0322 Napping, Inhibitory Control, and Self-Regulation in 2-Year-Old Children

Abstract Introduction Poor sleep in early childhood is linked to reduced school readiness. This study examined the role of acute sleep loss in behavioral self-regulation using a delay of gratification task. We hypothesized that after acute nap deprivation, toddlers would have worse inhibitory control and resort to more maladaptive self-regulation strategies than after a nap. Methods 25 healthy children (11 males, 34.1±2.3 months-old) followed a strict sleep schedule for ≥5 days before a baseline (nap) and an acute nap deprivation condition (no-nap). After being introduced to an age-appropriate toy, children were instructed not to touch the toy and left alone for 3-minutes. To assess inhibitory control, videos of the waiting period were behaviorally coded for latency to touch and 11 self-regulation strategies. We combined strategies into adaptive and maladaptive composites; higher scores on each composite indicated greater use. Results During the nap condition, 19 children touched the toy (latency to touch=70.0±60.7 sec); during the no-nap condition, 18 children touched the toy (latency to touch=65.4±71.6 sec). The adaptive composite score was 1.58±0.25 for the nap condition and 1.17±0.27 for the no-nap condition. The maladaptive score was 0.92±0.17 for the nap condition and 0.83±0.19 for the no-nap condition. We found no differences between conditions in the number of children who touched the toy (X2=0, p=0.50), mean latency to touch (t=0.27, p=0.39), or the composite scores of adaptive (z=0.35, p=0.12) and maladaptive strategies (z=0.09, p=0.69). Conclusion Findings indicate that acute nap deprivation may not have an immediate impact on inhibitory control and self-regulation in toddlers. 30-36 months old children may not have sufficient cognitive resources to exert inhibitory control and self-regulate whether or not they have obtained adequate daytime sleep. Future research should examine developmental changes in the effects of acute sleep restriction on behavioral self-regulation. Support Research support from NIH R01-MH086566 to MKL.

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Temperamental Constellations and School Readiness: A MultiVariate Approach

International Journal of Environmental Research and Public Health ◽

10.3390/ijerph18010055 ◽

2020 ◽

Vol 18 (1) ◽

pp. 55

Author(s):

Andrew S. White ◽

Kate M. Sirota ◽

Scott R. Frohn ◽

Sara E. Swenson ◽

Kathleen Moritz Rudasill

Keyword(s):

Longitudinal Study ◽

School Readiness ◽

High Activity ◽

Youth Development ◽

Inhibitory Control ◽

Effortful Control ◽

Peer Interactions ◽

Academic Readiness ◽

Future Research ◽

Early Child Care

This study uses canonical correlation analyses to explore the relationship between multiple predictors of school readiness (i.e., academic readiness, social readiness, and teacher-child relationship) and multiple temperamental traits using data from the second wave (age 54 months, n = 1226) of the longitudinal Study of Early Child Care and Youth Development (SECCYD; NICHD ECCRN 1993). This longitudinal study collected data on a large cohort of children and their families from birth through age 15. For academic readiness, only one temperamental constellation emerged, representing the construct of effortful control (i.e., high attentional focusing, high inhibitory control). For peer interactions, two significant constellations emerged: “dysregulated” (low inhibitory control, low shyness, and high activity), and “withdrawn” (high shyness, low inhibitory control, low attentional focusing). Finally, the analyses exploring child-teacher relationships revealed two significant constellations: “highly surgent” (high activity, low inhibitory control, low shyness) and “emotionally controlled” (low anger/frustration and high inhibitory control). Results of this study form a more nuanced exploration of relationships between temperamental traits and indicators of school readiness than can be found in the extant literature, and will provide the groundwork for future research to test specific hypotheses related to the effect temperamental constellations have on children’s school readiness.

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The Impact of the Covid-19 Pandemic on Older Workers: The Role of Self-Regulation and Organizations

Work Aging and Retirement ◽

10.1093/workar/waaa018 ◽

2020 ◽

Vol 6 (4) ◽

pp. 233-237 ◽

Cited By ~ 2

Author(s):

Dorien T A M Kooij

Keyword(s):

Older Adults ◽

Older Workers ◽

Self Regulation ◽

Future Research ◽

Work From Home ◽

Younger Workers ◽

Person Environment Fit ◽

Positive Perspective ◽

Regulation Strategies ◽

The Impact

Abstract We live in an unusual time, which effects all of us in different ways. Due to the Covid-19 pandemic, some people are working harder than ever, some people have lost their job, some people can only work from home, and some people have to reinvent how they work (Kniffin et al., 2020). Older 50+ workers might even be more affected by the pandemic compared to younger workers because they are labeled as vulnerable and as being at risk in terms of Covid-19 (Ayalon et al., 2020). However, emerging studies on the impact of Covid-19 suggest that older workers respond more effectively to measures that counter Covid-19 (Losada-Balter et al., 2020). This is in line with the lifespan developmental perspective, which theorizes and demonstrates that older adults generally are very capable of adapting and very effective in dealing with the aging process (Baltes and Baltes, 1990; Freund, 2008). Multiple studies show that older adults engage in various self-regulation strategies aimed at continuously maintaining or restoring person-environment fit (e.g., Kooij et al., 2020; Taneva and Arnold, 2018; Zacher, Kooij, & Beier, 2018a) thus helping them to age successfully at work. In this commentary, I will take a more positive perspective on older workers and discuss the self-regulation strategies that older workers engage in and how organizations can stimulate this. I will end my commentary with some suggestions for future research.

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Online studying instructional measures at the International Relations Department of the National University of Ostroh Academy

Journal of Education Culture and Society ◽

10.15503/jecs2021.1.322.334 ◽

2021 ◽

Vol 12 (1) ◽

pp. 322-334

Author(s):

Mariia Avhustiuk ◽

Iryna Tymeichuk ◽

Natalia Konopka ◽

Oksana Sakhniuk ◽

Eduard Balashov

Keyword(s):

International Relations ◽

Online Teaching ◽

Focal Point ◽

Self Regulation ◽

Learning Activity ◽

Future Research ◽

National University ◽

Regulation Strategies ◽

Instructional Measures ◽

Self Learning

Aim. The paper’s aim is to present some current specific online studying instructional measures at the International Relations Department of the National University of Ostroh Academy in Ukraine.Methods. The study is devoted to the observation of some theoretical and methodological aspects of the peculiarities of online studying measures at the International Relations Department. The theoretical and comparative methods of analysing the peculiarities of online studying have been taken into account. In order to summarise the currentonline studying experiences at the International Relations Department, some specific instructional measures for both students and teachers are presented, for example: how to handle the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers.. The necessity of studying the above-mentionedaspects has been caused by their impact on students’ learning activity, especially in the times of COVID-19 pandemic.Results and conclusions. The focal point of this research is to provide an insight into the background of online studying peculiarities through the prism of Ukrainian teachers and students. The analysis is focused on online studying of foreign languages, as well as the possible online teaching methods of professional disciplines (History of International Relations; Foreign Policy of the Countries of Asia, Africa, and Latin America; International Conflicts; Current Problems of International Relations in the Middle East) at the International Relations Department. What is more, the authors outline how to help students deal with the lack of interaction, master self-learning, promote self-regulation strategies and become more strategic thinkers. The authors also highlight possible challenges for the faculty and suggest ways to overcome those difficulties. Moreover, some major prerequisites of students’ self-regulatory online learning are described. Contribution. The results of the study are instrumental in mastering the peculiarities of online studying through the prism of learning at the International Relations Department of the National University of Ostroh Academy (Ukraine). The findings of this study may be considered important and contribute to future research.

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ADHD and SCT Symptomatology in Relation to College Students’ Use of Self-Regulated Learning Strategies

Journal of Attention Disorders ◽

10.1177/1087054717691134 ◽

2017 ◽

Vol 23 (14) ◽

pp. 1719-1728 ◽

Cited By ~ 2

Author(s):

Christopher R. Shelton ◽

William E. Addison ◽

Cynthia M. Hartung

Keyword(s):

College Students ◽

Rating Scale ◽

Self Regulation ◽

Strategy Use ◽

Sluggish Cognitive Tempo ◽

Future Research ◽

Use Of Self ◽

Self Regulated Learning ◽

Regulated Learning ◽

Regulation Strategies

Objective: The present study examined the relation between self-regulated learning (SRL) strategies and ADHD and sluggish cognitive tempo (SCT) symptomatology. Method: Participants were 303 college students, aged 18 to 25 ( M = 20.04, SD = 1.45), from a Midwestern university who completed the Barkley Adult ADHD Rating Scale-IV (BAARS-IV), and a shortened, generalized version of the Motivated Strategies for Learning Questionnaire (MSLQ). Results: Among college students, inattention symptomatology was consistently predictive of deficits in use of value, expectancy, and self-regulation strategies, while SCT symptomatology was only predictive of deficits in the use of self-regulation strategies. Conclusion: This study is the first to examine the relation between SCT symptomatology and SRL strategy use in college students. The findings revealed that SRL strategy use differs between college students exhibiting ADHD or SCT symptomatology. Remediation focusing on these deficits would likely increase academic achievement. Clinical implications, limitations, and suggestions for future research are discussed.

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Self-Regulatory Perspectives in the Theory of Planned Job Search Behavior: Deliberate and Automatic Self-Regulation Strategies to Facilitate Job Seeking

10.1093/oxfordhb/9780199764921.013.31 ◽

2016 ◽

Author(s):

Edwin van Hooft

Keyword(s):

Job Search ◽

Implementation Intentions ◽

Self Regulation ◽

Search Behavior ◽

Empirical Support ◽

Self Control ◽

Future Research ◽

Job Search Behavior ◽

Regulation Strategies ◽

Search Behaviors

Because job search often is a lengthy process accompanied by complexities, disruptions, rejections, and other adversities, job seekers need self-regulation to initiate and maintain job search behaviors for obtaining employment goals. This chapter reviews goal/intention properties (e.g., specificity, proximity, conflicts, motivation type) and skills, beliefs, strategies, and capacities (e.g., self-monitoring skills and type, trait and momentary self-control capacity, nonlimited willpower beliefs, implementation intentions, goal-shielding and goal maintenance strategies) that facilitate self-regulation and as such may moderate the relationship between job search intentions and job search behavior. For each moderator, a theoretical rationale is developed based on self-regulation theory linked to the theory of planned job search behavior, available empirical support is reviewed, and future research recommendations are provided. The importance of irrationality and nonconscious processes is discussed; examples are given of hypoegoic self-regulation strategies that reduce the need for deliberate self-regulation and conscious control by automatizing job search behaviors.

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Self-Regulation in Higher Education: Students’ Motivational, Regulational and Learning Strategies, and Their Relationships to Study Success

Studies for the Learning Society ◽

10.2478/sls-2013-0004 ◽

2015 ◽

Vol 3 (1-2) ◽

pp. 20-34 ◽

Cited By ~ 9

Author(s):

Päivi Virtanen ◽

Anne Nevgi ◽

Hannele Niemi

Keyword(s):

Learning Strategies ◽

Undergraduate Students ◽

Self Regulation ◽

Self Report ◽

Future Research ◽

Study Success ◽

Affective Factors ◽

Student Profiles ◽

Regulation Strategies ◽

Affective Components

Abstract This study investigates how in the self-regulation of learning (SRL; Pintrich 2000; Zimmerman, 2000), the motivational and affective factors are related to regulation strategies of behaviour and context, and learning strategies - and identifies different profiles in SRL. The study also aims to explore which factors of SRL are related to study success and study progress during master degree studies. The data consist of undergraduate students’ (N = 1248) responses to IQ Learn self-report questionnaires, and of data (n = 229) retrieved from the university ’ s study register. The results revealed that the sub-processes of SRL: motivational and affective components, regulation strategies and learning strategies are systematically related with each other. In addition, motivational and affective factors, especially Intrinsic motivation predicted the use of strategies regulating behaviour and context and the use of learning strategies. Study success correlated slightly positively with accumulation of credits indicating that students with better grades proceed efficiently in their studies. Yet, accumulation of credits was evidenced to relate slightly and negatively with expectancy components of SRL and the use of deep learning strategies. Finally, three student profiles in SRL were encountered: (1) Aiming high with insufficient SRL, (2) Excellent in SRL, and (3) Distressed performers. Educational implications and the needs for future research are discussed.

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0338 Interactions Between Sleep, Stress Reactivity and Cognition in Early Childhood

SLEEP ◽

10.1093/sleep/zsaa056.335 ◽

2020 ◽

Vol 43 (Supplement_1) ◽

pp. A128-A128

Author(s):

T Jablin ◽

M K LeBourgeois ◽

J Harsh ◽

S Brown

Keyword(s):

Early Childhood ◽

Behavioral Problems ◽

Processing Speed ◽

Stress Reactivity ◽

Self Regulation ◽

Developmental Trajectory ◽

Sleep Restriction ◽

Healthy Children ◽

Regulation Strategies ◽

The Relationship

Abstract Introduction During early childhood, sleep impacts the development of the cognitive, behavioral and stress systems. Specifically, acute sleep restriction reduces the subsequent cortisol awakening response, predicts self-regulation strategies and moderates correlations between self-regulation strategies and response inhibition. However, little is known about the interaction between sleep, stress reactivity and cognition in early childhood. This preliminary cross over study aimed to determine how acute sleep restriction moderates the relationship between stress reactivity and cognition in 4-year-olds. Methods Healthy children (N=17; 57.4 months +/- 2.1; 10 female) participated in a sleep restriction protocol that included counterbalanced cognitive and behavioral assessments during baseline and sleep restriction conditions. An age appropriate inhibitory control task was administered and salivary cortisol samples (N=6) were collected during the task. Mean processing speed was measured, and stress reactivity was computed as area under the curve with respect to ground (AUCg). Results Two tailed correlation analyses were performed to examine the relationship between AUCg and mean processing speed. Under baseline conditions, AUCg and mean processing speed were positively associated (r=0.45; p=0.05). When children were sleep restricted, there was no association between AUCg and mean processing speed (r=0.05; p=0.83). Although not statistically significant, AUCg was predicted by an interaciton between sleep condition and mean processing speed B=-1.92; p=0.06). Conclusion These results suggest that healthy sleep may promote the coupling of stress and cognitive systems, which is likely adaptive when facing life’s challenges in early childhood. Examining the developmental trajectory of these interactions and incorporating individual difference factors will build upon this model that may eventually be applied in intervention approaches to sleep, stress and behavioral problems in preschool-aged children. Support NIH R01-MH086566 to Dr. Monique LeBourgeois

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A Preliminary, Randomized-Controlled Trial of Mindfulness and Game-Based Executive Function Trainings to Promote Self-Regulation in Internationally-Adopted Children

Development and Psychopathology ◽

10.1017/s0954579418001190 ◽

2019 ◽

Vol 31 (04) ◽

pp. 1513-1525 ◽

Cited By ~ 3

Author(s):

Jamie M. Lawler ◽

Elisa A. Esposito ◽

Colleen M. Doyle ◽

Megan R. Gunnar

Keyword(s):

Randomized Controlled Trial ◽

Emotion Regulation ◽

Executive Function ◽

Inhibitory Control ◽

Controlled Trial ◽

Self Regulation ◽

Delay Of Gratification ◽

Adopted Children ◽

Randomized Controlled ◽

Internationally Adopted

AbstractAlthough many children adopted internationally show remarkable recovery once placed in families, as a group they continue to exhibit persisting developmental deficits and delays in self-regulation. The current study uses a stratified, randomized, controlled trial to evaluate the effects of mindfulness-based and executive function trainings (EFTs) on internationally adopted (IA) children's self-regulation, including effortful/inhibitory control, attention, delay of gratification, and emotion-regulation. IA children ages 6–10 years were randomized into mindfulness training (MT), EFT, or no intervention (NI) groups. The MT and EFT groups attended 12 one-hour group sessions. Ninety-six children (MT, n = 33; EFT, n = 32; NI, n = 31) completed the study and were tested on computerized and non-computerized measures of self-regulation. Compared with the NI group, the MT group improved delay of gratification, and the EFT group improved inhibitory control and selective attention. There was no effect of either intervention on emotion regulation. MTs and EFTs show promise for improving self-regulation in IA children.

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Delay of Gratification Predicts Eating in the Absence of Hunger in Preschool-Aged Children

Frontiers in Psychology ◽

10.3389/fpsyg.2021.650046 ◽

2021 ◽

Vol 12 ◽

Author(s):

Nicole R. Giuliani ◽

Nichole R. Kelly

Keyword(s):

Food Intake ◽

Young Children ◽

Inhibitory Control ◽

Attentional Control ◽

Community Sample ◽

Self Regulation ◽

Delay Of Gratification ◽

Multiple Forms ◽

Increased Risk ◽

Preschool Aged Children

Poor ability to regulate one's own food intake based on hunger cues may encourage children to eat beyond satiety, leading to increased risk of diet-related diseases. Self-regulation has multiple forms, yet no one has directly measured the degree to which different domains of self-regulation predict overeating in young children. The present study investigated how three domains of self-regulation (i.e., appetitive self-regulation, inhibitory control, and attentional control) predicted eating in the absence of hunger (EAH) in a community sample of 47 preschool-aged children (M age = 4.93, SD = 0.86). Appetitive self-regulation, as measured using a delay of gratification task, was significantly and negatively associated with EAH 1 year later (p < 0.5). Measures of inhibitory and attentional control did not significantly predict EAH. These results suggest that food-related self-regulation may be a better predictor of overeating behaviors than general measures of self-regulation.

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Self-Regulated Learning in Flipped Classrooms: A Systematic Literature Review

International Journal of Information and Education Technology ◽

10.18178/ijiet.2020.10.11.1469 ◽

2020 ◽

Vol 10 (11) ◽

pp. 848-853

Author(s):

Rasheed Abubakar Rasheed ◽

◽

Amirrudin Kamsin ◽

Nor Aniza Abdullah ◽

Habeebah Adamu Kakudi ◽

...

Keyword(s):

Help Seeking ◽

Instructional Strategy ◽

Flipped Classroom ◽

Self Regulation ◽

Future Research ◽

Online Help ◽

Self Regulated Learning ◽

Regulated Learning ◽

Flipped Classrooms ◽

Regulation Strategies

The flipped classroom is considered an instructional strategy and a type of blended learning instruction that focused on active learning and student engagement. Over the years, flipped classroom studies have focused more on the advantages and challenges of flipped instruction and its effectiveness, but little is known about the state of self-regulation in flipped classrooms. This study investigates the self-regulation strategies as well as the supports proposed for self-regulated learning in flipped classrooms. Findings show that relatively few studies have focused on self-regulated learning in flipped classrooms compared to the overall research and publication productivity in flipped classrooms. Also, the existing solutions and supports have only focused on either self-regulation or online help-seeking, but have not focused on other specific types of self-regulation strategies. Our study proposed some future research recommendations in flipped classrooms.

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