Supplemental Material for Dynamic, Bidirectional Influences of Children’s Emotions and Maternal Regulatory Strategies

Summary The German Pupils Academy (Deutsche Schüler-Akademie) is a summer-school program for highly gifted secondary-school students. Three types of program evaluation were conducted. Input evaluation confirmed the participants as intellectually highly gifted students who are intrinsically motivated and interested to attend the courses offered at the summer school. Process evaluation focused on the courses attended by the participants as the most important component of the program. Accordingly, the instructional approaches meet the needs of highly gifted students for self-regulated and discovery oriented learning. The product or impact evaluation was based on a multivariate social-cognitive framework. The findings indicate that the program contributes to promoting motivational and cognitive prerequisites for transforming giftedness into excellent performances. To some extent, the positive effects on students' self-efficacy and self-regulatory strategies are due to qualities of the learning environments established by the courses.

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Regulatory Strategies

SSRN Electronic Journal ◽

10.2139/ssrn.1407220 ◽

2009 ◽

Author(s):

Marianne Ojo

Keyword(s):

Regulatory Strategies

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Italian Corporate Governance and the New Regulatory Strategies for Public Corporations

SSRN Electronic Journal ◽

10.2139/ssrn.996594 ◽

2007 ◽

Author(s):

Eugenio Simone de Nardis

Keyword(s):

Corporate Governance ◽

Public Corporations ◽

Regulatory Strategies

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Biobehavioral Mechanisms of Mindfulness as a Treatment for Chronic Stress: An RDoC Perspective

Chronic Stress ◽

10.1177/2470547017711912 ◽

2017 ◽

Vol 1 ◽

pp. 247054701771191 ◽

Cited By ~ 9

Author(s):

Eric L. Garland ◽

Adam W. Hanley ◽

Anne K. Baker ◽

Matthew O. Howard

Keyword(s):

Chronic Stress ◽

Scientific Evidence ◽

Self Regulation ◽

Mental Health Research ◽

Treatment Development ◽

Attentional Function ◽

Regulatory Strategies ◽

The Face ◽

Meta Analyses ◽

Mechanisms Of Mindfulness

Mindfulness-based interventions have been heralded as promising means of alleviating chronic stress. While meta-analyses indicate that mindfulness-based interventions significantly reduce global measures of stress, how mindfulness-based interventions modulate the specific mechanisms underpinning chronic stress as operationalized by the National Institute of Mental Health research domain criteria (RDoC) of sustained threat has not yet been detailed in the literature. To address this knowledge gap, this article aims to (1) review evidence that mindfulness-based interventions ameliorate each of the 10 elements of behavioral dysregulation characterizing sustained threat via an array of mindful counter-regulatory strategies; (2) review evidence that mindfulness-based interventions modify biological domains implicated in sustained threat, such as the hypothalamic–pituitary–adrenal axis, as well as brain circuits involved in attentional function, limbic reactivity, habit behavior, and the default mode network; and (3) integrate these findings into a novel conceptual framework of mindful self-regulation in the face of stress—the Mindfulness-to-Meaning Theory. Taken together, the extant body of scientific evidence suggests that the practice of mindfulness enhances a range biobehavioral factors implicated in adaptive stress coping and induces self-referential plasticity, leading to the ability to find meaning in adversity. These mechanistic findings can inform the treatment development process to optimize the next generation of mindfulness-based interventions for greater therapeutic efficacy.

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Associations between use of self-regulatory strategies and daily eating patterns: An experience sampling study in college-aged women

Motivation and Emotion ◽

10.1007/s11031-021-09903-4 ◽

2021 ◽

Author(s):

Richard B. Lopez ◽

Danielle Cosme ◽

Kaitlyn M. Werner ◽

Blair Saunders ◽

Wilhelm Hofmann

Keyword(s):

Goal Attainment ◽

Self Control ◽

Eating Patterns ◽

Use Of Self ◽

Adaptive Use ◽

Regulatory Strategies ◽

Regulation Strategies ◽

Ecological Momentary ◽

Momentary Assessment ◽

Food Consumed

AbstractPrevious theorizing suggests there are multiple means by which people regulate their emotions and impulses, but that these strategies vary in the degree to which they support goal attainment. Some have proposed that proactive strategies (e.g. situation selection, distraction) may be particularly effective, while interventive strategies (e.g. suppression) are less effective. Despite these diverging predictions, researchers have yet to examine spontaneous use of these strategies and their respective and combined efficacy when applied to momentary food desires experienced in daily life. In the present study, we assessed eating patterns for one week via ecological momentary assessment in college-aged women (N = 106). Results from pre-registered analyses indicated that using a variety of strategies, including preventative strategies such as situation selection and distraction, was associated with greater self-control success, as indexed by weaker desires, higher resistance, lower likelihood of enacting desires, and less food consumed. A similar pattern was observed when participants implemented additional strategies during desire episodes, which they were more likely to do when their desires conflicted with other self-regulatory goals. All associations were observed while controlling for momentary hunger levels, dieting status, age, and body mass index. These findings are consistent with a growing body of work assessing people’s spontaneous use of emotion regulation strategies in everyday contexts, suggesting potential meta-motivational tendencies marked by flexible and adaptive use of self-regulatory strategies.

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Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

Language Learning in Higher Education ◽

10.1515/cercles-2020-2026 ◽

2020 ◽

Vol 10 (2) ◽

pp. 381-402

Author(s):

Åsa Mickwitz ◽

Marja Suojala

Keyword(s):

Academic Writing ◽

Learning Process ◽

Self Efficacy ◽

Self Regulation ◽

Writing Skills ◽

Efficacy Beliefs ◽

Traditional Learning ◽

Multiple Choice Questions ◽

Regulatory Strategies ◽

Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

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Findings From the Understanding Patterns of Healthy Aging Among Men Who Have Sex With Men Project

Innovation in Aging ◽

10.1093/geroni/igaa057.3005 ◽

2020 ◽

Vol 4 (Supplement_1) ◽

pp. 823-824

Author(s):

Mark Brennan-Ing ◽

Michael Plankey ◽

Deborah Gustafson

Keyword(s):

Los Angeles ◽

Urban Areas ◽

Healthy Aging ◽

Research Policy ◽

Disease Risk ◽

Well Being ◽

Hiv Status ◽

Gay Community ◽

Regulatory Strategies ◽

Sex With Men

Abstract In 1984, the Multicenter AIDS Cohort Study (MACS) was started to identify factors in the HIV epidemic related to disease risk and treatment progression among gay, bisexual, and other men who have sex with men (MSM) in four urban areas in the US: Baltimore, MD/Washington, D.C.; Chicago, IL; Pittsburgh, PA, and Los Angeles, CA. MACS participants complete biannual study visits involving HIV testing, biometric screenings, and psychosocial data collection. In 2015 a MACS sub-study, the Understanding Patterns of Healthy Aging among MSM Project (HAMSM), was started to better understand resiliencies promoting well-being among MSM age 40 and older, including those with HIV. HAMSM has helped us to understand aging trajectories among MSM, and provides a unique combination of physiological and psychosocial data that can inform efforts to support MSM in healthy aging. This symposium will present emerging findings from the HAMSM study. Our first paper examines the relationships between psychological connection to the gay community (PSOC) and developmental regulatory strategies associated with health behaviors and more positive self-appraisals. The second paper examines how PSOC is related to HIV risk reduction behaviors, and if there are differences in such behaviors based on HIV status. Our third paper considers how self-perceptions of aging (age discrepancy, aging satisfaction) are related to frailty and frailty transitions, and if these relationships differ by HIV status. The final paper examines the relationship of social support to frailty among MSM by HIV status. Implications of these findings for research, policy, and programs targeting MSM will be discussed.

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