Planning and self-monitoring the quality and quantity of eating: How different styles of self-regulation strategies relate to healthy and unhealthy eating behaviors, bulimic symptoms, and BMI

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

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Longitudinal Associations between Emotion Regulation and Adiposity in Late Adolescence: Indirect Effects through Eating Behaviors

Nutrients ◽

10.3390/nu11030517 ◽

2019 ◽

Vol 11 (3) ◽

pp. 517 ◽

Cited By ~ 11

Author(s):

Lenka Shriver ◽

Jessica Dollar ◽

Meg Lawless ◽

Susan Calkins ◽

Susan Keane ◽

...

Keyword(s):

Emotion Regulation ◽

Indirect Effects ◽

Emotional Eating ◽

Eating Behaviors ◽

Dietary Restraint ◽

Self Regulation ◽

Body Composition Assessment ◽

Unhealthy Eating ◽

Prevalence Of Obesity

The prevalence of obesity among U.S. youth continues to increase, with many adolescents engaging in unhealthy eating behaviors. Increasingly, research points to the role of self-regulation in obesity development, yet existing work has largely focused on young children and/or clinical adult populations. This multi-method longitudinal study (N = 153) utilized a path analysis to delineate links between emotion regulation (age 15), emotional eating and dietary restraint (age 16), and adiposity (% body fat) using a BodPod for body composition assessment (age 19). Emotion regulation was negatively associated with emotional eating (β = −0.30, p < 0.001) and positively associated with dietary restraint (β = 0.15, p < 0.05) at age 16, but was not associated with age 19 adiposity (β = −0.01, p = ns). Emotional eating was positively associated with adiposity (β = 0.24, p < 0.01). Indirect effects suggested that emotional eating, but not dietary restraint, at age 16 serves as a mechanism that helps explain the associations between emotion regulation and adiposity four years later. Results from this study suggest that both emotion regulation and emotional eating represent promising targets for that should be included in future interventions aimed at preventing adolescent obesity.

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Self-regulation strategies used by men and women attending to fitness clubs

Baltic Journal of Health and Physical Activity ◽

10.29359/bjhpa.07.3.03 ◽

2015 ◽

Vol 7 (3) ◽

pp. 23-28

Author(s):

KRZYSZTOF SAS-NOWOSIELSKI ◽

SYLWIA SZOPA

Keyword(s):

Physical Activity ◽

Social Support ◽

Goal Setting ◽

Self Regulation ◽

The Self ◽

Self Monitoring ◽

Men And Women ◽

Exercise Behaviors ◽

Fitness Clubs ◽

Regulation Strategies

Background: The purpose of this study was to examine the self-regulation strategies used by men and women attending to fitness clubs and how they are related to the level of participants’ physical activity. Material/Methods: The participants of the study were 200 persons attending fitness clubs, including 108 women (54%) and 92 men (46%), aged 17-63 years, mean 29.18 ±9.16 years. The questionnaire measuring self-regulation strategies: goal-setting, self-monitoring, enlisting social support, self-rewarding and stimulus control were used along with Godin Leisure-Time Exercise Questionnaire assessing physical activity. Results: Participants exercised on average 6.17 (±3.83) hours MVPA weekly. From the self-regulation strategies the most frequently used was goal setting. The differences between men and women were observed only in enlisting social support (t(198) = 2.92, p = 0.004, d = 0.41) and self-rewarding (t(198) = 3.30, p = 0.001, d = 0.48) which – in both sexes – are more frequently used by women. Regression analyses revealed that in both sexes goal setting was the strongest predictor of the level of exercise (men β = 0.32, women β = 0.42) and in women additionally enlisting social support (β = -0.23). Conclusions: Self-regulation strategies may be effective tool in maintaining exercise, however their use is moderate. Most frequently used is goal setting, while others are used occasionally. It would be worth to educate exercises on the possibilities of regulating their own exercise behaviors.

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The relationships among students' future-oriented goals and subgoals, perceived task instrumentality, and task-oriented self-regulation strategies in an academic environment.

Journal of Educational Psychology ◽

10.1037/0022-0663.100.3.629 ◽

2008 ◽

Vol 100 (3) ◽

pp. 629-642 ◽

Cited By ~ 39

Author(s):

Sharon E. Tabachnick ◽

Raymond B. Miller ◽

George E. Relyea

Keyword(s):

Self Regulation ◽

Academic Environment ◽

Regulation Strategies ◽

Task Oriented ◽

And Task

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“You run out of hope:” An Exploration of Low-Income Parents’ Experiences with Food Insecurity using Photovoice

Public Health Nutrition ◽

10.1017/s1368980021002743 ◽

2021 ◽

pp. 1-21

Author(s):

Payge Lindow ◽

Irene H. Yen ◽

Mingyu Xiao ◽

Cindy W. Leung

Keyword(s):

Food Insecurity ◽

San Francisco ◽

Low Income ◽

Eating Behaviors ◽

Comparative Method ◽

Well Being ◽

Structured Interviews ◽

Unhealthy Eating ◽

Low Income Families ◽

The Impact

ABSTRACT Objective: Using an adaption of the Photovoice method, this study explored how food insecurity affected parents’ ability to provide food for their family, their strategies for managing household food insecurity, and the impact of food insecurity on their well-being. Design: Parents submitted photos around their families’ experiences with food insecurity. Afterwards, they completed in-depth, semi-structured interviews about their photos. The interviews were transcribed and analyzed for thematic content using the constant comparative method. Setting: San Francisco Bay Area, California, USA. Subjects: 17 parents (14 mothers and 3 fathers) were recruited from a broader qualitative study on understanding the experiences of food insecurity in low-income families. Results: Four themes were identified from the parents’ photos and interviews. First, parents described multiple aspects of their food environment that promoted unhealthy eating behaviors. Second, parents shared strategies they employed to acquire food with limited resources. Third, parents expressed feelings of shame, guilt, and distress resulting from their experience of food insecurity. And finally, parents described treating their children to special foods to cultivate a sense of normalcy. Conclusions: Parents highlighted the external contributors and internal struggles of their experiences of food insecurity. Additional research to understand the experiences of the food-insecure families may help to improve nutrition interventions targeting this structurally vulnerable population.

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The Effects of Self-Compassion and Self-Esteem Writing Interventions on Women’s Valuation of Weight Management Goals, Body Appreciation, and Eating Behaviors

Psychology of Women Quarterly ◽

10.1177/03616843211013465 ◽

2021 ◽

pp. 036168432110134

Author(s):

Kheana Barbeau ◽

Camille Guertin ◽

Kayla Boileau ◽

Luc Pelletier

Keyword(s):

Weight Management ◽

Expressive Writing ◽

Eating Behaviors ◽

Self Esteem ◽

The Self ◽

Body Appreciation ◽

Writing Interventions ◽

The Past ◽

Self Compassion ◽

Bulimic Symptoms

In this study, we examined the effects of body-focused daily self-compassion and self-esteem expressive writing activities on women’s valuation of weight management goals, body appreciation, bulimic symptoms, and healthy and unhealthy eating behaviors. One-hundred twenty-six women, recruited from the community and a university participant pool ( Mage = 29.3, SD = 13.6), were randomly allocated to one of the three writing conditions: body-focused self-compassion, body-focused self-esteem, or control. Women reflected on a moment within the past 24 hours that made them feel self-conscious about their bodies, eating, or exercise habits (self-compassion and self-esteem conditions) or on a particular situation or feeling that occurred in the past 24 hours (control condition) for 4–7 days. At post-treatment (24 hours after the intervention), women in the self-compassion group demonstrated decreased bulimic symptoms, while women in the self-esteem and control conditions did not. Furthermore, clinically significant changes in bulimic symptoms were associated with being in the self-compassion condition but not in the self-esteem or control conditions. Results suggest that body-focused writing interventions may be more effective in temporarily reducing eating disorder symptoms in women if they focus on harnessing self-compassion. Additional online materials for this article are available on PWQ ’s website at http://journals.sagepub.com/doi/suppl/10.1177/03616843211013465

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Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

Intervention in School and Clinic ◽

10.1177/1053451221994803 ◽

2021 ◽

pp. 105345122199480

Author(s):

Stephanie Morano ◽

Andrew M. Markelz ◽

Kathleen M. Randolph ◽

Anna Moriah Myers ◽

Naomi Church

Keyword(s):

Academic Success ◽

Students With Disabilities ◽

Mathematics Classroom ◽

Self Regulation ◽

Token Economy ◽

Self Monitoring ◽

High Preference ◽

Motivation And Engagement ◽

Behavior Specific Praise ◽

Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

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The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

Educational Psychology Review ◽

10.1007/s10648-020-09544-y ◽

2020 ◽

Vol 32 (4) ◽

pp. 1055-1072 ◽

Cited By ~ 2

Author(s):

Tamara van Gog ◽

Vincent Hoogerheide ◽

Milou van Harsel

Keyword(s):

Problem Solving ◽

Self Regulation ◽

Mental Effort ◽

Future Research ◽

Task Sequence ◽

Self Monitoring ◽

Self Regulated Learning ◽

Regulated Learning ◽

And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

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Increase in prefrontal cortex oxygenation during static muscular endurance performance is modulated by self-regulation strategies

Scientific Reports ◽

10.1038/s41598-018-34009-2 ◽

2018 ◽

Vol 8 (1) ◽

Cited By ~ 18

Author(s):

Wanja Wolff ◽

Maik Bieleke ◽

Anna Hirsch ◽

Christian Wienbruch ◽

Peter M. Gollwitzer ◽

...

Keyword(s):

Prefrontal Cortex ◽

Self Regulation ◽

Endurance Performance ◽

Muscular Endurance ◽

Regulation Strategies

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Using Self-Monitoring of Performance With Self-Graphing to Increase Academic Productivity in Math

Beyond Behavior ◽

10.1177/1074295617711207 ◽

2017 ◽

Vol 26 (2) ◽

pp. 57-65 ◽

Cited By ~ 2

Author(s):

Jenny C. Wells ◽

Patricia H. Sheehey ◽

Michael Sheehey

Keyword(s):

Academic Performance ◽

Mathematics Teaching ◽

Self Regulation ◽

Important Predictor ◽

Academic Productivity ◽

Self Monitoring ◽

Achievement In Mathematics ◽

Math Proficiency

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency. This article describes the process of designing and implementing this intervention.

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