Disengaging From a Task

2012 ◽  
Vol 33 (2) ◽  
pp. 76-82 ◽  
Author(s):  
Larissa K. Barber ◽  
Matthew J. Grawitch ◽  
David C. Munz
Keyword(s):  
Logistic Regression ◽  
Undergraduate Students ◽  
Self Regulation ◽  
Binary Logistic Regression ◽  
Self Control ◽  
Self Awareness ◽  
Task Persistence ◽  
Reasoning Task ◽  
Goal Disengagement ◽  
Regulatory Capacity

This study tests the assumption that disengagement from a task indicates poor self-control, especially following little progress. A total of 120 undergraduate students worked on Sudoku puzzles, a logical reasoning task for which progress could be measured. A binary logistic regression revealed a three-way interaction among dispositional self-control, dispositional self-awareness, and actual task progress in predicting disengagement versus persistence. Among individuals with high self-awareness, greater self-control was associated with significantly higher probabilities of task persistence during high task progress. Alternatively, greater self-control was associated with lower probabilities of task persistence during low task progress among individuals with high self-awareness. These results support theories of adaptive goal disengagement suggesting that how individuals apply control is dependent on factors other than self-regulatory capacity. Specifically, assessments of progress among highly self-aware individuals may facilitate adaptive self-regulation.

scholarly journals If At First You Don't Succeed... Reconsider: Attainability Cues and Adaptive Disengagement

2018 ◽  
Author(s):  
Townsley Christine
Keyword(s):  
Correct Answer ◽  
Self Regulation ◽  
Self Control ◽  
Task Persistence ◽  
Within Subjects ◽  
Answer Option

Peoples’decisions to persist or disengage from a goal are essential to successful self-regulation. Whenpeople encounter unattainable goals, persistence can cause psychological and physicaldistress. The present study hypothesizes that variation in task persistence (an individual’s decisions to continue in a particular task or behavior) is due in part to peoples’ evaluations of the task’s attainability. In a within subjects design, participants were given two sets of challenging cognitive puzzles with several unsolvable items. The first set of puzzles had no cue about attainability, but the second set included an answer option indicating that the correct answer was not present. As predicted, the attainability manipulation had a significant effect on persistence, with participants spending less time on puzzles when they were cued that they might be unattainable. Most significantly, participants high in self-control spent less time on impossible puzzles in the un-cued condition, an effect opposite our prediction and the literature consensus.

Comparison between students and residents on determinants of willingness to separate waste and waste separation behaviour in Zhengzhou, China

2017 ◽  
Vol 35 (9) ◽  
pp. 949-957 ◽  
Author(s):  
Xiaoping Dai ◽  
Yuping Han ◽  
Xiaohong Zhang ◽  
Wei Hu ◽  
Liangji Huang ◽  
...  
Keyword(s):  
Logistic Regression ◽  
Undergraduate Students ◽  
Regression Models ◽  
Binary Logistic Regression ◽  
Education Level ◽  
Factors Affecting ◽  
Logistic Regression Models ◽  
Management Policies ◽  
Waste Separation ◽  
Do So

A better understanding of willingness to separate waste and waste separation behaviour can aid the design and improvement of waste management policies. Based on the intercept questionnaire survey data of undergraduate students and residents in Zhengzhou City of China, this article compared factors affecting the willingness and behaviour of students and residents to participate in waste separation using two binary logistic regression models. Improvement opportunities for waste separation were also discussed. Binary logistic regression results indicate that knowledge of and attitude to waste separation and acceptance of waste education significantly affect the willingness of undergraduate students to separate waste, and demographic factors, such as gender, age, education level, and income, significantly affect the willingness of residents to do so. Presence of waste-specific bins and attitude to waste separation are drivers of waste separation behaviour for both students and residents. Improved education about waste separation and facilities are effective to stimulate waste separation, and charging on unsorted waste may be an effective way to improve it in Zhengzhou.

scholarly journals FACILITATING AWARENESS AND INFORMED CHOICE IN GAMBLING

2015 ◽  
Vol 8 (3) ◽  
pp. 6-20 ◽  
Author(s):  
Adrian Parke ◽  
Andrew Harris ◽  
Jonathan Parke ◽  
Jane Rigbye ◽  
Alex Blaszczynski
Keyword(s):  
Self Regulation ◽  
Informed Choice ◽  
Relevant Information ◽  
Self Control ◽  
Decision Making Process ◽  
Gambling Behaviour ◽  
Self Awareness ◽  
Harm Minimisation ◽  
Situational Characteristics ◽  
Timely Fashion

Research demonstrates that a large proportion of individuals have reduced levels of self-awareness of behaviour when gambling, through a process of dissociation (Powell, Hardoon, Derevensky, & Gupta, 1996) and narrowed attention (Diskin & Hodgins, 1999). This can be detrimental to the decision-making process, especially as players become increasingly stimulated, which can negatively impact upon gambling behaviour. Therefore, in an attempt to limit irrational gambling behaviour, and gambling beyond levels at which one had initially intended, emphasis is placed on harm minimisation approaches that attempt to increase self-awareness of behaviour and increase awareness of the probable outcomes of participation in gambling, by providing easily understood and relevant information in a timely fashion. Fundamentally, this refers to the provision of information pertaining to 1) Personal Behavioural Information - information provided to the player regarding amount of time and money spent gambling, and 2) Game Transparency Information – information that outlines to the player how the game operates e.g. probabilities of winning. Structural and situational characteristics of gambling may not however, be conducive to supporting self-regulation and self-control, making the process of facilitating awareness more challenging than one would initially assume. The following paper reviews evidence for the efficacy of strategies aimed at facilitating awareness during gambling, referring to behavioural information and game transparency, as well as problem gambling information and referral.

scholarly journals ADHD and comorbidity: The role of pharmacotherapy

2022 ◽  
Vol 27 ◽  
pp. 194-206
Author(s):  
Aikaterini Doulou ◽  
Athanasios Drigas
Keyword(s):  
Behavioral Problems ◽  
Developmental Disorders ◽  
Rapid Development ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
First Choice ◽  
The Social

In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder due to difficulties in cognitive and metacognitive functions. Only when individuals improve these functions will they be able to integrate in the social environment. Skills such as self-awareness, self-regulation, and self-control can help children with ADHD develop their emotional intelligence to control their cognitive deficits and adapt to diverse areas. With the rapid development of science, several medical and behavioral methods have been proposed to treat ADHD, which have contributed significantly to the control of symptoms. However, medication is considered as a first-choice treatment to reduce the symptoms. The present study investigates the comorbidity of ADHD with other mental and developmental disorders as also the role and effectiveness of drug intervention in order to improve the quality of life of these children.

scholarly journals Meta-Learning: Concept Analysis

2020 ◽  
Vol 45 ◽  
pp. 184-202
Author(s):  
Jovita Matulaitienė ◽  
Lina Kaminskienė
Keyword(s):  
Self Regulation ◽  
Theoretical Concept ◽  
Self Control ◽  
Self Awareness ◽  
Self Directed Learning ◽  
Scientific Publications ◽  
Concept Model ◽  
Meta Learning ◽  
Optimal Learning Environment ◽  
Using Data

Meta-learning, a contemporary learning paradigm, will be analysed in this article. This study aims to analyse and conceptualize the definition of metalearning, to provide evidence for the application of metalearning to learning, and to single out and name the features that allow the development of metalearning in the context of self-directed learning. To reach this goal, the concept model of Walker and Avant, involving a theoretical analysis of the concept, was selected. To reveal the theoretical concept of metalearning, the analysis of scientific publications of Lithuanian and foreign authors in the field of education and training was performed, using data collection and data analysis methods. The analysis of the concept of metalearning allows us to state that metalearning is not possible without self-regulation (self-control, self-awareness, self-reflection), reflection, independence and responsibility. Metalearning competence includes the intrinsic motivation and conscious cognitive activities of the learner; it seeks to understand and manage their thinking processes, it understands memory processes, selects the best learning methods according to the existing conditions and circumstances, organizes an optimal learning environment in the learner community, and, finally, directs the learner toward a positive experience in the process. Metalearning is complex learning that includes the integration, selection, and application of individual needs, opportunities, and teaching strategies. It emphasizes successful, perceptual learning, the application and continuous pursuit of existing knowledge, personal qualities, self-motivation, and reflection.According to Mylona (2012), the weakness and lack of empirical research on meta-learning is a consequence of the lack of focus on existing systems to clearly define all constructs that would be more actively involved in meta-learning and help overcome emerging learning challenges.

scholarly journals DYNAMICS OF DEVELOPMENT OF THE EDUCATORS’ PROFESSIONAL SELF-CONSCIOUSNESS IN THE PROCESS OF PROFESSIONAL SKILLS IMPROVING

2020 ◽  
Vol 1 (1) ◽  
pp. 83-95
Keyword(s):  
Undergraduate Students ◽  
Self Regulation ◽  
Professional Community ◽  
Self Control ◽  
Professional Activity ◽  
Professional Experience ◽  
Years Of Experience ◽  
Professional Skills ◽  
Cognitive Component ◽  
Professional Self

The article is devoted to the study of the problem of dynamics of development of professional self-consciousness of educators in the process of professional skills improving. To the empirical research were involved 385 individuals — senior students who do not have professional experience; educators who at the time of the study worked on the specialty less than 5 years, from 5 to 10 years or more than 10 years. It was found that the value-semantic component is the most important component in the self-consciousness of specialists of pedagogical profession, regardless of the level of qualification. The cognitive component gaines more weight for educators with 5 to 10 years of experience and more than 10 years of experience. The weight of the evaluative component decreases with the increase of professional experience. Emotional component acquires the greater value for pedagogues with more than 10 years of experience and the least value for educators with up to 5 years of experience. The regulatory component gaines more weight for employees with up to 5 years of experience and undergraduate students. Motivational component has the least importance for the undergraduate students. The volitional aspect of professional self-consciousness gaines the most weight for future educators. Therefore, there are differences in the process of development of all components of educators’ professional self-consciousness with different levels of qualification. Making sense of one’s own professional activity and awareness of oneself as part of professional community is important, regardless of professional experience. With the increase of professional qualification, the role of professional self-esteem and self-acceptance in the activity decreases, but the level of self-understanding in the profession increases. With the increase of skills level, educators pay less attention to the issues of self-control and self-regulation in their professional activities.

scholarly journals ICTs and other non-pharmacological interventions for ADHD

2022 ◽  
Vol 27 ◽  
pp. 217-229
Author(s):  
Aikaterini Doulou ◽  
Athanasios Drigas
Keyword(s):  
Behavior Modification ◽  
Behavioral Interventions ◽  
New Technologies ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Pharmacological Interventions ◽  
The Family ◽  
And Behavior

Numerous researches carried out during the last decade have contributed to the fact that we have now enough data concerning the profile and treatment of ADHD. Too often, children with ADHD face problems in learning and behavior due to difficulties in cognitive and metacognitive functions. It is not uncommon for them to be marginalized either at school or in the family due to inappropriate handling and interventions. In order to improve the quality of life of these children and their relationships to adults and peers, it is essential to develop their emotional intelligence and skills such as self-awareness, self-regulation, and self-control. The treatment methods for ADHD usually involve behavior modification, pharmacotherapy, or a combination of both. This paper investigates the use of new technologies for the treatment of ADHD, as well as the effectiveness of behavioral interventions.

scholarly journals Professional Self-Awareness as a Factor of Personal and Professional Self-Development of University Students

2020 ◽  
Vol 20 (4) ◽  
pp. 454-464
Author(s):  
Zhanna G. Garanina ◽  
Natalia V. Andronova
Keyword(s):  
University Students ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Self Assessment ◽  
Self Development ◽  
Professional Self ◽  
Self Knowledge ◽  
High Level ◽  
Development Of Students

Introduction. The article analyzes the problem of professional self-awareness, and the influence of this phenomenon on the process of personal and professional self-development of students. A theoretical study of this problem has shown that professional self-awareness is one of the most important prerequisites for the self-development and self-improvement of university students. Materials and Methods. The article presents the results of an empirical study of the characteristics of self-awareness and self-development of students of the Mordovian State University. A set of methods was used: questionnaire “Ability for self-development” I. V. Zvereva, methodology “Readiness for self-knowledge and self-development” T. A. Ratanova, N. F. Shlyakhta, test “Determination of the level of development of reflexivity” by A. V. Karpov, “Questionnaire of self-attitude” by V. V. Stolin, S. R. Pantileev, methods of researching self-assessment by S. A. Budassi, test “Assessment of self-control in communication” by M. Snyder, questionnaire “The style of self-regulation of students’ behavior” by V. I. Morosanova. Results. Statistically significant correlations between the reflexive, affective and regulatory components of students’ self-awareness and the level of their personal and professional self-development were revealed. It has been found that a high level of development of students’ reflective qualities is associated with their desire for self-knowledge. The connection between self-regulation and readiness for self-knowledge and self-development determines the ability of students to carry out systematic and purposeful work on themselves. It is shown that students with high and above average levels of self-development are aware of the changes taking place in the structure of their personality in the process of vocational training. These students are characterized by higher indicators of reflexivity, self-attitude and self-esteem compared to students with low and below average levels of self-development. Discussion and Conclusion. The results obtained confirm the assumption that personal and professional self-development is conditioned by the students’ ability to reflect and realize their personal and professional qualities.

scholarly journals Who accepts nudges? nudge acceptability from a self-regulation perspective

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0260531
Author(s):  
Laurens C. van Gestel ◽  
Marieke A. Adriaanse ◽  
Denise T. D. de Ridder
Keyword(s):  
Healthy Eating ◽  
Perceived Control ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Portion Size ◽  
Self Control ◽  
Target Behaviors ◽  
Public Acceptability ◽  
Perceived Difficulty ◽  
Regulatory Capacity

Background Public acceptability of nudging is receiving increasingly more attention, but studies remain limited to evaluations of aspects of the nudge itself or (inferred intentions) of the nudger. Yet, it is important to investigate which individuals are likely to accept nudges, as those who are supposed to benefit from the implementation should not oppose it. The main objective of this study was to integrate research on self-regulation and nudging, and to examine acceptability of nudges as a function of self-regulation capacity and motivation. Method Participants (N = 301) filled in questionnaires about several components of self-regulation capacity (self-control, proactive coping competence, self-efficacy, perceived control and perceived difficulty) and motivation (autonomous motivation and controlled motivation). To evaluate nudge acceptability, we used three vignettes describing three types of nudges (default, portion size, and rearrangement) that stimulated either a pro-self behavior (healthy eating) or pro-social behavior (sustainable eating) and asked participants to rate the nudges on (aspects of) acceptability. Results Results revealed that there were substantial differences in acceptability between the three types of nudges, such that the default nudge was seen as less acceptable and the rearrangement nudge as most acceptable. The behavior that was stimulated did not affect acceptability, even though the nudges that targeted healthy eating were seen as more pro-self than the nudges targeting sustainable eating. From all self-regulation components, autonomous motivation was the only measure that was consistently associated with nudge acceptability across the three nudges. For self-regulatory capacity, only some elements were occasionally related to acceptability for some nudges. Conclusion The current study thus shows that people are more inclined to accept nudges that target behaviors that they are autonomously motivated for, while people do not meaningfully base their judgments of acceptability on self-regulatory capacity.

scholarly journals Metacognition, Mindfulness and Robots for Autism Inclusion

2020 ◽  
Vol 8 (2) ◽  
pp. 4
Author(s):  
Eleni Mitsea ◽  
Niki Lytra ◽  
Antigoni Akrivopoulou ◽  
Athanasios Drigas
Keyword(s):  
Environmental Changes ◽  
Neurodevelopmental Disorder ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
Metacognitive Skills ◽  
Autistic Children ◽  
Memory Mechanism ◽  
Self Evaluation ◽  
The Impact

<p class="0abstract">Autism is a neurodevelopmental disorder with multi factorial causes, characterized by major cognitive deficits in communication, socialization and emotion recognition and management. Children with autism face a memory mechanism malfunction, difficulty in the control processes (i.e attentional regulation and / or organizing their knowledge in order to make the appropriate decisions solving problems), making it difficult for them, adapt to various environmental changes. Many researchers have shown the effectiveness of robots in developing metacognitive skills to autistic children, as well as in improving social skills, emotion awareness and communication. This article highlights the detailed research took place between 2010 - present, while examining the impact of robots on autistic children through their interaction, use of art, programming, cooperative games and mindfulness training. The outcome of this review emphasizes to the ability of children, to manage and develop mechanisms such as self-control, self-reflection, visualization, focus attention, self-evaluation, self-regulation among others, necessary for their self-awareness. These results to helping children develop the higher mental abilities needed, so that decision-making and problem-solving achieved in their daily life.  </p>

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