Mediation in the schools: Self-regulation, self-esteem, and self-discipline

1989 ◽  
Vol 7 (2) ◽  
pp. 149-155 ◽  
Author(s):  
Jennifer P. Maxwell
Keyword(s):  
Self Regulation ◽  
Self Esteem

Effects of Compassion on Employees' Self-regulation

2016 ◽  
Vol 44 (7) ◽  
pp. 1173-1190 ◽  
Author(s):  
Hyung Jin Choi ◽  
Sangmin Lee ◽  
Se-Ri No ◽  
Eung Il Kim
Keyword(s):  
Theoretical Model ◽  
Self Efficacy ◽  
Negative Emotions ◽  
Self Regulation ◽  
Self Esteem ◽  
Workplace Deviance ◽  
Intention To Quit ◽  
Mediating Effects ◽  
Positive Effects ◽  
Dependent Variables

We examined how compassion can alleviate employees' negative emotions, behaviors, and thoughts. On the basis of self-regulatory resources theory, we hypothesized that there would be relationships between the 2 mediating variables of self-esteem and self-efficacy, and the dependent variables of anxiety, burnout, workplace deviance, and intention to quit. We collected data on these variables from 284 nurses, who work in a stressful job that necessitates compassion from colleagues, to test our theoretical model. The results revealed that compassion alleviated negative emotions (anxiety and burnout), behavior (workplace deviance), and thoughts (intention to quit), with both self-esteem and self-efficacy having mediating effects. Thus, we demonstrated the specific path through which compassion can have positive effects on an organization's employees. We discuss the observed relationship between compassion and self-regulation, and theoretical contributions regarding differences between self-esteem and self-efficacy, as well as between anxiety and burnout.

A STUDY OF SELF-ESTEEM, VITALITY AND LIFE SATISFACTION OF ELDERLY PEOPLE

2021 ◽  
Vol 66 (1) ◽  
pp. 110-120
Author(s):  
N. Auyelbekova ◽  
◽  
N. Akhtaeva ◽  
D. Klepikov ◽  
◽  
...  
Keyword(s):  
Life Satisfaction ◽  
Elderly People ◽  
Social Services ◽  
Satisfaction With Life ◽  
Self Regulation ◽  
Self Esteem ◽  
Work Status ◽  
Female Age ◽  
Factors Affecting

The aim of the research was to study self-esteem as a component of self-regulation, determine the factors affecting the vitality and life satisfaction of elderly people. The study involved 80 respondents aged 60 to 89 years, a 3-day training was held in the center of social services. The influence of life position on self-esteem, vitality and life satisfaction has been proven. The level of vitality affects self-esteem and life satisfaction. Vitality and satisfaction with life are influenced by touchiness, sociability and how much a person understands his feelings. Life satisfaction among elderly people depends on how they express their emotions, beliefs, gender (male> female), age (60<75), income, and work status.

scholarly journals COMPONENT STRUCTURE IN THE ORGANIZATION ОF MORAL BEHAVIOR EXPERIENCE FOR SENIOR ADOLESCENTS

2021 ◽  
Vol 1 (194) ◽  
pp. 195-199
Author(s):  
Nataliia Huzenko ◽  
Keyword(s):  
Self Regulation ◽  
Self Esteem ◽  
Component Composition ◽  
Moral Behavior ◽  
Moral Norms ◽  
Component Structure ◽  
Moral Beliefs ◽  
Cognitive Component ◽  
Older Adolescents ◽  
Moral Qualities

The problem of moral behavior experience for adolescents is quite sharp. The difficulty of moral behavior experience for older adolescents involves the separation in the pedagogical reality the phenomenon ‘moral behavior experience’ and its component clarification. Some issues of adolescents’ moral behavior allowed us to define our own concept ‘moral behavior experience’ as a system of conscious actions and deeds, formed in the process of acquiring knowledge about morality, moral norms, acquiring skills for their practice usage and skills of moral actions by emotional and volitional efforts. The article clarifies the component structure in the organization of moral behavior experience for older adolescents. Its clarification is necessary for understanding the process of moral behavior experience development. The paper identifies the components of moral behavior experience for older adolescents: motivational and valuable, cognitive and interesting, practical and active, personal and reflexive ones. The article describes each component separately in details. In the work the structure of moral behavior experience for older adolescents are characterized with the following components. The motivational and valuable component is represented by motivation, interest, values, moral feelings and attitudes, moral beliefs. The cognitive and interesting component is represented by knowledge of moral norms and behavior rules. The practical and active component is represented by personal ability to communicate, leadership, behavioral self-regulation. The personal and reflexive component is represented by personal traits, reflection, personal moral qualities, self-esteem and self-analysis in moral behavior. In the article the prospects of determining pedagogical conditions for moral behavior experience for older adolescents are clarified to prevent and avoid bullying. Undoubtedly, the elucidation of the component composition in the structure of the experience of moral behavior is necessary to understand the process of its formation. In the work in the structure of the experience of moral behavior of older adolescents, the following components were identified: motivational-value component (motivation, interest, values, moral feelings, relationships, moral beliefs); cognitive component (knowledge of moral norms and rules of conduct); practical-activity component (personality's ability to communicate, leadership, self-regulation of behavior), personality-reflexive component (personality traits, reflection, moral qualities of personality, self-esteem and self-analysis of moral behavior).

Tapas Acupressure Technique (TAT) for Reducing Stress and Increasing Self-Esteem: A Self-Study

2016 ◽  
Vol 8 (1) ◽  
pp. 67-74
Author(s):  
Josette Marie Steel ◽  
Keyword(s):  
Treatment Period ◽  
Subjective Experience ◽  
Self Regulation ◽  
Free Association ◽  
Self Esteem ◽  
Stressful Events ◽  
Emotional States ◽  
Energy Psychology ◽  
Self Study ◽  
Self Worth

Abstract: While there is a great deal of research into various Energy Psychology (EP) methods, the subjective experience of the client has not yet been investigated. In this self-study, the Tapas Acupressure Technique (TAT) Protocol for Stressful Events was used for 10 sessions over a period of 3 weeks to explore whether TAT would be an effective tool for managing stress and increasing feelings of self-worth. The Sorensen Self-Esteem Test was used as a baseline self-esteem pre and post test to measure self-worth and positive and negative emotional states. A list of 10 free association words was collected before and after each treatment session and at the end of the treatment period. Quantitative analysis showed an increase in overall sense of self-worth and an increase in positive states. Negative and positive states varied throughout the treatment period while self-worth increased, suggesting that TAT enabled increased emotional self-regulation when dealing with stressful situations. Scores on the Sorensen Self-Esteem Test improved by 28% on follow-up. A qualitative analysis of the free association words suggests an increase in feelings of balance and calm and a decrease in negative self-image. Keywords: TAT, Tapas Acupressure Technique, energy psychology, protocol for stressful events, self-esteem, Sorensen Self-Esteem Test, stress management, stress reduction

THE INFLUENCE OF ACADEMIC SELF-REGULATION OF STUDENTS ON THE WAY OF OVERCOMING NEGATIVE SITUATIONS

2020 ◽  
pp. 82-93
Author(s):  
Ніна Обухова
Keyword(s):  
Pilot Study ◽  
Coping Strategies ◽  
Self Regulation ◽  
Well Being ◽  
Self Esteem ◽  
Problem Analysis ◽  
Professional Activities ◽  
Self Blame ◽  
Academic Activities ◽  
Educational Conditions

The relevance of research. In modern educational conditions, it is important for applicants to independently regulate academic activities and find solutions to overcome unforeseen negative situations. The purpose of the study is to reveal the correlation between indicators of ways to overcome negative situations and academic self-regulation. Research methods - The experimental research was carried out on the basis of the H.S. Skovoroda Kharkiv National Pedagogical University and the Ukrainian Engineering Pedagogics Academy. The study involved applicants for education in the area 05 Social and Behavioral Sciences of 1, 3 and 5 courses in the number of 244 persons (187 girls and 57 boys). As a diagnostic material we used the questionnaire "Ways to overcome negative situations" and the adaptation questionnaire of academic self-regulation R.M. Ryan and D.R. Connell. Mathematical and statistical methods were applied in data processing. Results. In a pilot study, it was found that the main ways of overcoming negative situations by subjects of educational and professional activities are self-accusations, problem analysis and self-esteem increase. Academic self-regulation is characterized mainly by external and introjective regulation. Conclusions. According to the results of the study of methods to overcome negative situations, it was found that students more often choose coping strategies of self-blame, problem analysis and search for guilty. During their educational and professional activities, students rely on the emotional sphere, which they direct towards themselves or others. At the same time, while analyzing the problem, students try to retire, seek information, find a solution. Academic self-regulation is characterized by external and introjected regulation. All data indicate that subjects of educational and professional activities are capable of self-organizing activities with the help of constructive coping strategies using the development of emotional intelligence for psychological well-being.

scholarly journals Learning to BREATHE: A Pilot Study of a Mindfulness-Based Intervention to Support Marginalized Youth

2017 ◽  
Vol 22 (4) ◽  
pp. 580-591 ◽  
Author(s):  
Amy L. Eva ◽  
Natalie M. Thayer
Keyword(s):  
Focus Group ◽  
Perceived Stress ◽  
Self Regulation ◽  
Daily Practice ◽  
Self Esteem ◽  
The Body ◽  
Positive Thinking ◽  
Marginalized Youth ◽  
Focus Group Data ◽  
Transition From High School

Mindfulness-based curricular interventions can support adolescents who are at risk of school failure as they negotiate the transition from high school into young adulthood. Researchers hypothesized that a 6-week mindfulness-based intervention would lower participants’ perceived stress while increasing their reported levels of self-esteem. Participants (N = 23) ranged in age from 17 to 20 years while the majority were male students of color. Pre- and postintervention survey mean responses revealed statistically significant differences on the Single-Item Self-Esteem Scale and 3 items on the Perceived Stress Scale (with small to moderate effect sizes). Postintervention focus group (n = 8) data indicated that the most valued daily practice was the body scan technique. Open coding of the focus group data also revealed several key themes in the form of overarching codes as participants discussed intervention benefits. These included ( a) self-regulation, ( b) attention-awareness, and ( c) positive thinking.

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