Mind the gap: students’ expectations, conceptions and reality of self-regulation in a 3D design team project

Mentally contrasting a desired future with present reality fosters selective goal pursuit: People pursue feasible desired futures and let go from unfeasible ones. We investigated whether people are more inclined to spontaneously use mental contrasting when they feel responsibility. Studies 1 and 2 provided correlational evidence: Employees who felt responsible for completing an important team project (Study 1) and MTurk users who felt and actively took social responsibility (Study 2) were more inclined to use mental contrasting. Studies 3 and 4 added experimental evidence: Students who were instructed to imagine responsibility for giving an excellent class presentation in a group or alone (Study 3) and participants who elaborated on an idiosyncratic wish that involved responsibility for others or themselves tended to use mental contrasting (Study 4). Apparently, people who feel or take responsibility for others, the society, or themselves are more likely to use mental contrasting as a self-regulation tool.

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

Perspectives on Language Learning and Education ◽

10.1044/lle16.1.28 ◽

2009 ◽

Vol 16 (1) ◽

pp. 28-36 ◽

Cited By ~ 1

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.

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Self-Regulation and Autonomy

10.1017/cbo9781139152198 ◽

2013 ◽

Cited By ~ 5

Keyword(s):

Self Regulation

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

Acta Paediatrica ◽

10.1080/08035250117666 ◽

2001 ◽

Vol 90 (3) ◽

pp. 345-350 ◽

Cited By ~ 33

Author(s):

C. Lundqvist-Persson

Keyword(s):

Newborn Infant ◽

Self Regulation ◽

Developmental Status

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Respiratory Sinus Arrhythmia During Sleep and Waking

Journal of Psychophysiology ◽

10.1027/0269-8803/a000200 ◽

2019 ◽

Vol 33 (1) ◽

pp. 1-12 ◽

Cited By ~ 2

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.

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