scholarly journals Individual development and evolution: Experiential canalization of self-regulation.

2012 ◽  
Vol 48 (3) ◽  
pp. 647-657 ◽  
Author(s):  
Clancy Blair ◽  
C. Cybele Raver
Keyword(s):  
Self Regulation ◽  
Individual Development ◽  
Development And Evolution

scholarly journals Age-Specific Life Skills Education in School: A Systematic Review

2021 ◽  
Vol 6 ◽  
Author(s):  
Esther Kirchhoff ◽  
Roger Keller
Keyword(s):  
Systematic Review ◽  
Influencing Factors ◽  
Life Skills ◽  
Self Regulation ◽  
Individual Development ◽  
Health Promotion In Schools ◽  
Health Related ◽  
Life Skills Programs ◽  
Skills Education ◽  
Life Skills Education

Strengthening life skills is a popular approach for prevention and health promotion in schools. It aims to empower students to deal effectively with the demands of everyday life by improving self-regulation, making informed decisions, and building supportive social relationships. By addressing various health-related topics such as friendship, sexuality, violence, or substance use, life skills education has the potential not only to teach students how to act responsively regarding their health and well-being, but also to build a comprehensive understanding of the biological, psychological, and social factors influencing their individual development. However, little is known about whether the contents of life skills programs differ depending on student age, either in terms of the set of skills promoted or the influencing factors on health that are the focus. This systematic review addressed this gap by analyzing evaluated school-based life skills programs regarding age-specific targeted life skills, underlying theoretical frameworks, and effectiveness. The analysis, following the PRISMA guidelines, was based on longitudinal evaluation studies published between 2007 and 2020, which were retrieved from six electronic databases, and referred to eighteen programs. Results showed that programs were mostly implemented in adolescence and that the targeted life skills shifted from a more behavioral-affective focus in childhood to a broader set of life skills targeted in adolescence which emphasized social and sociocultural influencing factors on health. Little evidence was available on the effectiveness of the programs on life skills development. Ultimately, life skills education promotes health-related self-regulation, especially in adolescence. However, further research is needed to clarify how to achieve sustainable effects in the development of life skills, both in childhood and adolescence.

Learning from Culture

2002 ◽  
Author(s):  
Henry Plotkin
Keyword(s):  
Individual Development ◽  
Relative Importance ◽  
Social Scientists ◽  
Development And Evolution ◽  
Cultural Entities

This chapter examines some of the lessons that can be learned by social scientists from a naturalised science of culture. After considering whether culture is unique to humans, it discusses different kinds of cultural entities such as artefacts and how we should think about them. It then explores whether culture must be understood in terms of processes or mechanisms and evaluates the relative importance of individual development and evolution. Finally, it explores whether culture and cultural entities may be considered adaptations.

scholarly journals Attitude Modeling, Job Similarity and Information Structure in Faculty Members

2020 ◽  
pp. 204-210
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Data ◽  
Negative Emotions ◽  
Self Regulation ◽  
Structural Equations ◽  
Faculty Members ◽  
Individual Development ◽  
Analysis Approach ◽  
Positive And Negative Emotions

Introduction and Objectives: Considering the importance of higher education and the fundamental role of faculty members in developing the quality of universities and establishing justice, it is necessary to correctly determine their performance, which is one of the main components of higher education. Therefore, this study aimed to provide a model for determining the faculty member workload at Hamadan Branch, Islamic Azad University, Hamadan, Iran. Materials and Methods: This multi-stage mixed study was conducted in three stages. In the first stage, a qualitative research method was used to conduct 15 semi-structured in-depth interviews with 15 faculty members at Hamadan Branch, Islamic Azad University, Hamadan, Iran, in the academic year 2018-19. The qualitative data were analyzed using Graneheim and Lundmanchr('39')s method and a content analysis approach. Subsequently, in the second stage of presenting a model for workload determination, 230 people were selected by stratified random method and Morgan table. Positive and negative emotions, self-regulation, and academic self-improvement questionnaires were used to collect the data. The validity and reliability of the questionnaires were confirmed by expert opinions and Cronbachchr('39')s alpha, respectively. Qualitative content analysis method, structural equations, and LISREL were used in order to analyze the data. Results: According to the results of the qualitative data, the dimensions of the initial model using the content analysis approach were classified into seven categories of "education and teaching", "research", "specialized activities outside the university", "entrepreneurship", "individual development", "culture", as well as "executive and managerial activities". Positive and negative emotions, self-regulation, and academic self-improvement questionnaires showed a good fit of the model. Conclusion: According to the findings, it can be said that Azad Universities of Hamadan province, Iran, have not yet been able to consider appropriate activities for faculty members in the main categories of "research", "entrepreneurship", "individual development", "culture", and "other activities" that professors pay attention to. On the other hand, the main focus is on "teaching and learning" and "executive activities".

The association between psychological safety and student engagement, taking into account the peculiarities of their self-regulation

2020 ◽  
Author(s):  
O. V. Bubnovskaia ◽  
◽  
V. V. Leonidova
Keyword(s):  
Self Regulation ◽  
Psychological Safety ◽  
Educational Environment ◽  
Descriptive Statistics ◽  
Individual Development ◽  
Special Role ◽  
Self Assessment ◽  
Personal Involvement ◽  
And Behavior ◽  
The University

The article presents the results of analyzing the association between the components of psychological safety and the characteristics of the educational environment, including the personal involvement of students in the life of the University and the features of self-regulation. These results are identified using methods of descriptive statistics, correlation and comparative analysis. Generally involved students are convinced that immediate participation in the events taking place at the University gives a chance to find something worthwhile, enjoy their activities. They are confident in themselves, and are not afraid of new things. On the contrary, with a low level of engagement, students feel rejected, and this feeling affects their sense of safety. Components of psychological safety correlate with individual development and adequacy of self-assessment and results of their activities and behavior, with the ability to notice changes in the situation, with the adequacy of representations of significant conditions for achieving goals, with the formation of conscious planning of activities and programming of their actions. A special role is played by flexibility and modeling. Emerging regulatory failures reduce the sense of safety, comfort and satisfaction with the educational environment. The research does not focus on external protection from risks, which are a permanent and unavoidable condition of human existence, but on the search for personal resources, the activation of which contributes to psychological security. The more harmonious the system of self-regulation a person is characterized by, the more likely the person is to perceive the environment as safe and conducive to development.

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