scholarly journals The role of family factors and self-regulation: Problem behavior in Georgian adolescents

2019 ◽  
Vol 6 (2) ◽  
pp. 146-155
Author(s):  
Tinatini Bandzeladze ◽  
Luiza Arutiunov ◽  
Pablo Espinosa
Keyword(s):  
Problem Behavior ◽  
Parental Monitoring ◽  
Deviant Behavior ◽  
Self Regulation ◽  
Family Factors ◽  
Self Report ◽  
Parental Modeling ◽  
The Law ◽  
Behavior Models

The aim of this study is to assess the psychosocial factors of adolescents’ problem behavior. Within this research, the relationships among family structure, parental modeling, parental monitoring, and adolescents’ self-regulation were assessed. Data were collected by self-report questionnaires. The sample consisted of 150 participants aged 14 to 17. Sixty adolescents were in conflict with the law, and the other 90 adolescents who did not have such a contact with the legal system. Results show that more adolescents in conflict with the law live in single-parent families than their peers who do not have a similar experience. At the same time, adolescents living with single parents have a higher mean score of problem behavior and a lower mean score of parental monitoring. Correlational and regression analyses revealed that parents’ problem behavior models and parental monitoring are statistically significant predictors of adolescents’ problem behavior. In the present study, self-regulation was revealed to be a significant correlate of adolescents’ problem behavior, and that family factors mediate the relationship between self-regulation and problem behavior. Results also confirm the importance of an approach for the prevention of deviant behavior focused primarily on family supporting measures.

scholarly journals Predictive Influence of Executive Functions, Effortful Control, Empathy, and Social Behavior on the Academic Performance in Early Adolescents

2017 ◽  
Vol 39 (2) ◽  
pp. 253-279 ◽  
Author(s):  
Juan P. Zorza ◽  
Julián Marino ◽  
Alberto Acosta Mesas
Keyword(s):  
Academic Performance ◽  
Social Behavior ◽  
Executive Functions ◽  
Effortful Control ◽  
Social Preference ◽  
Self Regulation ◽  
Early Adolescents ◽  
Self Report ◽  
Mediating Role

In this study, we explored the predictive role of behavioral measures of Executive Functions (EFs) and a self-report measure of Effortful Control (EC) on the academic performance of early adolescents. We also analyzed the mediating role of self-reported empathy and social behavior rated by peers (i.e., prosocial behavior and social preference) and by the lead teacher (i.e., social competence). A sample of 244 adolescents aged between 12 and 13 years participated in the study. The resulting structural equation model indicated that EFs and EC predict academic performance in a complementary and independent way. Results also confirmed the mediating role of empathy and social behavior. The final model explained 64% of academic performance. We discuss the appropriateness of obtaining complementary measures of EFs and EC in predictions of academic performance as well as the importance of introducing activities involving self-regulation, empathy, and socioemotional skills in the school setting.

scholarly journals Mental Health of Early Adolescents from High-risk Neighborhoods: The Role of Maternal HIV and Other Contextual, Self-Regulation, and Family Factors

2008 ◽  
Vol 33 (10) ◽  
pp. 1065-1075 ◽  
Author(s):  
C. A. Mellins ◽  
E. Brackis-Cott ◽  
C. Dolezal ◽  
C. S. Leu ◽  
C. Valentin ◽  
...  
Keyword(s):  
Mental Health ◽  
High Risk ◽  
Self Regulation ◽  
Early Adolescents ◽  
Family Factors ◽  
Maternal Hiv

scholarly journals THE ROLE OF ACHIEVEMENT GOALS IN MOTIVATIONAL REGULATION AND FLOW IN LEARNING

2021 ◽  
Author(s):  
Tajana Ljubin-Golub ◽  
Keyword(s):  
Achievement Goals ◽  
Self Regulation ◽  
Self Report ◽  
Regression Analyses ◽  
Motivation For Learning ◽  
Self Talk ◽  
Motivational Regulation ◽  
The Relationship ◽  
Mastery Approach

"Appropriate self-regulation in motivation and experiencing flow in learning and other academic activities are important factors for success in study and psychological wellbeing. Previous studies suggested that achievement goals have role in student’s motivation for learning, but there is only partial knowledge regarding the role of achievement goals in motivational regulation and academic flow. The aim of this study was to explore: a) the role of achievement goals in motivational self-regulation and study-related flow; b) the incremental role of mastery self-talk motivational strategy in academic flow over the mastery-approach goal; c) the mediating role of mastery self-talk motivational strategy in the relationship between mastery-approach goal and academic flow. It was expected that both mastery-approach goal and mastery self-talk motivational strategy will have positive and incremental role in academic flow, and that the relationship between mastery-approach goal and academic flow would be mediated through using motivational strategy of mastery self-talk. The participants were 113 university undergraduate students studying mathematics (M= 20 years, 61% females). Self-report questionnaires assessing achievement goals, strategies used for self-regulation of motivation, and study-related flow were applied. Data analysis included regression analyses and mediational analyses. Regression analyses revealed that personal goal achievements explained 43% of variance in mastery self-talk strategy, 32% of variance in performance-approach self-talk strategy, 18% of variance in performance-avoidance self-talk strategy, 11% of variance in environmental control strategy, 7% of variance in self-consequating strategy, and 10% of variance in proximal goal strategy. Personal achievement goals explained 45% of variance in academic flow. Mastery-approach goal was predictive for explaining individual variance in most of positive motivational strategies and academic flow. In line with hypothesis, it was found that mastery self-talk mediated the relationship between mastery-approach goal and flow. The results underscore the importance of adopting mastery-approach goal and using mastery self-talk strategy in order to experience study-related flow."

scholarly journals Development and Evaluation of the ADHD Cognitions Scale for Adults

2017 ◽  
Vol 23 (10) ◽  
pp. 1090-1100 ◽  
Author(s):  
Laura E. Knouse ◽  
John T. Mitchell ◽  
Nathan A. Kimbrel ◽  
Arthur D. Anastopoulos
Keyword(s):  
Time Management ◽  
Behavioral Treatment ◽  
Self Regulation ◽  
Research Literature ◽  
Self Report ◽  
Cognitive Behavioral Treatment ◽  
Clinical Literature ◽  
Convergent And Divergent Validity ◽  
Good Internal Consistency

Objective: The clinical literature on ADHD in adults suggests that “overly positive” or optimistic cognitions may contribute to impairment and failure to use self-regulation skills in this population, yet the research literature on this topic is limited. We developed the ADHD Cognitions Scale (ACS), a brief self-report measure of ADHD-related thoughts, and evaluated its psychometric properties. Method: We collected self-report measures, inculding the ACS, from two large community samples ( Ns = 262, 304). Results: The measure demonstrated a one-factor solution that replicated in the second sample. Evidence of good internal consistency and also convergent and divergent validity was obtained for both samples. Scores on the ACS correlated with functional impairment, time management problems, and avoidant coping strategies. Conclusion: With additional study, the ACS may be useful to identify and track maladaptive ADHD-related cognitions during cognitive-behavioral treatment, and to further study the role of these thoughts in ADHD-related impairment.

Characteristics of resilient youths living in poverty: The role of self-regulatory processes

2003 ◽  
Vol 15 (1) ◽  
pp. 139-162 ◽  
Author(s):  
JOHN C. BUCKNER ◽  
ENRICO MEZZACAPPA ◽  
WILLIAM R. BEARDSLEE
Keyword(s):  
Low Income ◽  
Parental Monitoring ◽  
Preventive Intervention ◽  
Self Regulation ◽  
Well Being ◽  
Explanatory Variables ◽  
Regulatory Processes ◽  
Monitoring Study ◽  
Low Income Families

As part of a larger investigation of very low income families, this study examined the characteristics that differentiated resilient from nonresilient school-age youths, with a focus on self-regulation (e.g., executive function, emotion regulation) skills. Resilience was operationally defined in a robust and comprehensive manner using well-established instruments that measured children's emotional well-being and mental health. Controlling for other explanatory variables, including differences in the experience of negative life events and chronic strains, resilient youths were notably different from nonresilient youths in terms of having greater self-regulatory skills and self-esteem, as well as in receiving more active parental monitoring. Study findings are discussed with regard to the theoretical framework of self-regulation and their implications for preventive intervention.

Cyberbullying Perpetration by Arab Youth: The Direct and Interactive Role of Individual, Family, and Neighborhood Characteristics

2016 ◽  
Vol 34 (12) ◽  
pp. 2498-2524 ◽  
Author(s):  
Mona Khoury-Kassabri ◽  
Faye Mishna ◽  
Adeem Ahmad Massarwi
Keyword(s):  
Parental Monitoring ◽  
Self Report ◽  
Neighborhood Violence ◽  
Family Socioeconomic Status ◽  
Social Ecological ◽  
Individual Family ◽  
Arab Students ◽  
Moderation Model ◽  
High Level

This study adopts a social-ecological/contextual perspective to explore Arab youth involvement in cyberbullying perpetration. We explored the association between individual (age, gender, and impulsivity), family (socioeconomic status and parental monitoring), and community (experiencing neighborhood violence) characteristics and cyberbullying perpetration. A moderation model exploring individual, family, and context interactions was tested. A sample of 3,178 Arab students in Grades 7 to 11 completed a structured, anonymous self-report questionnaire. The findings suggest that almost 14% of the participants have cyberbullied others during the last month. Adolescent boys with high impulsivity, low parental monitoring, and who experience a high level of violence in their neighborhood are at especially high risk of cyberbullying perpetration. Parental monitoring moderated the effects of impulsivity and experiencing neighborhood violence on adolescents’ involvement in perpetrating cyberbullying. Furthermore, the results show that impulsive adolescents who experience high levels of neighborhood violence are at higher risk of cyberbullying perpetration than low impulsive children who experience the same levels of neighborhood violence. The results highlight the central role parenting plays in protecting their children from involvement in cyberbullying perpetration by buffering the effects of personal and situational risk factors.

Are Impulsive Adolescents Differentially Vulnerable to Normative or Situational Peer Influences? A Partial Replication Study

2019 ◽  
Vol 35 (4) ◽  
pp. 461-483 ◽  
Author(s):  
Ann De Buck ◽  
Lieven J. R. Pauwels
Keyword(s):  
Deviant Behavior ◽  
Individual Characteristics ◽  
Self Report ◽  
Peer Influences ◽  
Parental Supervision ◽  
Deviant Peers ◽  
Norms And Values ◽  
Trait Impulsivity ◽  
Adolescent Offending

Ample research in criminology investigates the role of deviant peers in the development of adolescent offending. Different theoretical explanations account for distinct peer influences. The socialization perspective argues that deviant peers influence behavior through the provision of norms and values, whereas the situational perspective argues that deviant peers provide situational opportunities for deviant behavior. This study partially retests the propositions put forward by Thomas and McGloin’s study of dual systems, differential peer effects, and adolescent offending. We address the question to what extent trait impulsivity affects social and situational peer processes controlling for parental supervision, family bond, school bond, and deviant norms. Analysis of the cross-national International Self-Report Delinquency Study (ISRD3) data suggests that adolescents at the edges of trait impulsivity are differentially vulnerable to the effects of deviant peer processes. However, the findings need to be nuanced. We discuss the contribution of the current study to a better understanding of the interplay between individual characteristics and exposure to deviant peers.

scholarly journals Moral and Psychological Features of the Motivational Sphere of Juveniles who Commit Crimes: Risk Assessment of Determining Communication

2021 ◽  
Vol 10 (1) ◽  
pp. 123
Author(s):  
Nataliіa Yuzikova ◽  
Tatiana Korniakova ◽  
Svitlana Khomiachenko ◽  
Tetiana Chasova
Keyword(s):  
Risk Assessment ◽  
Statistical Analysis ◽  
Juvenile Offenders ◽  
Deviant Behavior ◽  
Empirical Studies ◽  
Psychological Characteristics ◽  
Control Group ◽  
The Law ◽  
Psychological Features

The purpose of this research is the identification of moral and psychological features of the motivational sphere of juvenile offenders (delinquents) and identification of risks in the process of socialization of juveniles that have a determining connection with the illegal (deviant) behavior of the child. The article presents the results of empirical studies of the specifics of the motivational sphere of juvenile offenders; the assessment of the risks caused by the weakening of the socializing role of family institutions, education, and upbringing is submitted. In addition, the statistical analysis of the moral and psychological characteristics of juveniles serving a sentence associated with imprisonment compared to a control group of peers who are not in conflict with the law is given.

From Bi-Dimensionality to Uni-Dimensionality in Self-Report Questionnaires

2020 ◽  
pp. 1-14 ◽  
Author(s):  
Bjarne Schmalbach ◽  
Markus Zenger ◽  
Michalis P. Michaelides ◽  
Karin Schermelleh-Engel ◽  
Andreas Hinz ◽  
...  
Keyword(s):  
Factor Model ◽  
Common Factor ◽  
Self Regulation ◽  
Model Fit ◽  
Self Report ◽  
External Criterion ◽  
Common Factor Model ◽  
Random Intercept ◽  
Using Data ◽  
Core Self

Abstract. The common factor model – by far the most widely used model for factor analysis – assumes equal item intercepts across respondents. Due to idiosyncratic ways of understanding and answering items of a questionnaire, this assumption is often violated, leading to an underestimation of model fit. Maydeu-Olivares and Coffman (2006) suggested the introduction of a random intercept into the model to address this concern. The present study applies this method to six established instruments (measuring depression, procrastination, optimism, self-esteem, core self-evaluations, and self-regulation) with ambiguous factor structures, using data from representative general population samples. In testing and comparing three alternative factor models (one-factor model, two-factor model, and one-factor model with a random intercept) and analyzing differential correlational patterns with an external criterion, we empirically demonstrate the random intercept model’s merit, and clarify the factor structure for the above-mentioned questionnaires. In sum, we recommend the random intercept model for cases in which acquiescence is suspected to affect response behavior.

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