Do It for Love: The Association Between Caring Feelings and Actions in Relational Self-Regulation

2013 ◽  
Author(s):  
Lara K. Kammrath
Keyword(s):  
Self Regulation ◽  
Relational Self

scholarly journals Talking Children Into Literacy: Once More, With Feeling

2019 ◽  
Vol 68 (1) ◽  
pp. 64-85
Author(s):  
Peter Johnston
Keyword(s):  
Moral Development ◽  
Language Arts ◽  
Human Development ◽  
Self Regulation ◽  
Literacy Learning ◽  
Relational Self ◽  
Social Self ◽  
Inner Life ◽  
Social And Emotional ◽  
Attention Focus

Children’s literate development is mediated by classroom talk. That same talk also mediates children’s emotional, relational, self-regulatory, and moral development. Consequently, the discourse of some literacy teaching practices may be important for shaping the course of human development, and those dimensions of human development can play reciprocal roles in children’s literate development. For example, conversations about the inner life of book characters (and authors) expand children’s social imaginations, which improve their self-regulation, social relationships, and moral development. Coincidentally, literacy learning requires cognitive self-regulation (e.g., working memory, attention, focus), social self-regulation in interactions with peers and teachers, and emotional self-regulation (e.g., frustration and anxiety). Children who develop self-regulation earlier, and to higher levels, develop decoding and reading comprehension earlier. Similarly, when children’s conversations explore the pragmatics of their linguistic interactions, such as how to disagree productively, they become more able to comprehend texts and argue persuasively but also more able to learn from and with each other. Children need to acquire “the codes,” but the ecology of acquisition matters a great deal not only for the ease of acquisition but also for the nature of the literacy that is acquired and for the trajectory of human development. Children’s social and emotional development lies squarely in the bailiwick of the language arts and the literate talk within which they are immersed. But the accompanying human development, in turn, supports literate development.

Agitation and despair in relation to parents: activating emotional suffering in transference

2007 ◽  
Vol 21 (3) ◽  
pp. 281-301 ◽  
Author(s):  
Inga Reznik ◽  
Susan M. Andersen
Keyword(s):  
Regulatory Focus ◽  
Social Cognitive ◽  
Negative Mood ◽  
Self Regulation ◽  
Relational Self ◽  
Significant Other ◽  
Emotional Suffering ◽  
The Social ◽  
Self Discrepancy ◽  
Ought Self

Affect and motivation are known to arise in the social‐cognitive process transference, which occurs when a new person minimally resembles a significant other, implicitly activating the mental representation of this significant other (Andersen, Reznik, & Manzella, 1996) and indirectly, the relational self (i.e. Andersen & Chen, 2002). Triggering the significant‐other representation should also indirectly activate any self‐discrepancy held from this other's perspective, resulting in shifts in discrete affect and self‐regulation. Participants (n = 110; 34 men, 76 women) with an actual‐ideal or actual‐ought self‐discrepancy from their parent's perspective (Higgins, 1987) learned about a new person who did or did not minimally resemble this parent. As predicted, this evoked positive evaluation of the new person, that is, a positive transference, and yet, as a function of self‐discrepancy, also increased discrete negative mood with ideal‐discrepant individuals becoming more dejected and ought‐discrepant individuals more hostile and less calm. Self‐regulatory focus shifted as well in terms of motivation to avoid emotional closeness. Copyright © 2007 John Wiley & Sons, Ltd.

scholarly journals Relational self-regulation: Gender differences in risk for dysphoria.

1998 ◽  
Vol 30 (4) ◽  
pp. 243-252 ◽  
Author(s):  
Marlene M. Moretti ◽  
Amy S. Rein ◽  
Vaneesa J. Wiebe
Keyword(s):  
Gender Differences ◽  
Self Regulation ◽  
Relational Self

scholarly journals The Nature of the Self, Self-regulation and Moral Action: Implications from the Confucian Relational Self and Buddhist Non-self

2021 ◽  
Author(s):  
Irene Chu ◽  
Mai Chi Vu
Keyword(s):  
Empirical Evidence ◽  
Self Regulation ◽  
Cultural Influences ◽  
The Self ◽  
Academic Disciplines ◽  
Relational Self ◽  
Moral Action ◽  
Organizational Contexts ◽  
The Individual ◽  
Individual Self

AbstractThe concept of the self and its relation to moral action is complex and subject to varying interpretations, not only between different academic disciplines but also across time and space. This paper presents empirical evidence from a cross-cultural study on the Buddhist and Confucian notions of self in SMEs in Vietnam and Taiwan. The study employs Hwang’s Mandala Model of the Self, and its extension into Shiah’s non-self-model, to interpret how these two Eastern philosophical representations of the self, the Confucian relational self and Buddhist non-self, can lead to moral action. By demonstrating the strengths of the model, emphasizing how social and cultural influences constrain the individual self and promote the social person leading to moral action, the paper extends understanding of the self with empirical evidence of the mechanisms involved in organizational contexts.

Self-Regulation and the Writing Process: Enhancing the Performance of Students With Language and Learning Difficulties

2009 ◽  
Vol 16 (1) ◽  
pp. 28-36 ◽  
Author(s):  
Gary A. Troia
Keyword(s):  
Writing Process ◽  
Self Regulation ◽  
Learning Difficulties ◽  
Evidence Based ◽  
Struggling Learners ◽  
Evidence Based Practices

Abstract This article first provides an overview of components of self-regulation in writing and specific examples of each component are given. The remainder of the article addresses common reasons why struggling learners experience trouble with revising, followed by evidence-based practices to help students revise their papers more effectively.

Self-Regulation and Autonomy

2013 ◽  
Keyword(s):  
Self Regulation

Correlation between level of self-regulation in the newborn infant and developmental status at two years of age

2001 ◽  
Vol 90 (3) ◽  
pp. 345-350 ◽  
Author(s):  
C. Lundqvist-Persson
Keyword(s):  
Newborn Infant ◽  
Self Regulation ◽  
Developmental Status

Respiratory Sinus Arrhythmia During Sleep and Waking

2019 ◽  
Vol 33 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Elizabeth M. Stoakley ◽  
Karen J. Mathewson ◽  
Louis A. Schmidt ◽  
Kimberly A. Cote
Keyword(s):  
Individual Differences ◽  
Respiratory Sinus Arrhythmia ◽  
Slow Wave Sleep ◽  
Self Regulation ◽  
Nrem Sleep ◽  
Sinus Arrhythmia ◽  
Affective Style ◽  
Waking State ◽  
Optimal Period ◽  
The Stability

Abstract. Resting respiratory sinus arrhythmia (RSA) is related to individual differences in waking affective style and self-regulation. However, little is known about the stability of RSA between sleep/wake stages or the relations between RSA during sleep and waking affective style. We examined resting RSA in 25 healthy undergraduates during the waking state and one night of sleep. Stability of cardiac variables across sleep/wake states was highly reliable within participants. As predicted, greater approach behavior and lower impulsivity were associated with higher RSA; these relations were evident in early night Non-REM (NREM) sleep, particularly in slow wave sleep (SWS). The current research extends previous findings by establishing stability of RSA within individuals between wake and sleep states, and by identifying SWS as an optimal period of measurement for relations between waking affective style and RSA.

Parasympathetic Concomitants of Habitual, Spontaneous, and Instructed Emotional Suppression

2017 ◽  
Vol 31 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Asmir Gračanin ◽  
Igor Kardum ◽  
Jasna Hudek-Knežević
Keyword(s):  
Negative Emotion ◽  
Self Regulation ◽  
Experimental Manipulation ◽  
Task Demands ◽  
Self Control ◽  
Integration Model ◽  
Sinus Arrhythmia ◽  
Emotional Suppression ◽  
Emotion Experience ◽  
Similar Relation

Abstract. The neurovisceral integration model proposes that different forms of self-regulation, including the emotional suppression, are characterized by the activation of neural network whose workings are also reflected in respiratory sinus arrhythmia (RSA). However, most of the previous studies failed to observe theoretically expected increases in RSA during emotional suppression. Even when such effects were observed, it was not clear whether they resulted from specific task demands, a decrease in muscle activity, or they were the consequence of more specific self-control processes. We investigated the relation between habitual or trait-like suppression, spontaneous, and instructed suppression with changes in RSA during negative emotion experience. A modest positive correlation between spontaneous situational and habitual suppression was observed across two experimental tasks. Furthermore, the results showed greater RSA increase among participants who experienced higher negative affect (NA) increase and reported higher spontaneous suppression than among those with higher NA increase and lower spontaneous suppression. Importantly, this effect was independent from the habitual suppression and observable facial expressions. The results of the additional task based on experimental manipulation, rather than spontaneous use of situational suppression, indicated a similar relation between suppression and RSA. Our results consistently demonstrate that emotional suppression, especially its self-regulation component, is followed by the increase in parasympathetic activity.

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