Meeting Challenges in a Classroom Context

Beyond Coping ◽  
2002 ◽  
pp. 129-148
Author(s):  
Monique Boekaerts
Keyword(s):  
Positive Psychology ◽  
Goal Setting ◽  
Educational Psychology ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Classroom Context ◽  
Volitional Control ◽  
Control Effort ◽  
Goal Striving

Chapter 7 focuses on the concept of positive educational psychology in the classroom context. It discusses learning according to the principles of positive psychology, goal setting and goal striving as part of the self-regulation process, the effects of a lack of self-regulation, self-regulation versus self-control, effort-management and volitional control.

Beyond willpower

2021 ◽  
Vol 44 ◽  
Author(s):  
James J. Gross ◽  
Angela L. Duckworth
Keyword(s):  
Process Model ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Psychological Construct

Abstract For all its popularity as a psychological construct, willpower is irremediably polysemous. A more helpful construct is self-control, defined as the self-regulation of conflicting impulses. We show how the process model of self-control provides a principled framework for examining how undesirable impulses may be weakened and desirable impulses may be strengthened.

Self-regulation of health behavior: Social psychological approaches to goal setting and goal striving.

2013 ◽  
Vol 32 (5) ◽  
pp. 487-498 ◽  
Author(s):  
Traci Mann ◽  
Denise de Ridder ◽  
Kentaro Fujita
Keyword(s):  
Health Behavior ◽  
Goal Setting ◽  
Self Regulation ◽  
Social Psychological ◽  
Goal Striving

The Bases of Goal Setting in the Self-regulation of Hypertension

2006 ◽  
Vol 11 (1) ◽  
pp. 141-162 ◽  
Author(s):  
Stephanie D. Taylor ◽  
Richard P. Bagozzi ◽  
Caroline A. Gaither ◽  
Kenneth A. Jamerson
Keyword(s):  
Goal Setting ◽  
Self Regulation ◽  
The Self

Self-Regulatory Failure: A Resource-Depletion Approach

2000 ◽  
Vol 11 (3) ◽  
pp. 249-254 ◽  
Author(s):  
Kathleen D. Vohs ◽  
Todd F. Heatherton
Keyword(s):  
Self Regulation ◽  
Affective State ◽  
Resource Depletion ◽  
Self Control ◽  
Emotional Expressions ◽  
Volitional Control ◽  
Behavioral Consequences ◽  
Snack Foods ◽  
Regulatory Failure ◽  
Subsequent Task

Three studies were conducted to test the behavioral consequences of effortful self-regulation. Individuals with chronic inhibitions about eating were exposed to situations varying in level of self-regulatory demand. Subsequently, participants' ability to self-regulate was measured. Two studies manipulated self-regulatory demand by exposing participants to good-tasting snack foods, whereas a third study required participants to control their emotional expressions. As hypothesized, exerting self-control during the first task led to decrements in self-control on a subsequent task. Moreover, these effects were not due to changes in affective state and occurred only when self-control was required in the first task. These findings are explained in terms of depletion of self-regulatory resources, which impairs successful volitional control.

scholarly journals Self-regulation among Sample of University Students and its Predictive Ability in their Academic Achievement

2016 ◽  
Vol 10 (3) ◽  
pp. 461
Author(s):  
Abdel Latif A. Momani ◽  
Qasem M. Khazali
Keyword(s):  
Academic Achievement ◽  
University Students ◽  
Self Regulation ◽  
Predictive Ability ◽  
The Self ◽  
Self Control ◽  
Variance Ratio ◽  
Validity And Reliability ◽  
Reliability Indices ◽  
Study Results

The present study aimed to identify the self-regulation level among university students, and disclose the predictive ability of self-regulation in their academic achievement. The sample of the study consisted of 312 students (177 male and 135 female) chosen from the Jadara University in Jordan by the available method. To achieve the study’s objectives, a self-regulation scale prepared by Mriyan (2010) after verifying its validity and reliability indices. The results indicated that the students have a medium degree of self-regulation on the scale as a whole and the sub-fields. The results of the study also showed there were statistically significant differences (α = 0.05) in the level of self-regulation on the scale as a whole and on the two fields: determining and setting goals and self-control due to gender in favor of females. However; there were no statistically significant differences in students' grades on the two fields' self-observation and selfreaction due to gender. Finally, study results indicated two fields of self-regulation predicted the students' academic achievement: the field of determining and setting goals, and the field of self-act reaction, where the expositor variance ratio for them in the academic achievement amounted to (0.186%). 

scholarly journals THE TRANSFORMATIONS OF LIFE-SENSE ORIENTATIONS AS THE PART OF THE PERSONAL COMPONENT OF INDIVIDUAL EXPERIENCE OF PHILOLOGY AND PSYCHOLOGY FACULTY STUDENTS

2019 ◽  
Keyword(s):  
Locus Of Control ◽  
Goal Orientation ◽  
Personal Experience ◽  
Self Regulation ◽  
The Self ◽  
Self Control ◽  
Self Concept ◽  
Individual Experience ◽  
The World ◽  
National University

The article describes a research that aimed at deepening the understanding the personal experience organization. Individual experience is viewed from the standpoint of O. Laktionov's model, and it`s personal component is considered in detail. One of the parts of this component is the life-sense orientations, and the article analyzes the transformations of this phenomenon that took place from 2010 to 2017. The personal component of individual experience contains three aspects: the oneself interpretation, the others interpretation, and the world interpretation. The aspect of oneself interpreting as value contains self-esteem, self-regulation, and the self-concept; the aspect of others interpreting as compatible with the subject of experience - the self-concept and values; aspect of the world interpretation - the values ​​and life-sense orientations. The emphasis on the life-sense orientations within this article was made in view of the desire to find the most universal transformations of personal experience. In the course of the empirical study, a comparative analysis of the subjects studied by the life-sense orientations (the test of life-orientation of D. Leontiev) in 2010 and 2017 using the U-Mann-Whitney test. To maximize the consideration of factors that could potentially affect the characteristics of the personal experience organization, the analysis was conducted separately on a sample of students-psychologists and students-philologists. The total number of persons who participated in the study was 121 students of V.N. Karazin Kharkiv National University (Kharkiv) and Donbass State Pedagogical University (Slovyansk). Socio-political change was recognized as one of the key determinants of the transformations under study. It was found that across the whole sample, compared to 2010, the level of expressiveness of meaningful life indicators, such as goal orientation, locus of control "I", locus of control of life, and overall meaningfulness of life, significantly decreased; at the same time, the level of result orientation was significantly increased. Psychological students are characterized by a significant decrease in goal orientation, locus of self control, locus of life control, and overall meaningfulness of life; as well as an increase in result orientation. Philological students are characterized by a significant decrease in the locus of control of life and the overall meaning of life.

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