Understanding Affect, Stress, and Well-being within a Self-Regulation Framework

2013 ◽  
pp. 1-34 ◽  
Author(s):  
Michael Howe ◽  
Chu-Hsiang (Daisy) Chang ◽  
Russell E. Johnson
Keyword(s):  
Self Regulation ◽  
Well Being

scholarly journals The mediating role of narcissism in the effects of regulatory mode on positivity

2021 ◽  
Author(s):  
Daniela Di Santo ◽  
Calogero Lo Destro ◽  
Conrad Baldner ◽  
Alessandra Talamo ◽  
Cristina Cabras ◽  
...  
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
Cross Sectional Study ◽  
Motivational Orientation ◽  
Cross Sectional ◽  
Mediating Role ◽  
Regulatory Mode ◽  
The Individual ◽  
Reported Data

AbstractPositivity (i.e., the individual tendency to positively approach life experiences) has proven to be an effective construct applied in positive psychology. However, individuals’ self-regulation may have contrasting effects on positivity. We specifically examined whether positivity could be partially explained through two aspects of motivation concerned with self-regulation: locomotion (i.e., a motivational orientation concerned with movement) and assessment (i.e., a motivational orientation concerned with comparison and evaluation). Furthermore, based on previous literature that found a link between these aspects and narcissism, we examined whether “adaptive” and “maladaptive” dimensions of narcissism could mediate the effects of locomotion and assessment on increased or decreased positivity. Narcissism was defined by previous research as adaptive or maladaptive insofar as it leads or does not lead to increased psychological well-being. We estimated a mediation model with multiple independent variables and multiple mediators in a cross-sectional study with self-reported data from 190 university students. We found that both locomotion and assessment were associated with adaptive narcissism, which in turn was positively associated with positivity. However, assessment was also associated with maladaptive narcissism, which in turn was negatively associated with positivity. Relationships between aspects of self-regulation, narcissism, and positivity can have significant implications which will be discussed.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

Psychology of the Subject's Self-Regulatory Activity in the Context of Hybrid Warfare

2021 ◽  
Vol 9 (1) ◽  
pp. 97-106
Author(s):  
Nataliia Makarchuk ◽  
◽  
Liliia Kulinenko ◽  
Olga Vasylieva ◽  
Olga Zhurkova ◽  
...  
Keyword(s):  
Self Regulation ◽  
Psychological Impact ◽  
Mental Content ◽  
Well Being ◽  
Analysis Data ◽  
Political Life ◽  
High Rate ◽  
Regulatory Activity ◽  
Hybrid Warfare ◽  
Clinical Interviews

Objective: The main tasks of this study are as follows: to substantiate the interdependence of perversion as a form of violence and the human ego in the context of hybrid warfare; to prove the existence of perversion as a form of violence against a person in the context of hybrid warfare in Ukraine (personal perversion); to describe the alteration of ego states as conditions for effective human self-regulatory activity in the context of hybrid warfare. Background: Hybrid warfare, including the Ukrainian-Russian conflict, as a phenomenon, has been widely studied both abroad and in Ukraine. However, there are very few works on the psychological impact of such a war. There are currently no works on disorders of human self-regulatory activity in the context of hybrid warfare, which makes the study unique and relevant. Method: The study used a combination of various methods, in particular, structural-clinical interviews, psychological counseling and therapeutic meetings, data analysis. Data were collected for 2014-2020. The total number of participants was 55 people aged 25 to 63 years, with 70% female and 30% male. Results: The latent tension and denial of hybrid warfare result in a gradual increase of neurotization, which is in 95% of cases passes into a neurosis state with concomitant manifestations of symptoms. There is also a deterioration in psychological well-being and phylogenetic disorders (erogenous dysfunction in men, uncontrolled neurotic masturbation in women). Disorders of the mental level of self-regulation determine the manifestation of the mental content of perversion, in which perversion takes on the character of intrapersonal functioning. Conclusion: The combination of disorders of the physical, mental and personal levels of the self-regulatory activity of the psyche increased perverse tendencies in social and political life, which provoked a high rate of psychotization of the entire society and an increase in deficit characterological manifestations of each individual.

scholarly journals Implementing trauma-informed care through social innovation in child welfare residential treatment centres serving elementary school children

2020 ◽  
Vol 7 (1) ◽  
pp. 222-232
Author(s):  
Denise Brend ◽  
Nicolas Fréchette ◽  
Arnaud Milord-Nadon ◽  
Tim Harbinson ◽  
Delphine Collin-Vezina
Keyword(s):  
Child Welfare ◽  
Residential Treatment ◽  
Complex Trauma ◽  
Social Innovation ◽  
Task Force ◽  
Self Regulation ◽  
Well Being ◽  
Worker Attitudes ◽  
Trauma Informed Care ◽  
Trauma Informed

Objectives: This article presents the theoretical basis, initial deployment strategies, and resulting preliminary findings of a program implemented in residential treatment centres (RCs) in child welfare. “Program Penguin” aimed to help workers develop trauma-informed attitudes and implement trauma-informed practices, make the workplace more responsive to the well-being of RC workers, and reduce the use of restraints and seclusion among school-aged children in RCs. Methods: Informed by the theories of complex trauma (National Child Traumatic Stress Network Complex Trauma Task Force, 2003), polyvicitimization (Finkelhor et al., 2007), Attachment, Self-Regulation and Competency (ARC; Blaustein & Kinniburgh, 2018) and Positive Behavioural Interventions and Supports (PBIS; Sugai & Horner, 2002), Program Penguin was developed and deployed using the social innovation approach (Fixsen et al. 2005). The key stages of social innovation will here be used to describe the implementation process. Results: Changes in practices were observed, RC worker attitudes towards trauma-informed care were assessed and showed strong effects between multiple covariables. RC worker support needs were identified, and a reduction in the use of restraints and seclusions was shown. Key strategies towards the development and maintenance of buy-in and meaningful change in practices are also described. Implications: Changes observed at all levels of this implementation suggest Programme Penguin is a promising approach, despite local issues that arose and the challenges inherent to program deployment within child protection settings. It appears a trauma-informed program using positive behavioural approaches and leveraging existing organizational strengths may impact intervention strategies, worker attitudes, and the use of restraints and seclusions against children in RCs.

scholarly journals Personal-adaptive indicators of the sovereignty of the students’ psychological space

2019 ◽  
Vol 32 (2) ◽  
pp. 19-29
Author(s):  
І.O. Havryliuk
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
Social Adaptation ◽  
Communicative Interaction ◽  
Mathematical Methods ◽  
Psychological Space ◽  
Low Level ◽  
Environmental Stimuli ◽  
Study Results ◽  
Emotional Immaturity

The article presents a theoretical and empirical study of personal-adaptive indicators of the sovereignty of the students’ psychological space. The theoretical aspect of the problem emphasizes on viewing the social adaptation and its close relations with an individual’s social activity, aimed to gain knowledge about the world, develop certain principles and specific ways of interaction. It is stressed that an optimal variant of the local interaction between social environment and personality is the psychological space sovereignty, indicated by personal-adaptive characteristics that define the boundaries of an individual’s well-being and health. The paper demonstrates the importance of studying the sovereignty of psychological space in student years. The program of empirical research and the range of mathematical methods used to process the study results, allow specifying the factor symptom complex of personal-adaptive characteristics of students with different levels of psychological space sovereignty. High level is predetermined by an individual’s integral harmony in terms of positive self-esteem, self-regulation of emotions, independence, constructive communication, and life satisfaction, expressed by self-actualization in the signs of autonomy, creativity, and time orientation; friendliness and responsibility, as well as refractory reactions to the environmental stimuli. The medium level of psychological space sovereignty is characterized by emotional maturity, self-composure, sociability, open-mindedness, and outlook well-being; a social adaptation of such individuals is quite developed and focuses on the search of power, indicated by the quest for leadership and domination. Low level of psychological space sovereignty is denoted by personal maladaptive characteristics of the students, who experience emotional discomfort, existential malaise, the destructiveness of interpersonal communicative interaction, emotional immaturity, and dysphoric reactions to the environmental stimuli. The article necessitates on introducing and implementing psycho-correction practice for students with a low level of psychological space sovereignty to overcome potential emotional and maladaptive processes.

scholarly journals The representation features of the personal experience substructures of students with different self-concept profiles

2019 ◽  
Vol 32 (2) ◽  
pp. 30-35
Author(s):  
P. Sevostianov
Keyword(s):  
Theoretical Analysis ◽  
Personal Experience ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Negative Evaluation ◽  
Self Concept ◽  
General Level ◽  
Individual Experience ◽  
Self Perception

 The article is devoted to the substructures of the personal component of individual experience research. In the framework of theoretical analysis, the structural organization of individual experience is reviewed. The author's position consists in sticking to the O.M. Laktionov three-component model of the experience. During the theoretical analysis contemporary studies devoted to the study of individual experience are reviewed. Several substructures of the personal component of individual experience, that require attentive study, are defined. The self-concept notion is analyzed. For the first time, an analysis of the features of relationship between the feeling of self-concept well-being and the personal experience substructures are presented. The analysis, described in this article, is a continuation of the research, which devoted to the study of self-concept in the framework of the structure of the students` personal component of individual experience, during which on the basis of analysis the substructures of personal experience formation features the self-concept profiles were received. Four self-concept profiles were taken into consideration out of the results of the study: the "Conflict profile": persons for whom the simultaneous inclusion of the prosperous and problematic types of self-perception is inherent; "Prosperous profile": persons for whom the prosperous self-concept perception, that combines with low level of problem self-concept perception, is inherent; "Tendency to well-being": persons who are characterized by the tendency to decrease the negative evaluation of their self-concept, having the average indicators of their self-concept well-being; "Tendency to conflict": individuals, who are characterized by average indicators of their self-concept perception in a problematic context in a tendency to decrease the assessment of their self-concept well-being. Directly in the course of the work, described in the article, a comparative analysis of students with different profiles was performed, that was based on the degree of representation of individual experience personal component substructures. The comparison was made using the rank criterion of Kruskal-Wallis. During the comparison, the following results were obtained: for the students with different self-concept profiles was not revealed any differences in the indicators of self-esteem, neuroticism, extraversion, cooperation, conscientiousness, planning self-regulation, self-regulation flexibility, goal purpose in life orientation, and such values as conformance, traditions, kindness, universality and security. Openness to experience, modeling, results estimation, independence, general level of self-regulation, process and result orientation, locus of control myself, general life meaningfulness and independence as a value were the most expressive for students with a prosperous self-concept profile, and the least expressive – for students with a conflict profile and profile with a tendency to conflict. Programming, as well as the stimulation, achievement and power values were the most expressive for the students with a tendency to a prosperous self-perception. The locus of life control and hedonism as the value was found the most expressive among the students with a tendency to a conflict in their own self-perception; the least expressive it was for students with a prosperous profile.

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