COGNITIVE-BEHAVIORAL SELF-INTERVENTION VERSUS SELF-MONITORING OF ANGER: EFFECTS ON ANGER FREQUENCY, DURATION, AND INTENSITY

2001 ◽  
Vol 29 (3) ◽  
pp. 345-356 ◽  
Author(s):  
Ephrem Fernandez ◽  
Richard Beck

In the self-regulation of anger, it is unclear whether the effects are due to self-monitoring or actual self-intervention. This is especially important in the light of the reactivity often attributed to self-monitoring. The present study compared both procedures within a reversal design involving college students with moderate levels of anger. Intervention consisted of behavioral contracting and relaxation as well as cognitive strategies of reappraisal and imagery. Measures included anger frequency, duration, and intensity, all of which were obtained in naturalistic settings. Results revealed significant and dramatic reductions in anger frequency and duration during self-intervention but no such improvements with self-monitoring apart from a slight reduction in anger intensity. The return to baseline self-monitoring was associated with no relapse in anger but a maintenance of treatment gains. Secondary findings of interest were a correlation between anger intensity and anger duration and a predominance of anger directed at persons rather than situations. In general, the outcome of this study adds strength to the inference that cognitive-behavioral self-interventions are effective for anger and that this effectiveness goes beyond mere reactivity. The effects are most pronounced for anger frequency and duration and this offers clues for future focal points in the practice of anger management.

Author(s):  
Mark McMahon

While reading skills are an accepted key skill both for life and study, the capacity to read critically and apply reading concepts to solve problems and develop higher order conceptual understandings requires a high level of cognitive self-regulation that students do not always have. This chapter describes the development of and research into an environment, Mark-UP, designed to promote the self-monitoring inherent in regulating reading comprehension. The environment consists of a range of tools to assist learners in monitoring their comprehension through annotation, discussion, problem-solving and so on. The tool was applied to a class of undergraduate students in Interface and Information Design at an Australian university. The research involved questionnaires of the whole cohort as well as case studies of a number of student experiences with the environment, using interview and analysis of the students’ portfolios. The study found that, concerning students with weak academic skills, Mark-UP provided some support for their learning, but for stronger students it replicated cognitive strategies that they had already developed. The product was most effective for those students with moderate existing academic skills as it articulated and modeled strategies for reading that they could apply and go beyond to develop their own cognitive regulatory strategies for reading.


2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo

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.


2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church

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.


2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel

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.


2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Karine Elisa Schwarzer Schmidt ◽  
Alexandre Schaan de Quadros ◽  
Bruna Eibel ◽  
Aline Marques Aires ◽  
Carlos Antônio Mascia Gottschall ◽  
...  

2017 ◽  
Vol 26 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Jenny C. Wells ◽  
Patricia H. Sheehey ◽  
Michael Sheehey

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.


2021 ◽  
Vol 12 ◽  
Author(s):  
S. T. Kleinlooh ◽  
R. A. Samaritter ◽  
R. M. van Rijn ◽  
G. Kuipers ◽  
J. H Stubbe

Background: People with a personality disorder (PD) suffer from enduring inflexible patterns in cognitions and emotions, leading to significant subjective distress, affecting both self and interpersonal functioning. In clinical practice, Dance Movement Therapy (DMT) is provided to clients with a PD, and although research continuously confirms the value of DMT for many populations, to date, there is very limited information available on DMT and PD. For this study, a systematic literature review on DMT and PD was conducted to identify the content of the described DMT interventions and the main treatment themes to focus upon in DMT for PD.Methods: A systematic search was conducted across the following databases: EMBASE, MEDLINE, PubMed, WEB OF SCIENCE, PsycINFO/OVID, and SCOPUS following the PRISMA guidelines. The Critical Appraisal Skills Programme for qualitative studies was used to rank the quality of the articles. The Oxford Center for Evidence-based Medicine standards were applied to determine the hierarchical level of best evidence. Quantitative content analysis was used to identify the intervention components: intended therapeutic goals, therapeutic activities leading to these goals, and suggested therapeutic effects following from these activities. A thematic synthesis approach was applied to analyze and formulate overarching themes.Results: Among 421 extracted articles, four expert opinions met the inclusion criteria. Six overarching themes were found for DMT interventions for PD: self-regulation, interpersonal relationships, integration of self, processing experiences, cognition, and expression and symbolization in movement/dance. No systematic descriptions of DMT interventions for PD were identified. A full series of intervention components could be synthesized for the themes of self-regulation, interpersonal relationships, and cognition. The use of body-oriented approaches and cognitive strategies was in favor of dance-informed approaches.Conclusions: Dance movement therapists working with PD clients focus in their interventions on body-related experiences, non-verbal interpersonal relationships, and to a lesser extent, cognitive functioning. A methodological line for all intervention components was synthesized for the themes of self-regulation, interpersonal relationships, and cognition, of importance for developing systematic intervention descriptions. Future research could focus on practitioners' expertise in applying DMT interventions for PD to develop systematic intervention descriptions and explore the suitability of the identified themes for clinical application. Clients' experiences could offer essential insights on how DMT interventions could address PD pathology and specific PD categories.


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