The Impact of Communications on the Self-Regulation of Health Beliefs, Decisions, and Behavior

1983 ◽  
Vol 10 (1) ◽  
pp. 3-29 ◽  
Author(s):  
Howard Leventhal ◽  
Martin A. Safer ◽  
Daphne M. Panagis
Keyword(s):  
Health Beliefs ◽  
Self Regulation ◽  
The Self ◽  
And Behavior ◽  
The Impact

scholarly journals Effects on Mood and EEG States After Meditation in Augmented Reality With and Without Adjunctive Neurofeedback

2021 ◽  
Vol 2 ◽  
Author(s):  
Jeremy Viczko ◽  
Jeff Tarrant ◽  
Ray Jackson
Keyword(s):  
Augmented Reality ◽  
Resting State ◽  
Therapeutic Potential ◽  
Mood State ◽  
Self Regulation ◽  
Current Source ◽  
The Self ◽  
Anterior Cingulate ◽  
Open Heart ◽  
The Impact

Research and design of virtual reality technologies with mental-health focused applications has increased dramatically in recent years. However, the applications and psychological outcomes of augmented reality (AR) technologies still remain to be widely explored and evaluated. This is particularly true for the use of AR for the self-management of stress, anxiety, and mood. In the current study, we examined the impact of a brief open heart meditation AR experience on participants with moderate levels of anxiety and/or depression. Using a randomized between-group design subjects participated in the AR experience or the AR experience plus frontal gamma asymmetry neurofeedback integrated into the experience. Self-reported mood state and resting-state EEG were recorded before and after the AR intervention for both groups. Participants also reported on engagement and perceived use of the experience as a stress and coping tool. EEG activity was analyzed as a function of the frontal, midline, and parietal scalp regions, and with sLORETA current source density estimates of anterior cingulate and insular cortical regions of interest. Results demonstrated that both versions of the AR meditation significantly reduced negative mood and increased positive mood. The changes in resting state EEG were also comparable between groups, with some trending differences observed, in line with existing research on open heart and other loving-kindness and compassion-based meditations. Engagement was favorable for both versions of the AR experience, with higher levels of engagement reported with the addition of neurofeedback. These results provide early support for the therapeutic potential of AR-integrated meditations as a tool for the self-regulation of mood and emotion, and sets the stage for more research and development into health and wellness-promoting AR applications.

Metacognition and Meta-Affect in Young Students: Does it Make a Difference in Mathematical Problem Solving?

2017 ◽  
Vol 119 (13) ◽  
pp. 1-26
Author(s):  
Meirav Tzohar-Rozen ◽  
Bracha Kramarski
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Self Regulation ◽  
The Self ◽  
Mathematical Problem Solving ◽  
Control Group ◽  
Affective Reactions ◽  
Thinking Aloud ◽  
Young Students ◽  
The Impact

Mathematical problem solving is one of the most valuable aspects of mathematics education and the most difficult for elementary school students. Cognitive and metacognitive difficulties in this area cause students to develop negative attitudes and emotions as affective reactions, hampering their efforts and achievements. These metacognitive and meta-affective reactions are fundamental aspects of self-regulated learning (SRL), a non-innate process that requires systematic, explicit student training. This study investigated the impact of two self-regulation programs among young students (Grade 5)—metacognition (n = 64) and meta-affect (n = 54) versus a control group (n =53)—on enhancing achievements in mathematical verbal problem solving and a novel transfer task, as well as metacognitive and meta-affective regulation processes of a focus group during a thinking-aloud solution. Mixed methods indicate that students who participated in the metacognitive and meta-affective intervention programs presented similar but higher achievements than the control group. Additionally, during the thinking-aloud solution, students from each group broadly implemented the self-regulation processes they were trained in, while consistently referring to all the self-regulation phases. The current study makes an important contribution to practical implications for students with diverse abilities.

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

scholarly journals Self-Distancing as a Strategy to Regulate Affect and Aggressive Behavior in Athletes: An Experimental Approach to Explore Emotion Regulation in the Laboratory

2021 ◽  
Vol 11 ◽  
Author(s):  
Alena Michel-Kröhler ◽  
Aleksandra Kaurin ◽  
Lutz Felix Heil ◽  
Stefan Berti
Keyword(s):  
Emotion Regulation ◽  
Aggressive Behavior ◽  
Self Regulation ◽  
Reaction Time Task ◽  
Field Studies ◽  
The Self ◽  
Taylor Aggression Paradigm ◽  
Sports And Exercise ◽  
And Behavior ◽  
Regulation Of Emotion

Self-regulation, especially the regulation of emotion, is an important component of athletic performance. In our study, we tested the effect of a self-distancing strategy on athletes’ performance in an aggression-inducing experimental task in the laboratory. To this end, we modified an established paradigm of interpersonal provocation [Taylor Aggression Paradigm (TAP)], which has the potential to complement field studies in order to increase our understanding of effective emotion regulation of athletes in critical situations in competitions. In our experimental setting, we first tested the applicability of the self-distancing perspective and the athletes’ ability to dynamically adapt besides the self-distanced perspective a self-immersed perspective to provocation in the TAP. Secondly, we investigated how this altered perspective modulated regulatory abilities of negative affectivity, anger, and aggression. The experiment consisted of two conditions in which the participant adopted either a self-immersed or a self-distanced perspective. Forty athletes (female: 23; male: 17) from different team (n = 27) and individual sports (n = 13) with a mean age of 23.83 years (SD = 3.41) competed individually in a reaction-time task against a (fictitious) opponent. Results show that athletes are equally able to adopt both perspectives. In addition, within-person analyses indicate that self-distancing decreased aggressive behavior and negative affect compared to the self-immersed perspective. Our results suggest that self-distancing modulates different levels of athletes’ experience (i.e., affect and anger) and behavior. Furthermore, this demonstrates the feasibility of testing self-regulation of emotion in athletes in a laboratory setting and allows for further application in research in sports and exercise psychology.

scholarly journals Educator Beliefs Around Supporting Early Self-Regulation: Development and Evaluation of the Self-Regulation Knowledge, Attitudes and Self-Efficacy Scale

2021 ◽  
Vol 6 ◽  
Author(s):  
Elena Vasseleu ◽  
Cathrine Neilsen-Hewett ◽  
John Ehrich ◽  
Ken Cliff ◽  
Steven James Howard
Keyword(s):  
Early Childhood ◽  
Self Efficacy ◽  
Self Regulation ◽  
Intervention Group ◽  
Early Childhood Educators ◽  
The Self ◽  
Control Group ◽  
Educator Attitudes ◽  
Cluster Randomized ◽  
The Impact

The current study sought to investigate the extent to which early childhood educators’ confidence in knowledge, attitudes and self-efficacy for supporting early self-regulation predicted educator behavior and children’s self-regulation outcomes. Data from a diverse sample of 165 early childhood educators participating in a cluster Randomized Control Trial evaluation of a self-regulation intervention were utilized to evaluate the construct validity, reliability and predictive properties of the Self-Regulation Knowledge, Attitudes and Self-Efficacy scale. Evaluation via traditional (EFA, Cronbach’s Alpha) and modern approaches (Rasch Analysis) yielded a valid and reliable 25-item scale, comprising three distinct yet related subscales (i.e., confidence in knowledge, attitudes, self-efficacy). For educators assigned to the intervention group, self-efficacy significantly predicted educators perceived competency to implement the self-regulation intervention as well as their perceptions around the effectiveness of the intervention to enhance children’s self-regulation. For educators assigned to the control group (i.e., practice as usual), educator attitudes longitudinally predicted children’s end-of-year status and change in self-regulation (over 6 months later). Findings from this study suggest the importance of pre-school educators’ beliefs for fostering early self-regulation and highlight a need to further explore the impact of these beliefs with regard to educator engagement with intervention.

Self-directed speech and self-regulation in childhood neurodevelopmental disorders: Current findings and future directions

2019 ◽  
Vol 32 (1) ◽  
pp. 205-217 ◽  
Author(s):  
Aisling Mulvihill ◽  
Annemaree Carroll ◽  
Paul E. Dux ◽  
Natasha Matthews
Keyword(s):  
Systematic Review ◽  
Neurodevelopmental Disorders ◽  
Language Disorder ◽  
Self Regulation ◽  
Autism Spectrum ◽  
The Self ◽  
Future Research ◽  
Hyperactivity Disorder ◽  
Future Research Directions ◽  
And Behavior

AbstractSelf-directed speech is considered an important developmental achievement as a self-regulatory mediator of thinking and behavior. Atypical self-directed speech is often implicated in the self-regulatory challenges characteristic of children with neurodevelopmental disorders. A growing body of evidence provides snapshots across age-levels and diagnoses, often presenting conflicting results. This systematic review is undertaken to impose clarity on the nature, extent, and self-regulatory implications of self-directed speech interruption in children with developmental language disorder (DLD), autism spectrum disorder (ASD), and attention deficit hyperactivity disorder (ADHD).A rigorous search process of relevant databases (i.e., PsychInfo, PubMed, CINAHL, ERIC) uncovered 19 relevant peer-reviewed articles that investigate self-directed speech in children with neurodevelopmental disorders. Consistent across the research, children with DLD, ASD, and ADHD present with differential development and use of self-directed speech.In its synthesis of findings, this systematic review clearly explicates the differential ontogenesis of self-directed speech in neurodevelopmental disorders and interprets the self-regulatory implications for children with DLD, ASD, and ADHD. Furthermore, the review spotlights important future research directions to better understand the mechanistic relationship between self-directed speech and self-regulation.

Whole-Class Implementation of the Self-Determined Learning Model of Instruction in Inclusive High School Mathematics Classes

Inclusion ◽  
2018 ◽  
Vol 6 (3) ◽  
pp. 164-174 ◽  
Author(s):  
Sheida K. Raley ◽  
Karrie A. Shogren ◽  
Annette McDonald
Keyword(s):  
High School ◽  
General Education ◽  
Self Regulation ◽  
Learning Model ◽  
The Self ◽  
Self Determination ◽  
Content Standards ◽  
Future Research ◽  
High School Mathematics ◽  
The Impact

Abstract Skills associated with self-determination (e.g., self-regulation, problem solving, goal-setting, planning) are infused throughout all secondary content standards, including career and college readiness standards for which all students are responsible. Given research demonstrating the link between self-determination and positive school and post-school outcomes, there is a need to examine the implementation and outcomes of instruction related to self-determination in inclusive general education classrooms. This article reports findings of a one-group, pretest-posttest design examining the impact of the Self-Determined Learning Model of Instruction (SDLMI), a model of instruction designed to be implemented by teachers to support students to learn skills associated with self-determination, on goal achievement of adolescents with and without disabilities in inclusive high school Algebra classrooms. Findings suggest that participants with and without disabilities attained educationally-relevant goals related to math following intervention. Directions for future research and practice are discussed.

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