Introduction to the special issue: Socialization of emotion and self-regulation: Understanding processes and application.

2020 ◽  
Vol 56 (3) ◽  
pp. 385-389
Author(s):  
Tracy L. Spinrad ◽  
Amanda Sheffield Morris ◽  
Suniya S. Luthar
Keyword(s):  
Self Regulation ◽  
Special Issue ◽  
Socialization Of Emotion

Parent emotion representations and the socialization of emotion regulation in the family

2014 ◽  
Vol 38 (2) ◽  
pp. 164-173 ◽  
Author(s):  
Sara Meyer ◽  
H. Abigail Raikes ◽  
Elita A. Virmani ◽  
Sara Waters ◽  
Ross A. Thompson
Keyword(s):  
Emotion Regulation ◽  
Self Regulation ◽  
Ethnically Diverse ◽  
Emotional Reactions ◽  
Parental Socialization ◽  
Parental Representations ◽  
Socialization Of Emotion ◽  
Beliefs And Values ◽  
Children's Emotion ◽  
Mediational Models

There is considerable knowledge of parental socialization processes that directly and indirectly influence the development of children’s emotion self-regulation, but little understanding of the specific beliefs and values that underlie parents’ socialization approaches. This study examined multiple aspects of parents’ self-reported emotion representations and their associations with parents’ strategies for managing children’s negative emotions and children’s emotion self-regulatory behaviors. The sample consisted of 73 mothers of 4–5-year-old children; the sample was ethnically diverse. Two aspects of parents’ beliefs about emotion – the importance of attention to/acceptance of emotional reactions, and the value of emotion self-regulation – were associated with both socialization strategies and children’s self-regulation. Furthermore, in mediational models, the association of parental representations with children’s emotion regulation was mediated by constructive socialization strategies. These findings are among the first to highlight the specific kinds of emotion representations that are associated with parents’ emotion socialization, and their importance to family processes shaping children’s emotional development.

Special Issue: Self-Regulation in Early Childhood: Assessment and Educational Implications

2009 ◽  
Vol 20 (3) ◽  
pp. 563-564
Author(s):  
Megan McClelland ◽  
Shauna Tominey
Keyword(s):  
Early Childhood ◽  
Self Regulation ◽  
Special Issue ◽  
Early Childhood Assessment ◽  
Educational Implications

scholarly journals Editorial: Beyond Cognitive Ability

2020 ◽  
Vol 7 (1) ◽  
Author(s):  
Srecko Joksimovic ◽  
George Siemens ◽  
Yuan Elle Wang ◽  
M. O. Z. San Pedro ◽  
Jason Way
Keyword(s):  
Peer Effects ◽  
Cognitive Architecture ◽  
Self Regulation ◽  
Learning Activities ◽  
Learning Performance ◽  
Cognitive Tasks ◽  
Memory Encoding ◽  
Special Issue ◽  
The Past ◽  
Data Collection And Analysis

The past 70 years of research in learning has primarily favoured a cognitive perspective. As such, learning and learning performance were measured based on factors such as memory, encoding, and retrieval. More sophisticated learning activities, such as perspective changes, still relied on a fundamental cognitive architecture (Dunlosky & Rawson, 2019). Early researchers advocating for a constructivist learning lens, such as Piaget, also assessed development on a range of cognitive tasks. Over the past several decades, this view of learning as cognitive has given rise to a range of augmenting perspectives. Researchers increasingly focus on mindsets, social learning, peer effects, self-regulation, and self-perception to evaluate the broader scope of learning. For learning analytics (LA), this transition has important implications for data collection and analysis, tools and technologies used, research design, and experimentation. This special issue continues existing conversations around LA and emerging competencies (Dawson & Siemens, 2014; Buckingham Shum & Crick, 2016) but also reflects the growing number of researchers engaging with these topics.

Integrating Neurocounseling into the Counseling Profession: An Introduction

2016 ◽  
Vol 38 (2) ◽  
pp. 93-102 ◽  
Author(s):  
Lori A. Russell-Chapin
Keyword(s):  
Mental Health ◽  
Self Regulation ◽  
Life Changes ◽  
Special Issue ◽  
Health Concerns ◽  
Counseling Profession ◽  
Mental Health Concerns

This special issue on neurocounseling offers diverse examples of the integration of neuroscience into the practice of counseling. These introductory remarks define neurocounseling, neurotherapy, neurofeedback, self-regulation and therapeutic life changes. Examples of each are offered to assist the readers in better understanding how teaching, practicing and researching the physiological underpinnings of many mental health concerns expands the skills and efficacy of all counselors.

Introduction to the Special Issue on Self-Regulation in Early Childhood

2011 ◽  
Vol 22 (3) ◽  
pp. 355-359 ◽  
Author(s):  
Megan M. McClelland ◽  
Shauna L. Tominey
Keyword(s):  
Early Childhood ◽  
Self Regulation ◽  
Special Issue

Self-regulation within and between groups

2010 ◽  
Vol 13 (2) ◽  
pp. 131-136 ◽  
Author(s):  
Kai J. Jonas ◽  
Kai Sassenberg ◽  
Daan Scheepers
Keyword(s):  
Self Regulation ◽  
Special Issue ◽  
Research Findings

Over recent years, the study of self-regulation within and between groups has burgeoned into a vibrant field of research. Classic research findings, now substantiated with process analyses, feed back into and inform self-regulation theorizing. This Special Issue presents ten empirical articles that cover a broad range of current research on self-regulation processes and phenomena within and between groups.

Appropriation of discourses: justice and corporate social responsibility in an artisanal mining community of rural Colombia

2020 ◽  
Vol 64 (3) ◽  
pp. 281-297
Author(s):  
Patrick Kenneth Kane
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Multinational Corporation ◽  
Self Regulation ◽  
Economic Rationality ◽  
Special Issue ◽  
Mining Community ◽  
Corporate Social ◽  
Academic Debate

This article seeks to contribute to the academic debate on self-regulatory mechanisms such as corporate social responsibility (CSR) by identifying and exploring the significance of disparities in the discourses – ways in which ‘aspects of the world’ are ‘construed’ – of a multinational corporation and the community in which it operates. It focuses on a case study of a natural resource-extracting corporation in rural Colombia. In the terminology of this special issue, it is concerned with both the discourses of appropriation and the appropriation of discourses. The case study findings suggest that corporate self-regulation allows CSR to be used by corporations as a means of appropriating the discourse of justice, and at the same time leaves the impression (at least with the community) that CSR discourse is a ‘discourse of appropriation’. The paper argues that this appropriation takes place in the context of Teubner’s new economic and law paradigm, based on the ‘almost world-wide institutionalisation of economic rationality’.

Vygotskian Approach to Instruction: Practical Applications Around the Globe

2018 ◽  
Vol 17 (3) ◽  
pp. 219-222 ◽  
Keyword(s):  
Elementary School Children ◽  
Self Regulation ◽  
Age Groups ◽  
Language Instruction ◽  
Second Language Instruction ◽  
Special Issue ◽  
Practical Applications ◽  
Teaching Math ◽  
English Speaking ◽  
High Level

The four articles presented in the JCEP special issue on the Vygotskian approach to instruction provide the readers with examples of how Vygotsky's ideas have been used by his followers in different countries to improve educational practices in various subject domains and for students of different age groups. The articles cover the following topics: preschool instruction that results in the development of children's self-regulation; second language instruction organized as an implementation of Vygotsky's ideas about teaching scientific knowledge; teaching math to elementary school children that results in their high level and meaningful acquisition of knowledge and development of their ability to reflect on their knowledge; and education of teachers aimed at the development of their reflection. The articles are intended to help English-speaking educators better understand the Vygotskian ideas and methodology and adopt them into their practices.

Sign in / Sign up

Export Citation Format

Share Document