey (N = 297) of teachers of these universities. The survey was conducted to study the attitude of the teaching staff towards the tools for standardizing the moral culture of universities and the implementation of the values enshrined in the ethical standards of universities and ideals of academic community. Conclusions are made about the ethical attitudes of teachers and the effectiveness of moral regulation, as well as proposals for improving the ethical codes of universities are made.

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ÁVILA RODRÍGUEZ, CARMEN MARÍA. "The legal regulation of the University of Malaga on the mobile student, part-time student and extraordinary evaluatión. Its impact on the evaluation of the bachelor students." Revista Jurídica de Investigación e Innovación Educativa (REJIE Nueva Época), no. 10 (July 1, 2014): 71–98. http://dx.doi.org/10.24310/rejie.2014.v0i10.7718.

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This article aims to examine three legal situations that directly affect student evaluation and involve the application of a special legal regime. We focus on the regulations approved by the University of Malaga regulating student mobility, student status with dedication to study part time and the extraordinary evaluation or compensation. Finally detect problems and critical points of regulation and formulate proposals for improving forecasts of legal texts and their practical application.

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9

Haines, Fiona. "Tracking the Regulation Debate." Australian & New Zealand Journal of Criminology 38, no. 1 (April 2005): 141–47. http://dx.doi.org/10.1375/acri.38.1.141.

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Restorative Justice and Responsive Regulation By John Braithwaite (2002) Oxford, UK: Oxford University Press, 336pp, ISBN 0195158393 The Open Corporation: Effective Self-regulation and Democracy By Christine Parker (2002) Cambridge, UK: Cambridge University Press, 376pp, ISBN 0521818907 Securing Compliance: A Principled Approach By Karen Yeung (2004) Oxford, UK: Hart, 284pp, ISBN 1841133779 Adapting Legal Cultures By David Nelken and Johannes Feest (2001) Oxford, UK: Hart, 282pp, ISBN 1841132918

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10

NISHIMOTO, Norihiro. "Laboratory of Immune Regulation, Wakayama Medical University." Japanese Journal of Clinical Immunology 31, no. 5 (2008): 399–404. http://dx.doi.org/10.2177/jsci.31.399.

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NISHIMOTO, Norihiro. "Laboratory of Immune Regulation, Wakayama Medical University." Japanese Journal of Clinical Immunology 31, no. 6 (2008): 423. http://dx.doi.org/10.2177/jsci.31.423.

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12

Šliogerienė, Jolita. "Development of Self-Regulation at University Studies." Santalka. Filologija. Edulokogija 21, no. 2 (December 9, 2013): 162–69. http://dx.doi.org/10.3846/cpe.2013.17.

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13

Antony, Varghese C., and Kaukab Azeem. "Association of physical activity on exercise motivation and body mass index among university students." Physical education of students 25, no. 2 (April 30, 2021): 129–35. http://dx.doi.org/10.15561/20755279.2021.0208.

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Background and Study Aim. Motivation as a psychological feature that arouses and energizes people to action towards physical activity and makes them sustain to a physically active behavior. Motivation leads to increased participation in physical activity. The objective of this study was to determine the association of physical activity to exercise motivation of university students at different levels of body mass index. Material and Methods. 140 undergraduate students Mean age 19±0.70 years randomly categorized into underweight <18.5 kg/m2 [n= 37: 26.4%]; normal-weight 18.5-24.9 kg/m2 [n= 31: 22.1%]; obese ≥30.00 kg/m2 [n=37: 26.4%] and obese class III ≥40.00 kg/m2 [n=35: 25%]. Exercise motivation measured through BREQ-2. Results. ANOVA revealed highly significant difference among BMI categories on intrinsic regulation (p=0.007<.05) and identified regulation (p=0.006<.05). Obese class III students differed on external regulation (p=0.003) and introjected regulations (p=0.011). The association of physical activity to exercise motivation revealed that students who engaged more time in physical activities had significantly higher scores on identified regulation (p < 0.05) and intrinsic regulation (p < 0.01). Conclusions. The results suggested that university students in all BMI categories were internally motivated. The normal weight students exhibited high intrinsic and identified regulation, which reflected as better autonomous motivation. Physical activity had strong association with intrinsic regulation and identified regulation. Obese class students exhibited higher degree of extrinsic motivation and amotivation. Students who engaged more time in physical activity had better intrinsic motivation.

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14

Costa, Ana Rita Almeida Alves da, José Cunha Machado, Fábio Martim Sousa e. Santos, Maria da Graça Pereira Alves, and Sónia Remondes-Costa. "Interpersonal relationships among university students: a randomized longitudinal effectiveness evaluation study." Latin American Journal of Development 4, no. 5 (October 28, 2022): 1777–98. http://dx.doi.org/10.46814/lajdv4n5-018.

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Relaxation is a coping mechanism that helps to regulate emotions and is associated with prosocial responses. This paper included two studies: 1) a randomized clinical trial conducted with 139 university students who participated in a relaxation program and were assessed on interpersonal relationships over time; 2) a correlational study that assessed the relationship between emotional regulation, cognitive functioning, the importance attributed to sociability, and interpersonal relationships. Results revealed that interpersonal relationships did not change over time due to the relaxation intervention. The importance attributed to sociability played a moderating role in the relationship between emotional regulations and interpersonal relationships. The results suggest the need for further studies and emphasises the critical role of emotional regulation skills in university students.

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15

Castro, Nelson, Ximena Suárez C., and Enrique Barra Almagiá. "Relaciones de las dificultades de regulación emocional y los factores de personalidad con la satisfacción vital de estudiantes universitarios." Liberabit: Revista Peruana de Psicología 27, no. 1 (January 30, 2021): e433. http://dx.doi.org/10.24265/liberabit.2021.v27n1.02.

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Background: The ability to efficiently regulate emotions may be essential for young university students to face the stressful events that occur in their daily life, thus preventing the possibility of suffering anxiety, depression, behavioral problems and poor academic performance. Objectives: The present study aimed to analyze the relationship that difficulties in emotional regulation and personality have with life satisfaction. Method: This correlational and cross-sectional study was conducted with 250 male and female students from a Chilean public university. Results: The results showed that the participants’ life satisfaction is significantly associated with both difficulties in emotional regulation (negatively) and personality dimensions (negatively with neuroticism and positively with the other traits). However, a regression analysis determined that only emotional inattention, responsibility and neuroticism were important predictors of the participants’ life satisfaction. Conclusions: Although all the variables showed a relationship with the students’ life satisfaction, only some of them seemed to predict it.

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16

Dasan, Norsimah, Norkiah Arsat, and Mohd Mahadzir Rahimi Mohamed Nawi. "The Demographic Analysis on Self-Regulation among Malaysian University Students during the Covid-19 Pandemic." Malaysian Journal of Social Sciences and Humanities (MJSSH) 7, no. 9 (September 30, 2022): e001662. http://dx.doi.org/10.47405/mjssh.v7i9.1662.

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The Covid-19 pandemic has had a major impact on the lives of the entire population of the world. The effect is also experienced by university students who must be independent in learning. Therefore, self-regulation is needed in the management of their life at the university. The concept of self-regulation is an individual's belief about his ability to plan and control behavior. Students at university need these factors to ensure that the patterns of thinking and feeling produced are in line with their actions of completing tasks and at the same time control their behavior from harmful social and environmental effects. Demographic factors such as gender, ethnicity, place of residence of students, field of study and duration of study are focused as variables that are assumed to influence differences in student self-regulation. This study was conducted using a quantitative method involving 590 students of Universiti Malaysia Sabah who were selected through random sampling. The Adolescent Self-Regulation Inventory instrument was used to obtain feedback from the sample. Data were analyzed using IBM SPSS 26.0 software. The results of the study found that self-regulation does not differ significantly based on gender, ethnicity, student's place of residence, field and period of study. This study contributes to the addition of psychological knowledge related to student self-regulation during the Covid-19 pandemic.

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17

Glasper, Alan, and Diane Carpenter. "Celebrating 100 years of nurse regulation." British Journal of Nursing 28, no. 22 (December 12, 2019): 1490–91. http://dx.doi.org/10.12968/bjon.2019.28.22.1490.

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Emeritus Professor Alan Glasper, from the University of Southampton, and Mental Health Lecturer and Nurse Historian Diane Carpenter, from the University of Plymouth, discuss the centenary of nurse regulation and consider polices and historical debates that shaped today's nursing regulator, the Nursing and Midwifery Council

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18

Weldmeskel, Fisseha Mikre, and Dreyer Johann Michael. "The impact of formative assessment on self-regulating learning in university classrooms." Tuning Journal for Higher Education 4, no. 1 (November 30, 2016): 99. http://dx.doi.org/10.18543/tjhe-4(1)-2016pp99-118.

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This study describes the extent of which the use of quality formative assessment on lessons of a course involves the students as self-regulated learners. There is an increased interest among educational researchers to observe improvement of student self-regulation on learning. The predominant use of summative assessment remains a challenge to helping students develop self-regulation skills in learning and assessment. Quality formative assessment includes formative feedback, self-assessment and peer assessment. The study followed a partially mixed sequential research design and applied a quasi-experimental intervention that lasted for six weeks where six educators applied quality formative assessment on lessons of a general psychology course for intervention group students (N=191). The quantitative data were collected by self-regulated learning questionnaire before and after the use of quality formative assessment on lessons. The qualitative data were collected by focus group discussions with the students. The students’ perceptions on self-regulating learning were compared between the intervention (N=191) and the comparison (N=187) group of students. The quantitative analysis used t-test and biserial correlation and proved the presence of statistically significant difference between the two groups in perceiving the self-regulation of learning. Moreover, effect size estimate (Cohen’s d) was used to provide a strong validation on the variation between the two groups for the measure of self-regulating learning. Recommendations were made to promote the use of quality formative assessment aiming at the improvement of student self-regulation on learning and assessment in university classes.

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19

O'Brien, Stephen. "Cultural regulation and the reshaping of the university." Globalisation, Societies and Education 10, no. 4 (November 2012): 539–62. http://dx.doi.org/10.1080/14767724.2012.690310.

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20

Russell, Douglas, and Racquel Warner. "Motivational intermediaries of self-regulation among university students." Journal of Applied Research in Higher Education 9, no. 3 (July 3, 2017): 448–64. http://dx.doi.org/10.1108/jarhe-08-2015-0062.

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Purpose The concept of self-regulated learning (SRL) has become increasingly important in higher educational institutes seeking to provide students with a holistic education. It is important for students entering, and faculty within higher education, to understand whether future time perspective (FTP) or self-efficacy is more predictive of self-regulation. The paper aims to discuss these issues. Design/methodology/approach Through the use convenience sampling, data were collected via an online survey from 130 undergraduate students attending universities in the United Arab Emirates (UAE). Data were analysed using regression analysis and inferential measures identifying themes in participants study habits in order to examine whether it is FTP or self-efficacy that more strongly predicts SRL behaviours. Findings Results suggest that self-efficacy is a much stronger predictor of SRL in undergraduate students than goal setting, as measured by FTP. Student’s most deficient SRL behaviours related to reading and comprehension of texts prescribed across modules. Research limitations/implications Due to the fact that only an adjusted 33 per cent of self-regulation was predicted by the two variables under consideration, researchers are encouraged to identify further variables that may predict students SRL. Practical implications This paper seeks to support both students and faculty in how to draw on SRL in order to optimize students’ success in higher education. Originality/value The current research supports the identification of learning behaviours specific to branch campuses in a Middle-Eastern context.

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De Backer, Liesje, Hilde Van Keer, and Martin Valcke. "Fostering University Students’ Metacognitive Regulation Through Peer Tutoring." Procedia - Social and Behavioral Sciences 69 (December 2012): 1594–600. http://dx.doi.org/10.1016/j.sbspro.2012.12.104.

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22

Sayer, Andrew. "Moral Economic Regulation in Organizations: A University Example." Organization 15, no. 2 (March 2008): 147–64. http://dx.doi.org/10.1177/1350508407086576.

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23

Cloete, Anke S., Karel F. H. Botha, and J. Wilma Breytenbach. "Gender Effects on Self-Regulation Among University Students." Journal of Psychology in Africa 22, no. 2 (January 2012): 179–86. http://dx.doi.org/10.1080/14330237.2012.10820516.

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Khan, Dr Mussarat Jabeen, Gulmeena Tahir, and Dr Fouzia Ajmal. "SOCIAL COMPETENCE AND AFFECTIVE STYLES OF EMOTION REGULATION AMONG UNIVERSITY STUDENTS." Journal of Arts & Social Sciences 9, no. 2 (December 31, 2022): 11–20. http://dx.doi.org/10.46662/jass.v9i2.230.

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Being social animals human being always strive to interact with others, which needs social competence. However they need to manage their emotions also. This particular research was carried out to find the relationship between social competence and different affective styles of emotion regulation of university students. Moreover the gender difference on social competence and affective styles of emotion regulation was also checked. Correlation research design was used and data were collected through survey technique from male and female students of Foundation University, COMSATS University, Quaid-i-Azam University, Capital University and International Islamic University. Social Competence Scale and Affective Style Questionnaire were administered on university students for data collection which were analysed using mean, Standard Deviation, t-Test and pearson correlation. A significant correlation between social competence and affective styles of emotional regulation (adjusting, tolerating and concealing styles) was found. It was also observed that gender difference between university students on social competence was significant. However gender difference on emotional regulation was non-significant. Using positive affective styles of emotional regulation can help to reduce stress, tension, anxiety and depression among university students.

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Salleh, Reben Ramadhan, Nik A. Hisham Hisham Ismail, and Faizah Idrus. "The Relationship Between Self-Regulation, Self-Efficacy, and Psychological Well-Being Among the Salahaddin University Undergraduate Students in Kurdistan." International Journal of Islamic Educational Psychology 2, no. 2 (December 29, 2021): 105–26. http://dx.doi.org/10.18196/ijiep.v2i2.12572.

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Self-regulation, self-efficacy, and psychological well-being are essential requirements in the academic environment. Psychological well-being is indispensable for students’ emotional balance and healthy growth and development. The recent study investigated the relationship between self-regulation, self-efficacy, and psychological well-being among Kurdish students at Salahaddin University. The objectives of the research are as follows: (1) to examine the prevalence level of self-regulation, self-efficacy, and psychological well-being among the Salahaddin University undergraduate students; (2) to examine the relationship of self-regulation and self-efficacy with psychological well-being among the Salahaddin University undergraduate students; and (3) to examine the effect of self-regulation and self-efficacy on psychological well-being among the Salahaddin University undergraduate students. The study employed quota sampling, and there were 407 respondents selected for it. Analysis techniques were presented in descriptive, Pearson Correlation, and Multiple Regression Analysis (MRA). The research shows a low level of self-regulation and self-efficacy among the Salahaddin University undergraduate students. However, psychological well-being is high. The study further demonstrates a positive and statistically significant relationship between self-regulation, self-efficacy, and psychological well-being among the Salahaddin University undergraduate students. Finally, the study showed that only self-regulation significantly affected psychological well-being among the Salahaddin University undergraduate students.

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Muscio, Alessandro, Davide Quaglione, and Giovanna Vallanti. "University regulation and university–industry interaction: a performance analysis of Italian academic departments." Industrial and Corporate Change 24, no. 5 (September 1, 2014): 1047–79. http://dx.doi.org/10.1093/icc/dtu022.

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Ridout, Frances, Deirdre Gilchrist, and Jeremy Dunn. "Immigration University Clinics and regulation: a working case study." International Journal of Clinical Legal Education 25, no. 3 (December 18, 2018): 135–49. http://dx.doi.org/10.19164/ijcle.v25i3.770.

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This paper seeks to introduce readers to the regulation of immigration advice, and how this can work in practice in clinical legal education. The case study of Queen Mary Legal Advice Centre demonstrates that although the statute does not ideally seem to fit with the regulation of university law clinics, it is possible to be compliant. Far from being a negative aspect, regulation in these unique legal advice settings can actually provide a rich ethical learning environment and produce well rounded future lawyers.

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Muñoz-García, Ana Luisa. "Intellectual endogamy in the university." Learning and Teaching 12, no. 2 (June 1, 2019): 24–43. http://dx.doi.org/10.3167/latiss.2019.120203.

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This article aims to analyse the multiple ways in which the neoliberal regulation of knowledge is negotiated by returning Chilean scholars. The data gathered suggest the construction of knowledge is highly regulated by a principle of intellectual endogamy. Intellectual endogamy is characterised by conservatism, reflected in a lack of diversity in research themes and problems and maintained by a peer-review system that controls scholars’ access to research funds. However, it is also characterised by instrumentalism, which is reflected in the requirements for obtaining research funds, such as publications in indexed journals and discourses of efficiency and productivity. Both facets engender a neoliberal regulation of academic work. This research encourages an expansion of the conversation about how academic mobility affects knowledge construction.

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Hyuk Kwon. "The Regulation of University restructuring based on participatory Democracy." 법학연구 59, no. 3 (August 2018): 293–317. http://dx.doi.org/10.35275/pnulaw.2018.59.3.010.

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김성열 and Cha Young Lee. "Problems and Tasks of University Regulation on Research Integrity." Journal of Law of Education 27, no. 3 (December 2015): 53–76. http://dx.doi.org/10.17317/tjle.27.3.201512.53.

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Morris, Sam, and Jim King. "Teacher Frustration and Emotion Regulation in University Language Teaching." Chinese Journal of Applied Linguistics 41, no. 4 (November 27, 2018): 433–52. http://dx.doi.org/10.1515/cjal-2018-0032.

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Abstract Few jobs come without irritations, and foreign language instruction comes with its own particular set of frustrations which, when accumulated, can lead to stress and eventual burnout for teachers. One mechanism for reducing such frustrations is that of emotion regulation, the cognitive and behavioral strategies individuals employ to manage the emotions they experience or display. To date, no known studies have reported specifically on the in-class frustration experienced by language teachers, or on how teachers regulate their feelings of frustration. Herein, the authors discuss the experiences of seven EFL teachers at a university in Japan obtained through a series of semistructured interviews, classroom observations and corresponding stimulated-recall sessions. The authors discuss four salient thematic frustrations: student apathy, classroom silence, misbehavior in the context of relational strain, and working conditions. The results reveal that participants applied contextually-dependent emotion regulation behaviors, the success of which was often contingent on the participants’ levels of confidence and control over the stressors. Thus, participants showed more success in managing pervasive low-level stressors such as apathy and silence, and more support would be welcome to aid them to manage more debilitating stressors such as student misbehavior. The authors offer suggestions for teachers, trainers and institutions on reducing frustration.

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Engelschalk, Tobias, Gabriele Steuer, and Markus Dresel. "Quantity and quality of motivational regulation among university students." Educational Psychology 37, no. 9 (April 28, 2017): 1154–70. http://dx.doi.org/10.1080/01443410.2017.1322177.

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Garn, Alex C., and Alexandre J. S. Morin. "University students’ use of motivational regulation during one semester." Learning and Instruction 74 (August 2021): 101436. http://dx.doi.org/10.1016/j.learninstruc.2020.101436.

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Amaral, A., M. Soares, A. Pereira, S. Bos, C. Roque, M. Bajouco, and A. Macedo. "Stress, Cognitive Emotion Regulation, and Sleep in University Students." European Psychiatry 30 (March 2015): 934. http://dx.doi.org/10.1016/s0924-9338(15)30732-x.

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Sibley, Benjamin A., Lee Hancock, and Shawn M. Bergman. "University Students' Exercise Behavioral Regulation, Motives, and Physical Fitness." Perceptual and Motor Skills 116, no. 1 (February 2013): 322–39. http://dx.doi.org/10.2466/06.10.pms.116.1.322-339.

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Çetinkaya, Turan, and Ceren Mutluer. "Turkish Adaptation of Behavioral Regulations in Sports Questionaire and Reviewing Psychometry Properties: Validation and Reliability Study." International Journal of Higher Education 7, no. 5 (October 18, 2018): 185. http://dx.doi.org/10.5430/ijhe.v7n5p185.

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Purpose of this study is to adapt Behavioral Regulation in Sports Questionaire (BRSQ) which developed by Lonsdale, Hodge and Rose (2008) in Turkish and review psychometry properties. The scale consists of 24 items and 6 subdimension including intrinsic motivation, integrated regulation, identitied regulation, introjected regulation, external regulation and amotivation. Study group consists of total 681 student- athlete whom are licensed athletes and study at Physical Education and Sports College of Ahi Evran University, Erciyes University, Dumlupinar University and Çanakkale 18 Mart University. In order to determine psychometry properties of scale internal consistency, material and factor analysis and test- retest methods were applied. Cronbach alpha internal consistency coefficient of the measurement determined as follows; 0.790 for total points, 0.856 for intrinsic motivation subdimension, 0.838 for integrated regulation subdimension, 0.862 for identitied regulation subdimension, 0.740 for introjected regulation subdimension, 0.788 for external regulation subdimension and 0.800 for amotivation subdimension. In the analyzes performed, the data obtained from the exploratory and confirmatory factor analysis confirmed the 6-factor structure of the scale. In addition, scale-based analyzes yielded high test-retest scores. In this sense, it is considered that the scale is a valid and reliable measurement tool for the Turkish sample group.

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37

Mbato, Concilianus Laos, and Anastasia Cendra. "Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation." JELE (Journal of English Language and Education) 5, no. 1 (June 28, 2019): 67. http://dx.doi.org/10.26486/jele.v5i1.949.

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Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.

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38

Ayupova, Z. K., D. U. Kussainov, S. S. Dzhankadyrov, Winston Nagan, and N. L. Seitakhmetova. "PECULIARITIES OF THE LEGAL REGULATION OF THE LABOR OF SOME CATEGORIES OF EMPLOYEES." BULLETIN 5, no. 387 (October 15, 2020): 117–24. http://dx.doi.org/10.32014/2020.2518-1467.150.

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Research on the specifics of the legal regulation of certain categories of employees is conducted by leading foreign research centers and international organizations. In particular, the work of women, children, disabled people, homeworkers, seasonal workers and migrants is one of the most active research topics within the UN, ILO, OSCE, and CIS. For example, the topics are “Labor Market Trends and Outlook”, “Labor, Income and Equity”, “Changing World of Work”, “Macroeconomic Policies and Jobs”, “Globalization and Labor Market”, “Policy evaluation”, “Youth and Gender Issues” (Special issues of youth and gender are also covered) are recognized as one of the main topics studied by the ILO Research Department in The direction of labor market trends and prospects. The following results were obtained in scientific studies conducted in the field of determining the features of legal regulation of labor of certain categories of workers in foreign countries: proposals were developed and implemented to ensure gender equality in labor relations (University of Sterling, Scotland), eliminate discrimination by introducing rules of differentiation (Rand Afrikaans University, South Africa), and provide additional opportunities in the field of labor for women and persons employed in family responsibilities (University of Essex, UK), increasing the role of contracts in regulating the work of home workers (Middlesex University, UK), providing equal rights in the use of migrant labor (University of Oxford, UK).

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Ito, Takamichi, and Takatoyo Umemoto. "Socially Shared Regulation and Performance in Group Work on Creativity Tasks: Analyzing Regulation Utterances." Journal of Education and Learning 11, no. 4 (June 4, 2022): 74. http://dx.doi.org/10.5539/jel.v11n4p74.

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This study examined socially shared regulation of learning (SSRL) and motivation processes in a collaborative learning task that required creativity using the ICT tool of mind mapping. Thirty university students formed three groups, collaborating face-to-face to generate creative ideas. The following results were obtained from qualitative and quantitative data using psychological scales and utterance analysis. In the middle phase of the collaborative activity, there was a significant weak-to-moderate positive correlation between socially shared regulation of cognition, self-regulation, co-regulation, and socially shared regulation of intrinsic motivation and a deep level of regulation utterances. Moreover, there were significant weak-to-moderate correlations between behavioral and cognitive engagement, SSRL of monitoring and cognition, and the three modes of motivational regulation. Creative performance was significantly and moderately positively associated with socially shared regulation of cognition and total frequency of utterances in the group. Based on these findings, the implications for practice in university education are discussed from the perspective of socially shared regulation in collaborative learning.

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Ying, Lai Yi, and Ambusam Subramaniam. "IMPACT OF MUSIC AS MOTIVATION TO PERFORM EXERCISES AMONG UNIVERSITY STUDENTS – A SURVEY." Journal of Experimental Biology and Agricultural Sciences 9, Spl-1- GCSGD_2020 (March 25, 2021): S187—S195. http://dx.doi.org/10.18006/2021.9(spl-1-gcsgd_2020).s187.s195.

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The current study aimed to examine the association between music and motivation to do exercise among university students in Nilai, Negeri Sembilan, Malaysia. The demographics data, use of music during exercise, preferred type of music, and criteria to select music were assessed by a validated self-administered questionnaire. The motivation towards exercises was evaluated using the Behavioural Regulations in Exercise Questionnaire (BREQ-3) while the level of physical activity was assessed by Godin-Leisure Time Exercise Questionnaire (LTEQ). The demographics information, use of music during exercise, preferred type of music, and criteria to choose music were tabulated using descriptive statistics. A point-biserial correlation was used to analyze the relationship between music and motivation to do exercise while chi-square was utilized to determine the association between the use of music during exercise and physical activity level. The results of the current study showed that 80.3% of the participants listen to music during exercise. Energetic and rhythmic was the preferred type of music for exercise. Tempo/ speed/ bpm was the most popular factor to be considered during the exercise. Most of the participants prefer to listen to an individual music player during exercise rather than an open audio system.. Listening to music during exercise shown significant correlation with a motivation (p=0.006), external regulation (p=0.014), identified regulation (p=0.006), integrated regulation (p=0.002) and intrinsic regulation (p=0.015). There was a significant association between the use of music during exercise and physical activity level (p=0.003) in this study. Future research that involves the type of exercise performed with the music is encouraged to explore the significance of music as a motivational tool in exercise.

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Suglobov, Alexander Evgenievich, Katerina Sergeevna Orlova, Alexander Konstantinovich Kalliopin, Petr Katys, and Aleksey Valeryevich Novikov. "Intellectual property policy of universities: specific regulation." Revista Tempos e Espaços em Educação 14, no. 33 (July 30, 2021): e16155. http://dx.doi.org/10.20952/revtee.v14i33.16155.

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This article considers the formation and implementation of a policy in relation to intellectual property in the activities of a higher education institution. Nowadays the creation, protection and commercialization of intellectual property objects are especially relevant for universities. The comprehensive solution of such issues stipulates the need for the development, adoption and implementation of university policies in relation to intellectual property objects as local regulatory acts. This study aims at analyzing intellectual property management policies in higher education institutions. The authors of the article have highlighted the key aspects of an intellectual property object as an object of management. To prove the relationship between intellectual property law and regulation that allows a university to own and freely dispose of its intangible assets, the article dwells on the best practices of European and US universities in terms of issuing local legal acts. The authors have concluded that it is inexpedient to copy the US university policy in Russia due to different approaches to intellectual property. They have developed the concept of strategic management of intellectual property based on the national legislation on the protection and disposal of intellectual property and local regulations of higher education institutions.

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Skjenneberg (ed.), Sven. "Laura Christine Cuyler; Temperature regulation and survival in Svalbard reindeer." Rangifer 13, no. 1 (October 1, 1993): 67. http://dx.doi.org/10.7557/2.13.1.1078.

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<p>Laura Christine Cuyler successfully defended her doctoral thesis "Temperature regulation and survival in Svalbard reindeer" at the University of Oslo, Norway, on the 30th of January, 1993. Christine Cuyler was born in Vancouver, B. C, Canada. She attained her B.Sc. degree at the University of Guelph, Ontario and her Cand. scient. degree at the University of Oslo.</p>

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Al-badareen, Ghaleb. "Cognitive Emotion Regulation Strategies as Predictors of Academic Achievement among University Students." Journal of Educational and Psychological Studies [JEPS] 10, no. 4 (December 1, 2016): 680–86. http://dx.doi.org/10.53543/jeps.vol10iss4pp680-686.

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The purpose of this study was to investigate the impact of cognitive emotionregulation strategies on academic achievement of university students in Jordan. A random sample of 386 students from the Hashemite University participated in the current study. The Cognitive Emotion Regulation questionnaire was used to measure the cognitive emotion regulation strategies. The findings of this study showed that cognitive emotion regulation strategies had significant joint effect and relative effect on academic achievement. It is hoped that this study will be beneficial to students and teachers in developing cognitive emotion regulation strategies for effective learning.

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Al-badareen, Ghaleb. "Cognitive Emotion Regulation Strategies as Predictors of Academic Achievement among University Students." Journal of Educational and Psychological Studies [JEPS] 10, no. 4 (December 1, 2016): 680. http://dx.doi.org/10.24200/jeps.vol10iss4pp680-686.

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The purpose of this study was to investigate the impact of cognitive emotionregulation strategies on academic achievement of university students in Jordan. A random sample of 386 students from the Hashemite University participated in the current study. The Cognitive Emotion Regulation questionnaire was used to measure the cognitive emotion regulation strategies. The findings of this study showed that cognitive emotion regulation strategies had significant joint effect and relative effect on academic achievement. It is hoped that this study will be beneficial to students and teachers in developing cognitive emotion regulation strategies for effective learning.

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Fahdah Mihmas Al Otaibi, Fahdah Mihmas Al Otaibi. "The role of incentives and training programs on Job Satisfaction of Employees – An Empirical Study on Workers in the Arab Open University –: دور الحوافز والبرامج التدريبية على الرضا الوظيفي للعاملين – دراسة تطبيقية على العاملين في الجامعة العربية المفتوحة بالسعودية –". مجلة العلوم الإقتصادية و الإدارية و القانونية 5, № 23 (27 грудня 2021): 175–63. http://dx.doi.org/10.26389/ajsrp.d280321.

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This Study aimed to: identify extent of interesting in financial and moral incentives regulation and incentives regulation in Arab Open University , identify extent of interesting in humanistic value and electronic training of employees in Arab Open University, identify reality of job satisfaction for employees in Arab Open University, the analytical descriptive approach and study population is included all employees in Arab Open University in all their job levels, their number reached to (230) and the researcher is obtained (149) electronic response. The study revealed that study sample members are agree to some extent on degree of interesting in financial and moral incentives regulation and incentives regulation in Arab Open University where approval averages of study sample members is reached to (3.08), revealed that study sample members are agree to some extent on degree of interesting in humanistic value and electronic training of employees in Arab Open University where approval averages of study sample members is reached to (3.01) and revealed that study sample members have intermediate degree of job stratification where approval averages of study sample members reached to (2.85), the study recommended with necessity of work on adopting motivation system to comply with Arab Open University , providing the necessary moral for university relatives especially for the excellent employees and increasing financial incentives and allowances which is provided to the employees in university.

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Amzil, Amine. "Working Memory Capacity, Cognitive Regulation, and Their Relationship to Academic Achievement in University Students." Journal of Education and Learning 11, no. 6 (October 17, 2022): 133. http://dx.doi.org/10.5539/jel.v11n6p133.

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The present study investigates the relationship between working memory capacity, cognitive regulation, and academic achievement for university students. Additionally, it examines whether working memory capacity and/or cognitive regulation can predict academic achievement. For the 139 university students who took part in the study, working memory capacity was measured via a digit span test, cognitive regulation was measured via the MAI (Metacognitive Awareness Inventory), and academic achievement was measured via GPA. The results indicate that there is a significant relationship between working memory capacity and cognitive regulation ability, that cognitive regulation had a marginally stronger correlation with GPA than working memory capacity did, and that the working memory ability and cognitive regulation model was a good predictor of academic achievement for the sample studied.

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Choi, Ara. "The effect of university students’ COVID-19 stress on smartphone addiction: The mediating effects of self-regulation." Family and Environment Research 59, no. 4 (November 22, 2021): 557–68. http://dx.doi.org/10.6115/fer.2021.039.

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This study examined the relationship between COVID-19 stress, self-regulation, and smartphone addiction among university students. It also assessed whether self-regulation mediates the relationship between COVID-19 stress and smartphone addiction. The participants comprised 346 students enrolled in G city university. Data were analyzed using SPSS and AMOS to generate descriptive statistics, perform a correlation analysis, and create a structural equation model. The main findings were as follows. First, COVID-19 stress had a negative correlation with self-regulation, but a positive correlation with smartphone addiction. A negative correlation was observed between self-regulation ability and smartphone addiction. Secondly, self-regulation partially mediated the relationship between COVID-19 stress and smartphone addiction. The results will inform educational and counseling interventions aimed at preventing smartphone addiction among university students living in the era of the COVID-19 pandemic.

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McBride, Ron E., and Ping Xiang. "Self-Regulated Learning and Perceived Health Among Students Participating in University Physical Activity Classes." Journal of Teaching in Physical Education 32, no. 3 (July 2013): 220–36. http://dx.doi.org/10.1123/jtpe.32.3.220.

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Three hundred and sixty-one students participating in university physical activity classes completed questionnaires assessing perceived health and self-regulated learning. In addition, 20 students (11 men; 9 women) were interviewed about their reasons for enrolling, participation and goals in the class. Results indicated the students endorsed intrinsic regulation, were autonomous, and the males scored significantly higher on intrinsic regulation and perceived health. Of four regulators, intrinsic regulation predicted student perceived health. The social nature of regulation also cannot be overlooked in providing practicable opportunities and relationships that influence learning in university physical activity classes.

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Chupradit, Supat, Tanaporn Tonghom, Priyanut Wutti Chupradit, and Tippawan Sookruay. "Correlation Analysis between Internet Addiction and Self-Regulation among Thai University Students." Journal of Experimental Biology and Agricultural Sciences 10, no. 4 (August 30, 2022): 846–51. http://dx.doi.org/10.18006/2022.10(4).846.851.

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The self-regulation of internet activities is a challenge between technology and human interaction, particularly in adolescents. It is very important to study the relationship between self-regulation and internet addiction since humans have become closely connected to technology in recent decades. The objective of the present research was to study the relationship between internet addiction and self-regulation by assessing the habits of university students. The samples consisted of 500 first-year students residing in Chiang Mai University dormitories, and data were collected from questionnaires regarding personal information, the Internet Addiction Test (IAT), and self-regulation assessment. Pearson’s correlation coefficient was used to investigate the relationship between internet addiction and self-regulation. The results of the study revealed that the level of internet addiction had a moderately positive relation with poor self-regulation, which had a correlation coefficient of 0.560 with a statistical significance level of 0.01. Further, the level of internet addiction had a low negative relation with good self-regulation, which had a correlation coefficient equal to -0.262 with a statistical significance level of 0.01. Hence, creating the necessary assistance and solutions is required to achieve a healthy balance in the behavior of young individuals.

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Sulima, Yevhen, and Svіtlana Dienizhna. "Academic integrity: ethical and legal regulation in the university community." International Scientific Journal of Universities and Leadership, no. 10 (December 20, 2020): 120–41. http://dx.doi.org/10.31874/2520-6702-2020-10-2-120-141.

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The article substantiates the urgency of the problem of ethical and regulatory regulation of the process of formation of academic integrity in higher education institutions. The purpose of the article is to analyze the tools of ethical and regulatory regulation in the university community and highlight the practical experience of their implementation at the University of the State Fiscal Service of Ukraine. The content of the article reveals the essence of academic integrity, characterizes the types of its violations. The evolution of the creation of an international legal framework for the formation of academic integrity is traced. An analysis of the provisions of domestic legislation on academic integrity and the types of penalties for its violation. Normative documents of ethical and normative-legal regulation in the academic community of the University of the State Fiscal Service of Ukraine are considered. The peculiarities of the infrastructure and system organization of the university's activity on the formation of academic integrity are revealed. Based on the identified problems, the priority areas, forms and methods of the university's activities to improve the process under consideration are determined. The article uses such methods as: historical analysis; content analysis when working with ethical and administrative documents of a higher education institution; survey of research and teaching staff; quantitative analysis of automatic verification of texts of scientific articles for uniqueness. Research results. The analysis of the tools of ethical and normative-legal regulation of academic integrity revealed priority directions, mechanisms, forms and methods of work on formation of academic integrity and prevention of its violations by subjects of educational and scientific activity according to international standards. Based on the experience of the University of the State Fiscal Service of Ukraine, the organizational management system of the process of formation of academic integrity in the university community is considered. Conclusion. The optimal results of ethical and normative-legal regulation of academic integrity have been achieved at the University of the State Fiscal Service of Ukraine due to the functioning of the organizational management system of this process, created according to international standards.

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