2. Social Rationality, Self-Regulation, and Well-Being: The Regulatory Significance of Needs, Goals, and the Self

2020 ◽  
pp. 72-112
Keyword(s):  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Social Rationality ◽  
Regulatory Significance

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.

scholarly journals High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being

2014 ◽  
Author(s):  
Danilo Garcia ◽  
Alexander Jimmefors ◽  
Lillemor Adrianson ◽  
Fariba Mousavi ◽  
Patricia Rosenberg ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Personal Growth ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Psychological Well Being ◽  
Environmental Mastery ◽  
Self Acceptance ◽  
Final Grades

Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.

scholarly journals The theoretical foundations of the personal component of individual experience research

2019 ◽  
Keyword(s):  
Personal Experience ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Self Concept ◽  
Individual Experience ◽  
Holistic Theory ◽  
Conceptual Foundations ◽  
Theoretical Foundations ◽  
Made In

The article contains a theoretical analysis of the personal component of individual experience, namely, its components, which most fully describe the features of its organization, are singled out. The analysis was based on the A.N. Laktionov individual experience concept, suggesting the presence of personal, social and mnemic components. During the consideration of the personal component, its analysis was made in three aspects: the interpretation of oneself, the interpretation of others, and the interpretation of the surrounding world. The components of the personal component of individual experience are meaningfully defined: in the aspect of self-interpretation, self-esteem, self-regulation and the Self-concept; in the aspect of interpreting others, the values and the Self-concept; in the aspect of the interpretation of the world - values and lifemeaning orientations. Each of the components separately considered in the framework of various concepts. As a result, a separate attention was paid to the theory: self-regulation by V. Morosanova; the meaning of the life of V. Frankl, supplemented by D. Leontiev; the Self-concept of V. Stolin and the values of S. Schwartz and W. Bilski. The concept of the the Self-concept was also proposed as a generalization of ideas about one’s own well-being as a representative characteristic of the personal component of individual experience, which was introduced due to the need to embrace the problem of dispersal of experience over time. Personal theories for their compliance with the characteristics of the study of personal experience, including both domestic and foreign, are considered. Facts are given that indicate that the integration of the concepts of Aysenck, Allport and Cattell could create one of the most relevant conceptual foundations for the study of personal experience. It was concluded that the most appropriate holistic theory, within which the personal component of individual experience can be investigated, is the theory of the Big Five, which, while fully describing the personality as a whole, makes a separate emphasis on the attitude of the person to his own experience.

Autonomous Motivation, Internalization, and the Self

2019 ◽  
pp. 392-414
Author(s):  
Markus Quirin ◽  
Mattie Tops ◽  
Julius Kuhl
Keyword(s):  
Large Scale ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Well Being ◽  
Functional Approach ◽  
The Self ◽  
Humanistic Psychology ◽  
Mental Processes ◽  
Human Motivation ◽  
Autonomous Behavior

In humanistic psychology, autonomy, internalization, and the self constitute fundamental concepts to explain adaptive behavior and well-being. However, the momentary mental processes, their interactions, and individual differences that constitute a causal fundament for these concepts are yet underexplored. The authors will analyze these processes against the backdrop of a functional approach, Personality Systems Interactions Theory, which conceives the self as one out of several neurocognitive systems and highlights its role for autonomous motivation and self-regulation. We attempt to provide answers to questions such as the following: Which momentary mental processes and underlying neurocognitive systems (e.g., large-scale brain networks) facilitate the establishment of stages of internalization? Can the self become inhibited in a way that even highly internalized goals and values may not manifest in behavior? Which role does the self play in emotion regulation and decision-making, and how do these processes in turn facilitate autonomous behavior? The authors believe that the present functional analysis advances a conciliation between a phenomenologically-oriented, humanities view and a process-oriented natural science view on human motivation.

Beyond the Self in Self-Regulation—Reaching Beyond Technologies: The Importance of Others and Relationships to Individual Well-Being

Biofeedback ◽  
2015 ◽  
Vol 43 (4) ◽  
pp. 158-162 ◽  
Author(s):  
Mari K. Swingle
Keyword(s):  
Social Isolation ◽  
Current Practice ◽  
Self Regulation ◽  
Digital Age ◽  
Well Being ◽  
The Self ◽  
Obsessive Compulsive ◽  
Face To Face ◽  
Spectrum Disorders ◽  
Anxiety Depression

As technologies become increasingly integrated in all aspects of culture, we may be losing our therapeutic pulse on how important true face-to-face and heart-to-heart relationships are to our personal and collective well-being. Social isolation and excessive utilization of i-technology appear to contribute to the development or maintenance of anxiety, depression, obsessive-compulsive spectrum disorders, and ADHD. Human engagement risks being eclipsed by the novelty and excitement of the digital age. Current practice indicates that there are potentially positive and even therapeutic applications of technologies for betterment and healing, but that we should be selective in our applications.

Resilience and well-being

2018 ◽  
pp. 503-512
Author(s):  
Sarah Stewart-Brown
Keyword(s):  
Public Health ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Relational Support ◽  
Infancy And Childhood ◽  
The Face ◽  
Resilient Response ◽  
The Life Course ◽  
Mental Well Being

Resilience and well-being are relatively new to public health and psychiatry, and the research that underpins the concepts is often found in the publications of other disciplines—psychology, neuroscience, physiology, and philosophy. This chapter argues, using ideas from a range of disciplines, that resilience and well-being are integrally linked in that resilience is a product, a marker, and a developer of mental well-being. A level of well-being commensurate with a particular challenge enables a resilient response, and by enabling development in the face of the challenge, resilience enhances well-being. Both resilience and well-being are developmental and the key to successful development is a sensitive, attuned, and trusting relationship, which conditions the self-regulation response. Approaches to enhancing resilience and well-being are therefore very similar. They start with relational support in infancy and childhood, and carry on throughout the life course, with activities and programmes that support the development of self–regulation.

Self–Regulation and Well–Being: The Influence of Identity and Motives

2011 ◽  
Vol 25 (3) ◽  
pp. 211-224 ◽  
Author(s):  
Jan Hofer ◽  
Holger Busch ◽  
Joscha Kärtner
Keyword(s):  
Self Regulation ◽  
Substitution Effect ◽  
Well Being ◽  
Self Esteem ◽  
The Self ◽  
School Students ◽  
Explicit Motives ◽  
Regulatory Capacity ◽  
Identity Achievement ◽  
The Relationship

The relationship between self–regulatory capacities and self–esteem as well as well–being is examined by a mediation model that views self–regulation as promoting the development of identity achievement which, in turn, is expected to be associated with well–being. Among secondary school students (Study 1) identity achievement mediated the association between the self–regulatory capacity of attention control and self–esteem. In Study 2 (university students), the mediational effect of identity achievement was found for the relationship between the self–regulatory capacity of action control and well–being. Explicit motives moderated this association. In sum, a firm identity enhances well–being by lending a sense of continuity to one's life. However, explicit motives have a substitution effect by giving direction to life when lacking firm identity commitments. Copyright © 2010 John Wiley & Sons, Ltd.

scholarly journals Defence versus Development: A Theory of Defensive and Expansive Self-Regulation

2021 ◽  
Author(s):  
Jaime Rojas Hernández
Keyword(s):  
Social Support ◽  
Psychological Distress ◽  
Interpersonal Relationships ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Psychological Processes ◽  
Psychological States ◽  
Regulation Theory ◽  
The World

This article presents a macro theory of self-regulation: defensive and expansive self-regulation theory (DERT). It rests on two fundamental assumptions. First, it assumes the coexistence of two competing psychological systems: a defensive system motivated by the need for physical and psychological security, whose function is to protect the organism from harm to life and self, and an expansive system motivated by the needs for competence, relatedness and autonomy, whose function is the development of knowledge, skills, and social support. Second, DERT assumes a threefold distinction regarding consciousness, with psychological processes qualifying as either nonconscious, conscious or metaconscious. Based on the previous assumptions, the theory posits the coexistence of two self-regulatory modes: a defensive regulation, consisting of self-protective responses aimed at avoiding, escaping or fighting survival threats and self-threats, and an expansive regulation, consisting of non-defensive metaconsciousness of one’s psychological states and processes. Defensive regulation is assumed to be generally adaptive in the context of survival threats but not in that of self-threats. What is called for in the context of self-threats is expansive regulation, namely non-defensive metaconsciousness of the identifications, evaluations and interpretations of self, others and the world that cause the self-threats in the first place. The theory predicts that defensive and expansive regulation of self-threats cause psychological distress and well-being, and negative and positive interpersonal relationships, respectively.

scholarly journals Applying the S-ART Framework to Yoga: Exploring the Self-Regulatory Action of Yoga Practice in Two Culturally Diverse Samples

2021 ◽  
Vol 12 ◽  
Author(s):  
Laura Tolbaños-Roche ◽  
Praseeda Menon
Keyword(s):  
Culturally Diverse ◽  
Self Regulation ◽  
Well Being ◽  
Mechanisms Of Action ◽  
The Self ◽  
Regulatory Mechanisms ◽  
Interoceptive Awareness ◽  
Self Awareness ◽  
Yoga Practice ◽  
Yoga Practitioners

Mindfulness practices form the core of numerous therapeutic programs and interventions for stress reduction and the treatment of different health conditions related to stress and life habits. Ways and means to regulate oneself effectively also form the foundation of the path of yoga in the accomplishment of holistic health and well-being. The self-awareness, self-regulation, and self-transcendence (S-ART) model can be considered as an overarching neurobiological framework to explain the self-regulatory mechanisms of well-being present in mindfulness-based practices. The current study, by connecting and applying the S-ART framework to the self-regulatory mechanisms in yoga and generating related hypotheses, provides a theory-led explanation of the action of yoga practices, which is sparse in the literature. Testing the S-ART model in yoga in two culturally diverse samples, assessing the model-mapped psychological mechanisms of action, and exploring the influence of perseverance in yoga practice are the original contributions of this study. The study sample comprised 362 yoga practitioners and non-practitioners (197 Indian and 165 Spanish), who completed four tests of psychological variables indicative of the aforementioned three S-ART abilities. These tests were Multidimensional Assessment of Interoceptive Awareness (MAIA), Experiences Questionnaire-Decentering (EQ-D) subscale, Difficulties in Emotion Regulation Scale (DERS), and Relational Compassion Scale (RCS). The results indicated significantly better self-awareness and self-regulatory abilities in yoga practitioners (Indian and Spanish in a combination) than non-practitioners, reflected in higher levels of interoceptive awareness and decentering abilities. Moreover, perseverance in yoga practice acted as a significant predictor of self-awareness and self-regulation in practitioners. An analysis of each cultural sample revealed some differences. Yoga practice and perseverance in it acted as a significant predictor of interoceptive awareness and decentering in Indian practitioners having more than 1 year of sustained yoga practice, but for the Spanish participants, physical exercise and frequency of yoga practice acted as better predictors of interoceptive awareness and decentering in comparison to yoga practice and perseverance in it. The obtained results suggested that the S-ART model provided preliminary but promising evidence for the self-regulatory mechanisms of action in yoga practice within a culturally diverse sample of yoga practitioners. This study also widens the scope of generating further hypotheses using the S-ART theoretical framework for testing the self-regulatory mechanisms of action in yoga practice.

Factor Structure of the Self-Regulation Questionnaire (SRQ) at Spanish Universities

2014 ◽  
Vol 17 ◽  
Author(s):  
Carmen Pichardo ◽  
Fernando Justicia ◽  
Jesús de la Fuente ◽  
José Manuel Martínez-Vicente ◽  
Ana B. G. Berbén
Keyword(s):  
Factor Analysis ◽  
Factor Structure ◽  
Internal Consistency ◽  
Self Regulation ◽  
Well Being ◽  
The Self ◽  
Short Version ◽  
Academic Variables ◽  
Self Regulated Learning ◽  
Regulated Learning

AbstractThe Self-Regulation Questionnaire (SRQ) has been used in psychology research during the last decade. The instrument has been used in a variety of life domains: psychological well-being, dispositional happiness, depressive symptoms and career adaptability. This investigation studies the factor structure and internal consistency of the SRQ, extracting a short version in the Spanish context and examining its relation to academic variables (self-regulated learning and grades). The analysis started from a version with 63 items, representing seven conceptual dimensions. This version was administered to a sample of 834 students from Education and Psychology. The data from the above-mentioned sample were randomly divided into two sets, each containing 50% of the students (n = 417): exploratory and confirmatory. In the exploratory sample, exploratory factor analysis findings suggested a more parsimonious measurement model, with 17 items and 4 first-order factors. The confirmatory sample was used in the confirmatory factor analysis. The results show evidence for the internal consistency of the Short Self-Regulation Questionnaire (SSRQ) in the Spanish context, with indices greater than .90 and errors around .05. Regarding academic variables, both versions are related to self-regulated learning (r = .40, p < .01) and students’ grades (r = .15, p < .01). Differences from other studies done in North America are discussed, as well as similarities to a study from North-West University (in South Africa).

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