scholarly journals Motivation and self‐regulation: The role of want‐to motivation in the processes underlying self‐regulation and self‐control

2018 ◽  
pp. e12425 ◽  
Author(s):  
Kaitlyn M. Werner ◽  
Marina Milyavskaya
Keyword(s):  
Self Regulation ◽  
Self Control

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

scholarly journals Peculiarities of Expression of Leadership of Pre-Primary Children in Musical Activities

Pedagogika ◽  
2015 ◽  
Vol 117 (1) ◽  
pp. 118-132
Author(s):  
Asta Rauduvaitė ◽  
Živilė Virganavičienė
Keyword(s):  
Scientific Literature ◽  
Self Regulation ◽  
Negative Influence ◽  
Self Control ◽  
Literature Analysis ◽  
Leadership Qualities ◽  
Number Of Children ◽  
Self Confidence ◽  
Musical Activities

On the basis of scientific literature analysis it can be stated that at pre-primary age leadership is fostered developing children’s self-confidence, initiative, communication with adults, empathy, curiosity, leading of activities and play, activity, self-regulation and self-control, creativity, generating of ideas, which may be expressed in musical activities as well. Therefore, applying musical activities, expression of various features may be encouraged, their synthesis and variations may be achieved to enable a child to experience the nurtured qualities and to develop them. The results of the research on expression of leadership qualities of pre-primary children in musical activities showed that children’s leadership qualities are expressed in singing most frequently. Expression of leadership in other activities such as listening to music, playing and rhythmisation, improvisation and creation, is not so suggestive. Expression of leadership qualities in all activities should be encouraged, whereas during singing activities, all the distinguished leadership qualities were noticed: communicating with adults, generating of ideas, leading of activities and play, initiative, activity, empathy, creativity, curiosity, sensitivity, self-regulation and self-control. The analysis of children’s opinion about leadership qualities revealed that: 1) distribution of favorable musical activities is predetermined by child’s wish to involve in a certain activity and its attractiveness. Therefore, the role of a teacher is important presenting these activities in an attractive way and making attempts to strengthen learners’ interested in them; 2) children like to rally other children for activities but involve in them to a different extent. Some of them seek to lead, others generate ideas and show initiative to rally other children but they later assume the role of a collaborator and do not lead activities. Moreover, a number of children experience a negative influence of their peers, when they are not invited to engage in play, i.e., they lose self-confidence or engage in play only as an observer.

scholarly journals ADHD and comorbidity: The role of pharmacotherapy

2022 ◽  
Vol 27 ◽  
pp. 194-206
Author(s):  
Aikaterini Doulou ◽  
Athanasios Drigas
Keyword(s):  
Behavioral Problems ◽  
Developmental Disorders ◽  
Rapid Development ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
First Choice ◽  
The Social

In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder due to difficulties in cognitive and metacognitive functions. Only when individuals improve these functions will they be able to integrate in the social environment. Skills such as self-awareness, self-regulation, and self-control can help children with ADHD develop their emotional intelligence to control their cognitive deficits and adapt to diverse areas. With the rapid development of science, several medical and behavioral methods have been proposed to treat ADHD, which have contributed significantly to the control of symptoms. However, medication is considered as a first-choice treatment to reduce the symptoms. The present study investigates the comorbidity of ADHD with other mental and developmental disorders as also the role and effectiveness of drug intervention in order to improve the quality of life of these children.

scholarly journals Vicarious self-control use and persuadability: The role of resistance effort

2020 ◽  
Author(s):  
Joshua Ackerman
Keyword(s):  
Self Regulation ◽  
Mental Simulation ◽  
Self Control ◽  
Persuasive Messages ◽  
Argument Strength ◽  
Depletion Effect ◽  
Increased Susceptibility

Vicarious processing studies show that people sometimes experience the consequences of others’ actions. In the domain of self-regulation, this may result in increased susceptibility to persuasion attempts following mental simulation of another person’s self-control use—a vicarious depletion effect. Yet, little is known about the boundaries of such effects. Here, the interactive roles of persuasion content (argument strength) and resistance effort (message favorability) were examined. Vicariously depleted participants expressed greater positivity only toward advocated policies that were initially favorable and used strong arguments, but not toward policies that were initially unfavorable. These findings indicate that people are able to overcome the effects of vicarious depletion when they are highly resistant to the content of persuasive messages.

Women’s Behavioral Responses to Sexual Aggression: The Role of Secondary Cognitive Appraisals and Self-Regulation

2016 ◽  
Vol 23 (14) ◽  
pp. 1689-1709 ◽  
Author(s):  
Christine K. Tirabassi ◽  
S. Jean Caraway ◽  
Raluca M. Simons
Keyword(s):  
Sexual Assault ◽  
Sexual Aggression ◽  
Process Model ◽  
Self Regulation ◽  
Behavioral Responses ◽  
Cognitive Appraisals ◽  
Self Control ◽  
Dual Process ◽  
Sexually Aggressive

Sexual assault history, secondary cognitive appraisals, and a dual-process model of self-regulation were examined as predictors of women’s intended behavioral responses to hypothetical sexual aggression. College women ( N = 435) read a sexually aggressive scenario and rated their intentions to engage in assertive, polite, and passive behavioral responses. Results indicated secondary cognitive appraisals predicted less assertive, more polite, and more passive responses. Good self-control predicted assertive and polite responses, while sexual assault history and poor regulation predicted passive responses. Poor regulation significantly moderated the relationship between secondary cognitive appraisals and passive behavioral responses. Implications for the prevention of sexual assault are discussed.

The Role of Shame and Virtues in the Self-Regulation of Decisions to Engage in Digital Piracy

2021 ◽  
Vol 29 (1) ◽  
pp. 15-28
Author(s):  
Halimin Herjanto ◽  
Richard P. Bagozzi ◽  
Sanjaya S. Gaur
Keyword(s):  
Boundary Conditions ◽  
Moral Reasoning ◽  
Self Regulation ◽  
Moral Behavior ◽  
Social Costs ◽  
The Self ◽  
Self Control ◽  
Digital Piracy ◽  
Legal Remedies

Digital piracy of DVDs, software, and music is a prevalent behavior worldwide and has significant financial and social costs for society. Yet legal remedies and technological ways of controlling digital piracy are expensive and often do not work. To address a need for study of moral reasoning in digital piracy decisions, we develop and test a model of moral behavior that relies on self-control. Two kinds of shame are examined in separate experiments: indirect shame, where a shamed person overhears a friend condemning digital piracy but the friend is unware that the person overhearing the criticism has in fact committed digital piracy, and direct shame where a person becomes aware that his or her friend has in fact committed digital piracy and reprimands him or her. Findings show that both kinds of felt shame can be induced to affect such behaviors as decisions to discontinue digital piracy, giving advice or discouraging others not to engage in digital piracy, giving money to anti-digital piracy causes, reporting people who commit acts of digital piracy, signing a petition against digital piracy, and supporting legislation and fines against digital piracy. We examine two boundary conditions of felt shame: values of personal ambition and equality that function as automatic cognitions regulating the shame and through it digital piracy. Hypotheses were tested on a sample of 300 adults.

scholarly journals The relationship between voluntary self-regulation and psychological preparation of teachers for blended learning

2020 ◽  
pp. 29-34
Author(s):  
Natalia Ruda ◽  
Oleksandra Nikolina
Keyword(s):  
Blended Learning ◽  
Self Regulation ◽  
Learning Technologies ◽  
Self Control ◽  
Psychological Preparation ◽  
Professional Activities ◽  
Low Levels ◽  
The Relationship ◽  
Different Levels

The article deals with the problem of teachers’ psychological preparation to the blended learning. The readiness of the teacher is one of the main issues that need psychological support and development. The problem of the psychological readiness of teachers to engage in an occupation has always been acute. However, the modern environment forces teachers to adapt to all challenges. One of such conditions was the forced passage to a blended learning. As far as this issue is concerned, the issue of psychological preparation of teachers for all the challenges of today is still unresolved, as well as the role of voluntary self-regulation in the structure of psychological preparation of teachers. The study of the phenomenon of psychological preparedness for the use of blended learning in teachers' professional activities involves concentrating on a number of issues. These factors further complicate the training of psychological preparation. The purpose of the study is to identify the relationship between voluntary self-regulation and psychological ability to work in blended learning. The article discusses the theoretical aspects of teachers' psychological preparation for blended learning, particularly the voluntary component. The article deals with the empirical results of the study of the structure of psychological readiness of school teachers to use blended learning technologies. The research involved 30 teachers of different age and representing different levels of education. A questionnaire aimed at diagnosing the psychological readiness of the use of blended learning technologies is developed. One of the components of teachers' psychological readiness for a blended form of learning is studied - volitional self-regulation, which includes indicators of persistence and self-control and its connectedness with the psychological readiness of the teacher. The study of the volitional component revealed that the levels of self-mastery and perseverance of most teachers are at medium and low levels. However, the results of the study showed that most teachers subjectively define themselves as psychologically ready for a blended form of education. It is submitted that the subjective indicators do not coincide with the results of the objective study. The study has become the basis for the development of a set of exercises to augment the components of psychological preparedness.

scholarly journals Motivation and self-regulation: The role of want-to motivation in the processes underlying self-regulation and self-control

2018 ◽  
Author(s):  
Kaitlyn M. Werner ◽  
Marina Milyavskaya
Keyword(s):  
Goal Attainment ◽  
Self Regulation ◽  
Goal Pursuit ◽  
Self Control ◽  
Future Research ◽  
Regulatory Processes ◽  
Integral Role

Research on self-regulation has largely focused on the idea of effortful self-control, which assumes that exerting willpower will lead to greater success. However, in recent years, research has challenged this perspective and instead proposes that effortless self-regulation is more adaptive for long-term goal pursuit. Taking into consideration the burgeoning literature on effortless self-regulation, here we propose that motivation – or the reasons why we pursue our goals – plays an integral role in this process. The objective of the present paper is thus to highlight how motivation can play a role in how self-regulation unfolds. Specifically, we propose that pursuing goals because you want-to (vs. have-to) is associated with better goal attainment as a function of experiencing less temptations and obstacles. While the reason why want-to motivation relates to experiencing fewer obstacles has yet to be thoroughly explored, here we propose some potential mechanisms drawing from recent research on self-regulation. We also provide recommendations for future research, highlighting the importance of considering motivation in the study of self-regulatory processes.

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