Goal orientation, self-regulation strategies, and job-seeking intensity in unemployed adults.

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.

Download Full-text

Chicken or the egg: Longitudinal analysis of the causal dilemma between goal orientation, self-regulation and cognitive processing strategies in higher education

Studies In Educational Evaluation ◽

10.1016/j.stueduc.2012.10.003 ◽

2013 ◽

Vol 39 (1) ◽

pp. 4-13 ◽

Cited By ~ 17

Author(s):

Mikaël De Clercq ◽

Benoit Galand ◽

Mariane Frenay

Keyword(s):

Higher Education ◽

Goal Orientation ◽

Cognitive Processing ◽

Longitudinal Analysis ◽

Self Regulation ◽

Processing Strategies

Download Full-text

Learning Goal Orientation and Academic Performance: A Dynamic model

Journal of Career Assessment ◽

10.1177/10690727211043437 ◽

2021 ◽

pp. 106907272110434

Author(s):

Bingjie Lu ◽

Yingxin Deng ◽

Xiang Yao ◽

Zhe Li

Keyword(s):

Academic Performance ◽

University Students ◽

Goal Orientation ◽

Self Efficacy ◽

Self Regulation ◽

Regulation System ◽

Feedback Seeking ◽

Learning Goal ◽

Learning Goal Orientation ◽

Academic Self Efficacy

Drawing on the reciprocal determinism of self-regulation system, a process-based model is used to examine the relationship of learning goal orientation (LGO) among university students with their academic performance, via reciprocal relationships between initial status and change trajectories in academic self-efficacy and feedback-seeking behaviors. A longitudinal study of 316 Chinese university students throughout their first year in college reveals that students who have high LGO in their first month after entering the university generally have higher academic self-efficacy and seek more feedback. Moreover, initial levels of feedback seeking are positively related to academic performance via linear change in academic self-efficacy over time. Limitations of the study and practical implications are discussed.

Download Full-text

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

Download Full-text

Self‐regulation, goal orientation, self‐efficacy, worry, and high‐stakes math achievement for mathematically gifted high school students1,2

Roeper Review ◽

10.1080/02783199909553976 ◽

1999 ◽

Vol 21 (4) ◽

pp. 281-288 ◽

Cited By ~ 56

Author(s):

John R. Malpass ◽

Harold F. O'Neil ◽

Dennis Hocevar

Keyword(s):

High School ◽

Goal Orientation ◽

Self Efficacy ◽

Math Achievement ◽

Self Regulation ◽

High Stakes ◽

Mathematically Gifted

Download Full-text

0322 Napping, Inhibitory Control, and Self-Regulation in 2-Year-Old Children

SLEEP ◽

10.1093/sleep/zsaa056.319 ◽

2020 ◽

Vol 43 (Supplement_1) ◽

pp. A122-A122

Author(s):

E L Shalowitz ◽

A M Miller ◽

J R Harsh ◽

M K LeBourgeois

Keyword(s):

School Readiness ◽

Inhibitory Control ◽

Self Regulation ◽

Delay Of Gratification ◽

Future Research ◽

Cognitive Resources ◽

Poor Sleep ◽

Healthy Children ◽

Number Of Children ◽

Regulation Strategies

Abstract Introduction Poor sleep in early childhood is linked to reduced school readiness. This study examined the role of acute sleep loss in behavioral self-regulation using a delay of gratification task. We hypothesized that after acute nap deprivation, toddlers would have worse inhibitory control and resort to more maladaptive self-regulation strategies than after a nap. Methods 25 healthy children (11 males, 34.1±2.3 months-old) followed a strict sleep schedule for ≥5 days before a baseline (nap) and an acute nap deprivation condition (no-nap). After being introduced to an age-appropriate toy, children were instructed not to touch the toy and left alone for 3-minutes. To assess inhibitory control, videos of the waiting period were behaviorally coded for latency to touch and 11 self-regulation strategies. We combined strategies into adaptive and maladaptive composites; higher scores on each composite indicated greater use. Results During the nap condition, 19 children touched the toy (latency to touch=70.0±60.7 sec); during the no-nap condition, 18 children touched the toy (latency to touch=65.4±71.6 sec). The adaptive composite score was 1.58±0.25 for the nap condition and 1.17±0.27 for the no-nap condition. The maladaptive score was 0.92±0.17 for the nap condition and 0.83±0.19 for the no-nap condition. We found no differences between conditions in the number of children who touched the toy (X2=0, p=0.50), mean latency to touch (t=0.27, p=0.39), or the composite scores of adaptive (z=0.35, p=0.12) and maladaptive strategies (z=0.09, p=0.69). Conclusion Findings indicate that acute nap deprivation may not have an immediate impact on inhibitory control and self-regulation in toddlers. 30-36 months old children may not have sufficient cognitive resources to exert inhibitory control and self-regulate whether or not they have obtained adequate daytime sleep. Future research should examine developmental changes in the effects of acute sleep restriction on behavioral self-regulation. Support Research support from NIH R01-MH086566 to MKL.

Download Full-text