An Investigation of the Self-Regulation Components Students Employ in the Physical Education Setting

2004 ◽  
Vol 23 (2) ◽  
pp. 123-142 ◽  
Author(s):  
Gilles Kermarrec ◽  
John R. Todorovich ◽  
David S. Fleming
Keyword(s):  
Physical Education ◽  
School Achievement ◽  
Self Regulation ◽  
Cognitive Activity ◽  
The Self ◽  
Verbal Description ◽  
Physical Education Class ◽  
Qualitative And Quantitative ◽  
Verbal Data ◽  
Regulation Model

Research in educational psychology and sport psychology indicates that school achievement depends on students’ capacity to self-regulate their own learning processes. The purpose of this study was to investigate the self-regulation components employed by students in a natural physical education setting. Twenty-three French students, 14 and 15 years old, were videotaped during their regular physical education class as their teachers taught them a new skill. The students then watched a recording of their performance and provided the researcher with a verbal description of their cognitive activity during the lesson. Verbal data were then analyzed using both qualitative and quantitative techniques. The data revealed that the students employed a 17-component self-regulation model while learning a new skill in the natural physical education context. Three teaching models that emerged for eliciting the identified self-regulation components among students are also discussed.

Development and testing of a self-regulation model for recurrent depression

2018 ◽  
Vol 25 (10-11) ◽  
pp. 1732-1742
Author(s):  
Bonnie M Hagerty ◽  
Melissa A Bathish ◽  
Emily Kuchman
Keyword(s):  
Depressive Symptoms ◽  
Standard Deviation ◽  
Self Regulation ◽  
The Self ◽  
Self Management ◽  
Illness Management ◽  
Recurrent Depression ◽  
Post Intervention ◽  
Regulation Model ◽  
Depression Intervention

Self-regulation is a strategy for self-management of depression. Study aims were to (1) describe development of an intervention based on metacognition and self-regulation, (2) test intervention feasibility and utility, and (3) determine its effectiveness in reducing depressive symptoms. The Self-Regulated Illness Management of Depression intervention was developed and taught to 22 participants with recurrent depression. There was no attrition 6 months post intervention. At 6 months, there was a significant decrease in depressive symptoms ( M = 10.21, standard deviation = 8.0), t(18) = 5.60, p < .001, and 73 percent of participants used Self-Regulated Illness Management of Depression frequently. Results indicated that Self-Regulated Illness Management of Depression was feasible and useful.

Self-Regulation and the Etiology of Sexual Deviance: Evaluating Causal Theory

2008 ◽  
Vol 23 (1) ◽  
pp. 35-51 ◽  
Author(s):  
Jill D. Stinson ◽  
Judith V. Becker ◽  
Bruce D. Sales
Keyword(s):  
Path Analysis ◽  
Sexual Behaviors ◽  
Self Regulation ◽  
Causal Theory ◽  
The Self ◽  
Future Research ◽  
Sexual Deviance ◽  
Sex Offending ◽  
Antisocial Behaviors ◽  
Regulation Model

Recently introduced theories of sex offending, including the self-regulation model and the multimodal self-regulation theory, have implicated self-regulatory deficits as a key variable in the development of sexually inappropriate interests and behaviors. While dysregulation has been considered an important component of a variety of behavioral, emotional, and interpersonal disorders, sexual behaviors have rarely been conceptualized within this context. In this study, we have examined a number of variables linked to self-regulation and dysfunctional outcomes in a sample of 95 sex-offending men. Results of a path analysis demonstrated that self-regulatory deficits were significantly predictive of paraphilic and antisocial behaviors in this group. Implications for our understanding of the etiology of sexual deviance and future research in this area are discussed.

scholarly journals COMPONENTS OF STUDENTS’ SELF-SYSTEM AND EXPERIENCE OF COGNITIVE STATES DURING EXAMINATIONS

2020 ◽  
Vol 30 (2) ◽  
pp. 143-155
Author(s):  
M.E. Valiullina ◽  
M.I. Kartasheva
Keyword(s):  
High School Students ◽  
Self Regulation ◽  
Cognitive Activity ◽  
High Stress ◽  
Educational Process ◽  
The Self ◽  
Psychological Characteristics ◽  
Affective States ◽  
School Students ◽  
Self System

Exploring the issue of various individual psychological parameters self-regulation in the context of secondary and higher education is undoubtedly relevant. The role of the self-system in the process of setting and stabilization of person’s psychological comfort remains undeniable as well. One of the psychological and pedagogical problems of verifying students' knowledge in the current educational process, and especially during the examination tests, is the high stress caused by information and psychological overload. In particular, examination stress affects the student’s cognitive activity, and this in turn can have a significant impact on the test result. This article describes the study of influence of self-esteem of psychological characteristics directly related to the perception, understanding, remembering of new information in the context of the educational process and factors of self-attitude, as the structures of person’s self-system, on students' memories of cognitive and affective states experience during the examination tests. The research methods were testing and questioning followed by analysis of statistical connections and differences. The results of the research indicate the existence of certain general psychological mechanisms of influence of the self-system’s structures on cognitive and affective states regulation of students in situation of examinations. In practical terms, the data obtained can be useful for the development of psychological and pedagogical technologies for working with secondary and high school students in order to improve the quality of examination answers, taking into account the context of situations and individual psychological characteristics of students.

scholarly journals Enhanced neural responses in specific phases of reward processing in individuals with Internet gaming disorder

2021 ◽  
Vol 10 (1) ◽  
pp. 99-111
Author(s):  
Lingxiao Wang ◽  
Guochun Yang ◽  
Ya Zheng ◽  
Zhenghan Li ◽  
Yue Qi ◽  
...  
Keyword(s):  
Self Regulation ◽  
Internet Gaming Disorder ◽  
Reward System ◽  
Reward Processing ◽  
The Self ◽  
Gaming Disorder ◽  
Internet Gaming ◽  
Reward Anticipation ◽  
Outcome Monitoring ◽  
Regulation Model

AbstractBackground and aimsInternet gaming disorder (IGD) has become a global health problem. The self-regulation model noted that a shift to reward system, whether due to overwhelming reward-seeking or impaired control, can lead to self-regulation failures, e.g., addiction. The present study focused on the reward processing of IGD, aiming to provide insights into the etiology of IGD. Reward processing includes three phases: reward anticipation, outcome monitoring and choice evaluation. However, it is not clear which phases of reward processing are different between individuals with IGD and healthy controls (HC).MethodsTo address this issue, the present study asked 27 individuals with IGD and 26 HC to complete a roulette task during a functional MRI scan.ResultsCompared with HC, individuals with IGD preferred to take risks in pursuit of high rewards behaviorally and showed exaggerated brain activity in the striatum (nucleus accumbens and caudate) during the reward anticipation and outcome monitoring but not during the choice evaluation.DiscussionThese results reveal that the oversensitivity of the reward system to potential and positive rewards in college students with IGD drives them to approach risky options more frequently although they are able to assess the risk values of options and the correctness of decisions properly as HC do.ConclusionsThese findings provide partial support for the application of the self-regulation model to the IGD population. Moreover, this study enriches this model from the perspective of three phases of reward processing and provides specific targets for future research regarding effective treatment of IGD.

Game as a means of shaping childrens readiness for school

2020 ◽  
Vol 1(16) (2020) ◽  
pp. 49-55
Author(s):  
Volodymyr Antoniuk ◽  
◽  
Nadiia Alendar ◽  
Keyword(s):  
Theoretical Analysis ◽  
Research Methods ◽  
First Graders ◽  
School Achievement ◽  
Self Regulation ◽  
Cognitive Activity ◽  
Educational Activity ◽  
Stage Of Development ◽  
School Research ◽  
Basic Life Skills

The purpose of the study. UNESCO, in its four-dimensional model of education, proposed a framework for determining the basic life skills of a modern student. That is, in modern psychological and pedagogical science, when preparing future first-graders for training at NUSH, there was a shift in emphasis on teaching senior preschoolers certain knowledge, skills and skills to form their life competencies. Such changes have become possible with the reforms taking place in the education system. The main means for the formation of key competencies in future first-graders in preschool childhood can be only the game - the leading activity of preschoolers at this stage of development. The game contributes to the formation of the child's personality, the development of his cognitive activity, independence and self-regulation. The purpose of the article is a theoretical analysis of the use of the possibilities of games to form the readiness of a senior preschool to study in a new Ukrainian school. Research methods. In the process of work we used the following research methods: theoretical: analysis and synthesis, induction and deduction, modeling; empirical: observations, comparisons. Result. The main indicator of readiness for schooling is the desire and ability of the child to study, to own components of educational activities. All this ensures school achievement. The game provides children with the development of those qualities that allow them to make changes to game plans at will, independently enter into interaction with peers, realize their strengths and opportunities, showing independence, activity and self-regulation. These characteristics play not only an invaluable role in shaping the personality of the future student, but also contribute to the formation of elements of educational activity.

The Self Regulation Model of Attachment Trauma and Addiction

2009 ◽  
Vol 38 (4) ◽  
pp. 351-360 ◽  
Author(s):  
Nora LaFond Padykula ◽  
Philip Conklin
Keyword(s):  
Self Regulation ◽  
The Self ◽  
Attachment Trauma ◽  
Regulation Model
Sign in / Sign up

Export Citation Format

Share Document