Later Life Outcomes, Turning Points, and Desistance

2019 ◽  
pp. 204-244
Author(s):  
David M. Day ◽  
Margit Wiesner
Keyword(s):  
Self Regulation ◽  
Turning Points ◽  
Later Life ◽  
Future Research ◽  
Research Needs ◽  
Life Outcomes ◽  
Science Models ◽  
Desistance From Crime ◽  
Key Terms

Prior reviews of the criminal trajectory literature mostly excluded findings on the relation of criminal trajectory groups to later life outcomes, turning points, and desistance. To set the stage for the review of this literature, the chapter first draws on the broader literature to define key terms, such as desistance and turning points, and to describe influential theories of desistance from crime and empirical findings. It is argued that criminal trajectory research needs to better integrate with these independent strands of research to advance the understanding of desisting offender trajectory groups. The chapter also details how emerging, innovative methodological approaches for the examination of turning point effects can help strengthen future criminal trajectory research on these issues. Next, the findings of criminal trajectory studies on later life outcomes and desistance are reviewed. Future research needs are identified to move the field forward. Last, the chapter seeks to make the case for a programmatic agenda that ties criminal trajectory research to developmental science models of intentional self-regulation across the life span, such as tripartite Selection, Optimization, and Compensation theory from Paul Baltes, to help explore the role of human agency in the development of crime.

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 Cyber-Flirting: An Examination of Men's and Women's Flirting Behaviour Both Offline and on the Internet

2004 ◽  
Vol 21 (2) ◽  
pp. 115-126 ◽  
Author(s):  
Monica T. Whitty
Keyword(s):  
Physical Attractiveness ◽  
The Body ◽  
Nonverbal Cues ◽  
Future Research ◽  
The Internet ◽  
Research Needs ◽  
Men And Women ◽  
Face To Face ◽  
Online Interactions

AbstractWhile flirting is a relatively underresearched area within psychology, even less is known about how people cyber-flirt. This paper explores how often individuals flirt offline compared to online. Moreover, it attempts to examine how men and women flirt within these different spaces. Five thousand, six hundred and ninety-seven individuals, of which 3554 (62%) were women and 2143 (38%) were men, completed a survey about their flirting behaviour both in face-to-face interactions and in chatrooms. The first hypothesis, which stated that the body would be used to flirt with as frequently online as offline, was partly supported. However, it was found that individuals downplayed the importance of physical attractiveness online. Women flirted by displaying nonverbal signals (offline) or substitutes for nonverbal cues (online), to a greater extent than men. In chatrooms men were more likely than women to initiate contact. It is concluded that cyber-flirting is more than simply a meeting of minds and that future research needs to consider the role of the body in online interactions.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

Longitudinal Pathways to Influenza Vaccination Vary With Socio-Structural Disadvantages

2021 ◽  
Author(s):  
Bita Fayaz Farkhad ◽  
Alexander Karan ◽  
Dolores Albarracín
Keyword(s):  
Influenza Vaccination ◽  
Future Research ◽  
Structural Factors ◽  
Research Needs ◽  
Knowledge And Attitudes ◽  
Nationally Representative ◽  
Moderating Role ◽  
Vaccination Knowledge ◽  
Lower Educational Attainment

Abstract Background Although influenza vaccination can prevent influenza-related deaths, uptake remains low, particularly in disadvantaged populations. Purpose A theoretical model of psychological pathways to vaccination accounting for the direct and moderating role of socio-structural factors was tested. The study sought to understand the joint contributions of psychological (i.e., knowledge, attitudes, and intention) and socio-structural factors (i.e., income, education, and insurance) to influenza vaccination, prospectively. Methods A nationally representative empaneled sample of over 3,000 U.S. adults answered questions about vaccination knowledge, attitudes, and intentions, as well as actual vaccination across five timepoints from September 2018 to May 2019. Socio-structural factors were examined as moderators. Results Findings revealed strong positive associations between knowledge and attitudes, attitudes and intentions, as well as intentions and subsequent vaccination. Importantly, health insurance moderated the associations between attitudes and intentions and between intentions and vaccination, such that those without insurance had weaker associations between attitudes and intentions and between intentions and vaccination. In addition, education moderated the path from knowledge to attitude and from intentions to vaccination, such that people with lower educational attainment had weaker associations between knowledge and attitudes and between intentions and vaccination. Conclusions Socio-structural factors act as barriers to the influence of knowledge on attitudes, attitudes on intentions, and intentions on behavior. Future research needs to be mindful of the specific paths disrupted by social disadvantages and examine ways to intervene to decrease those effects.

scholarly journals The role of self-control, self-efficacy, metacognition, and motivation in predicting school achievement

Psihologija ◽  
2019 ◽  
Vol 52 (1) ◽  
pp. 35-52
Author(s):  
Vladimir Dzinovic ◽  
Rajka Djevic ◽  
Ivana Djeric
Keyword(s):  
Self Efficacy ◽  
Structural Model ◽  
School Achievement ◽  
Self Regulation ◽  
Self Control ◽  
Future Research ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Eighth Grade Students

Self-control and self-regulated learning refer to those processes and strategies whereby individuals exert agency in facing educational demands. This study tested a structural model which predicts that self-control has direct effect on school achievement, as well as mediated by metacognitive self-regulation, academic self-efficacy, and regulatory motivational styles as the variables related to self-regulated learning. The research was carried out on a stratified random sample of 575 eighth grade students. It was shown that the effect of self-control on achievement is mediated by self-efficacy. In other words, students who have heightened selfcontrol and believe in their own ability to meet school demands will be successful in school regardless of the complexity of their learning or whether they are autonomously motivated. The implications of such a finding were considered, as well as the limitations of the research and the indications for future research.

The Role of Death in Life: Existential Aspects of Human Motivation

2012 ◽  
pp. 42-64 ◽  
Author(s):  
Pelin Kesebir ◽  
Tom Pyszczynski
Keyword(s):  
Self Regulation ◽  
Theory Development ◽  
Future Research ◽  
Self Awareness ◽  
Existential Anxiety ◽  
Four Dimensions ◽  
Self Reflection ◽  
Human Motivation ◽  
And Behavior

The capacity for self-reflection, which plays an important role in human self-regulation, also leads people to become aware of the limitations of their existence. Awareness of the conflict between one's desires (e.g., to live) and the limitations of existence (e.g., the inevitability of death) creates the potential for existential anxiety. In this chapter, we review how this anxiety affects human motivation and behavior in a variety of life domains. Terror management theory and research suggest that transcending death and protecting oneself against existential anxiety are potent needs. This protection is provided by an anxiety-buffering system, which imbues people with a sense of meaning and value that function to shield them against these concerns. We review evidence of how the buffering system protects against existential anxiety in four dimensions of existence: the physical, personal, social, and spiritual domains. Because self-awareness is a prerequisite for existential anxiety, escaping self-awareness can also be an effective way to obviate the problem of existence. After elaborating on how existential anxiety can motivate escape from self-awareness, we conclude the chapter with a discussion of remaining issues and directions for future research and theory development.

scholarly journals Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt

2020 ◽  
Vol 32 (4) ◽  
pp. 1151-1162
Author(s):  
Tina Seufert
Keyword(s):  
Cognitive Load ◽  
Self Regulation ◽  
Mental Effort ◽  
Integrative Model ◽  
Future Research ◽  
Research Fields ◽  
Starting Point ◽  
Bridge Building ◽  
Relationship Of

Abstract Building bridges between two of the most influential research fields in educational psychology, self-regulation and cognitive load theory, is highly relevant but also challenging. The collection of papers in this special issue reflects this interplay by reviewing the still scarce base of empirical data in an impressively elaborated and profound way. The papers offer different perspectives on how to improve learning by stimulating both activities for self-regulation as well as for reflecting the mental effort which can be used in return for monitoring and regulation. They provide arguments for the two sidedness of the relationship of self-regulation and cognitive load: that cognitive load can cause self-regulation and that self-regulation can cause cognitive load. The common understanding of self-regulation in this issue is very much focused on monitoring and could benefit from a broader view by including the whole cycle of self-regulation and moderating motivational factors like self-efficacy, as proposed in many self-regulation models. The conceptualization of effort, as it is referred to in most of the papers, could also profit from a more differentiated view, which takes into account the origin of required or invested mental effort. Overall, what learners actually decide to do when dealing with self-regulation as well as with cognitive load highly depends on their resources. In an integrative model, the role of potential resources is discussed as a starting point for future research. This discussion invites for an even broader, more individualized, and differentiated view to add to the bridge-building attempts of this impressive collection of research.

The role of the land surface in Sahelian climate: HAPEX-Sahel results and future research needs

1997 ◽  
Vol 188-189 ◽  
pp. 1067-1079 ◽  
Author(s):  
A.J. Dolman ◽  
J.H.C. Gash ◽  
J.-P. Goutorbe ◽  
Y. Kerr ◽  
T. Lebel ◽  
...  
Keyword(s):  
Land Surface ◽  
Future Research ◽  
Research Needs

scholarly journals Bovine tuberculosis in southern African wildlife: a multi-species host–pathogen system

2006 ◽  
Vol 135 (4) ◽  
pp. 529-540 ◽  
Author(s):  
A. R. RENWICK ◽  
P. C. L. WHITE ◽  
R. G. BENGIS
Keyword(s):  
Host Species ◽  
Bovine Tuberculosis ◽  
Disease Susceptibility ◽  
Future Research ◽  
Research Needs ◽  
Transmission Modes ◽  
Host Pathogen ◽  
Kafue Lechwe ◽  
Utilization Patterns

SUMMARYThis review examines the current situation of bovine tuberculosis (bTB) in southern African savannah systems, and uses theory on multi-species host–pathogen systems to suggest possible options for future research and management. In southern Africa, the buffalo (Syncerus caffer) and the Kafue lechwe [Marsh antelope] (Kobus leche) have been found to be maintenance hosts for this disease, but the importance of other host species is becoming apparent. The role of other host species in the maintenance and spread of the disease varies, depending on the spatial distribution and resource utilization patterns of the species, disease susceptibility, transmission modes and the ecology of both host(s) and vector(s). Future research needs to identify the pathogenicity of bTB in each of the host species, and the mechanisms and rates of inter- and intra-specific transmission among different species, in order to develop multi-host models to understand the development and spread of the disease.

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