Goal Cognition and Its Clinical Implications

Assessment ◽  
1995 ◽  
Vol 2 (2) ◽  
pp. 113-129 ◽  
Author(s):  
Paul Karoly ◽  
Linda S. Ruehlman
Keyword(s):  
Control Function ◽  
Self Regulation ◽  
Temporal Stability ◽  
National Sample ◽  
Theory Model ◽  
Regulatory Function ◽  
Self Monitoring ◽  
Negative Arousal ◽  
Goal Cognition ◽  
Development And Validation

Reports on the development and validation of the Goal Systems Assessment Battery (GSAB), a set of four questionnaires designed to gauge individual differences in personal goal construal as viewed within Ford's control theory model of conscious self-regulation. The Directive Function Questionnaire addresses attributions concerning goal-relevant self-efficacy and value. Self-monitoring of goal activity and social comparison evaluations are assessed via the Regulatory Function Questionnaire. The Control Function Questionnaire taps planning, self-reward, and self-criticism. The Arousal Function Questionnaire evaluates positive and negative arousal during goal pursuit. The GSAB was administered to college students ( N = 723) and a national sample of adults ( N = 246) to establish (a) its conceptual structure, (b) the factorial invariance of the instruments across distinct goal types, (c) temporal stability, (d) minimal susceptibility to social desirability bias, and (e) the relation of the GSAB to indexes of personal adjustment. Results of five studies support the psychometric and preliminary clinical utility of the instruments.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

Motivation Matters: Three Strategies to Support Motivation and Engagement in Mathematics

2021 ◽  
pp. 105345122199480
Author(s):  
Stephanie Morano ◽  
Andrew M. Markelz ◽  
Kathleen M. Randolph ◽  
Anna Moriah Myers ◽  
Naomi Church
Keyword(s):  
Academic Success ◽  
Students With Disabilities ◽  
Mathematics Classroom ◽  
Self Regulation ◽  
Token Economy ◽  
Self Monitoring ◽  
High Preference ◽  
Motivation And Engagement ◽  
Behavior Specific Praise ◽  
Attentive Behavior

Motivation and engagement in mathematics are important for academic success and are sometimes compromised in students with disabilities who have experienced a history of frustration and failure. This article explains how general and special education teachers can implement three research-supported strategies for boosting motivation and engagement for elementary students with or at risk of emotional and behavioral disorders (EBD) in the mathematics classroom. The strategies include (a) reinforcing engagement and motivation in mathematics using behavior-specific praise and token economy systems; (b) teaching self-monitoring and self-regulation strategies to promote attentive behavior and academic achievement; and (c) using the high-preference strategy to build behavioral momentum and support completion of nonpreferred tasks.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

scholarly journals Development and Validation of the Masculine Attributes Questionnaire

2017 ◽  
Vol 11 (4) ◽  
pp. 941-951 ◽  
Author(s):  
Junhan Cho ◽  
Steven M. Kogan
Keyword(s):  
African American ◽  
Risk Behavior ◽  
Sexual Risk ◽  
Sexual Risk Behavior ◽  
Discriminant Validity ◽  
African American Men ◽  
Self Regulation ◽  
Multiple Sexual Partners ◽  
Concurrent Sexual Partnerships ◽  
Development And Validation

The present study describes the development and validation of the Masculine Attributes Questionnaire (MAQ). The purpose of this study was to develop a theoretically and empirically grounded measure of masculine attributes for sexual health research with African American young men. Consistent with Whitehead’s theory, the MAQ items were hypothesized to comprise two components representing reputation-based and respect-based attributes. The sample included 505 African American men aged 19 to 22 years ( M = 20.29, SD = 1.10) living in resource-poor communities in the rural South. Convergent and discriminant validity of the MAQ were assessed by examining the associations of masculinity attributes with psychosocial factors. Criterion validity was assessed by examining the extent to which the MAQ subscales predicted sexual risk behavior outcomes. Consistent with study hypotheses, the MAQ was composed of (a) reputation-based attributes oriented toward sexual prowess, toughness, and authority-defying behavior and (b) respect-based attributes oriented toward economic independence, socially approved levels of hard work and education, and committed romantic relationships. Reputation-based attributes were associated positively with street code and negatively related to academic orientation, vocational engagement, and self-regulation, whereas respect-based attributes were associated positively with academic and vocational orientations and self-regulation. Finally, reputation-based attributes predicted sexual risk behaviors including concurrent sexual partnerships, multiple sexual partners, marijuana use, and incarceration, net of the influence of respect-based attributes. The development of the MAQ provides a new measure that permits systematic quantitative investigation of the associations between African American men’s masculinity ideology and sexual risk behavior.

Using Self-Monitoring of Performance With Self-Graphing to Increase Academic Productivity in Math

2017 ◽  
Vol 26 (2) ◽  
pp. 57-65 ◽  
Author(s):  
Jenny C. Wells ◽  
Patricia H. Sheehey ◽  
Michael Sheehey
Keyword(s):  
Academic Performance ◽  
Mathematics Teaching ◽  
Self Regulation ◽  
Important Predictor ◽  
Academic Productivity ◽  
Self Monitoring ◽  
Achievement In Mathematics ◽  
Math Proficiency

Self-regulation skills have been found to be an important predictor of achievement in mathematics. Teaching a student to regulate his or her behavior during independent math work sessions using self-monitoring of performance with self-graphing focuses him or her on academic performance and results in increases in productivity and math proficiency. This article describes the process of designing and implementing this intervention.

scholarly journals Parental RNAi Silencing of the transformer-2 Gene in a Species of the Anastrepha fraterculus Complex of Cryptic Species (Diptera, Tephritidae)

2021 ◽  
Vol 13 (10) ◽  
pp. 70
Author(s):  
Pietro E. Vicari ◽  
Esther S. Chang ◽  
André L. P. Perondini ◽  
Denise Selivon
Keyword(s):  
Mating Behavior ◽  
Self Regulation ◽  
Fruit Fly ◽  
Regulatory Function ◽  
Rnai Silencing ◽  
Sustainable Technologies ◽  
Xx Males ◽  
Fly Control ◽  
Tephritid Fruit Flies

In genera Anastrepha, Bactrocera and Ceratitis of the tephritid fruit flies the auto-regulatory function of gene transformer is assumed to be activated by maternal derived mRNA or the proteins of the gene transformer (tra-2 mat) and transformer-2 (tra-2mat). However, this maternal effect was not yet been demonstrated. The objective of the present study was to test the effect of absence of tra-2mat in the eggs on the sex determination of A. sp.1 affinis fraterculus. This was achieved by silencing gene tra-2 in the parental females via the pRNA interference. The data showed that tra-2 was transiently silenced in the female for three weeks period. The progenies sex ratio produced by these females during the silencing of tra-2 depart from 1:1 in favor of males. The excess of males was due to the transformation of a fraction of genotypical female XX embryos into XX males, the so-called pseudomales, Individual F1 males from the offspring of treated females crossed to females from the stock, revealed that majority of them showed regular mating behavior and were fertile. However, no offspring was produced in the crosses by a fraction of males that have produced sperms, showed regular mating behavior but did not transfer sperms to the females. The data allow the conclusion that the absence of tra-2mat in the eggs had impaired the self-regulation of the embryonic gene tra resulting in the transformation of XX embryos into pseudomales and also that these pseudomales are sterile. This effect may be useful improve more sustainable technologies for fruit fly control such as SIT.

scholarly journals Adults’ Preferences for Behavior Change Techniques and Engagement Features in a Mobile App to Promote 24-Hour Movement Behaviors: Cross-Sectional Survey Study (Preprint)

2019 ◽  
Author(s):  
Ann DeSmet ◽  
Ilse De Bourdeaudhuij ◽  
Sebastien Chastin ◽  
Geert Crombez ◽  
Ralph Maddison ◽  
...  
Keyword(s):  
Behavior Change ◽  
Repeated Measures ◽  
Self Regulation ◽  
Mobile App ◽  
User Preferences ◽  
Movement Behavior ◽  
Survey Study ◽  
User Engagement ◽  
Behavior Change Techniques ◽  
Self Monitoring

BACKGROUND There is a limited understanding of components that should be included in digital interventions for 24-hour movement behaviors (physical activity [PA], sleep, and sedentary behavior [SB]). For intervention effectiveness, user engagement is important. This can be enhanced by a user-centered design to, for example, explore and integrate user preferences for intervention techniques and features. OBJECTIVE This study aimed to examine adult users’ preferences for techniques and features in mobile apps for 24-hour movement behaviors. METHODS A total of 86 participants (mean age 37.4 years [SD 9.2]; 49/86, 57% female) completed a Web-based survey. Behavior change techniques (BCTs) were based on a validated taxonomy v2 by Abraham and Michie, and engagement features were based on a list extracted from the literature. Behavioral data were collected using Fitbit trackers. Correlations, (repeated measures) analysis of variance, and independent sample <italic>t</italic> tests were used to examine associations and differences between and within users by the type of health domain and users’ behavioral intention and adoption. RESULTS Preferences were generally the highest for information on the health consequences of movement behavior self-monitoring, behavioral feedback, insight into healthy lifestyles, and tips and instructions. Although the same ranking was found for techniques across behaviors, preferences were stronger for all but one BCT for PA in comparison to the other two health behaviors. Although techniques fit user preferences for addressing PA well, supplemental techniques may be able to address preferences for sleep and SB in a better manner. In addition to what is commonly included in apps, sleep apps should consider providing tips for sleep. SB apps may wish to include more self-regulation and goal-setting techniques. Few differences were found by users’ intentions or adoption to change a particular behavior. Apps should provide more self-monitoring (<italic>P</italic>=.03), information on behavior health outcome (<italic>P</italic>=.048), and feedback (<italic>P</italic>=.04) and incorporate social support (<italic>P</italic>=.048) to help those who are further removed from healthy sleep. A virtual coach (<italic>P</italic><.001) and video modeling (<italic>P</italic>=.004) may provide appreciated support to those who are physically less active. PA self-monitoring appealed more to those with an intention to change PA (<italic>P</italic>=.03). Social comparison and support features are not high on users’ agenda and may not be needed from an engagement point of view. Engagement features may not be very relevant for user engagement but should be examined in future research with a less reflective method. CONCLUSIONS The findings of this study provide guidance for the design of digital 24-hour movement behavior interventions. As 24-hour movement guidelines are increasingly being adopted in several countries, our study findings are timely to support the design of interventions to meet these guidelines.

Self-Regulated Learning as a Method to Develop Scientific Thinking

2015 ◽  
pp. 1189-1214
Author(s):  
Erin E. Peters Burton
Keyword(s):  
Nature Of Science ◽  
Self Regulation ◽  
Scientific Thinking ◽  
Scientific Enterprise ◽  
Self Monitoring ◽  
Self Reflection ◽  
Learning And Teaching ◽  
Self Regulated Learning ◽  
Evaluation Of Performance ◽  
Regulated Learning

The development of skills and the rationale behind scientific thinking has been a major goal of science education. Research has shown merit in teaching the nature of science explicitly and reflectively. In this chapter, the authors discuss how research in a self-regulated learning theory has furthered this finding. Self-regulation frames student learning as cycling through three phases: forethought (cognitive processes that prepare the learner for learning such as goal setting), performance (employment of strategies and self-monitoring of progress), and self-reflection (evaluation of performance with the goal). Because students have little interaction with the inherent guidelines that drive the scientific enterprise, setting goals toward more sophisticated scientific thinking is difficult for them. However, teachers can help students set goals for scientific thinking by being explicit about how scientists and science function. In this way, teachers also explicitly set a standard against which students can self-monitor their performance during the learning and self-evaluate their success after the learning. In addition to summarizing the research on learning and teaching of self-regulation and scientific thinking, this chapter offers recommendations to reform science teaching from the field of educational psychology.

Mark-UP

2010 ◽  
pp. 278-294
Author(s):  
Mark McMahon
Keyword(s):  
Undergraduate Students ◽  
Reading Skills ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Academic Skills ◽  
Information Design ◽  
Student Experiences ◽  
Self Monitoring ◽  
Regulatory Strategies ◽  
High Level

While reading skills are an accepted key skill both for life and study, the capacity to read critically and apply reading concepts to solve problems and develop higher order conceptual understandings requires a high level of cognitive self-regulation that students do not always have. This chapter describes the development of and research into an environment, Mark-UP, designed to promote the self-monitoring inherent in regulating reading comprehension. The environment consists of a range of tools to assist learners in monitoring their comprehension through annotation, discussion, problem-solving and so on. The tool was applied to a class of undergraduate students in Interface and Information Design at an Australian university. The research involved questionnaires of the whole cohort as well as case studies of a number of student experiences with the environment, using interview and analysis of the students’ portfolios. The study found that, concerning students with weak academic skills, Mark-UP provided some support for their learning, but for stronger students it replicated cognitive strategies that they had already developed. The product was most effective for those students with moderate existing academic skills as it articulated and modeled strategies for reading that they could apply and go beyond to develop their own cognitive regulatory strategies for reading.

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