scholarly journals Self-Management Skills and Student Achievement – A Pilot Study

2021 ◽  
Author(s):  
Maria Magdalena Stan
Keyword(s):  
Student Achievement ◽  
Academic Success ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Self Control ◽  
Self Management ◽  
Management Skills ◽  
Wide Range ◽  
Will Power ◽  
Emotional Strength

The adaptation pressure of youths to a labor market with a low predictability degree determines the necessity of developing certain competences which can be easily transferrable and which can ensure the personal and professional success. We have considered non cognitive abilities (attitudes, emotions, behaviours) which proved to be significant predictors of success and mental health (Heckman, 2008) and which contribute significantly to a rise in emotional strength and to a wide range of adaptative strategies imposed by contemporary society (Opre et al., 2018). The speciality literature confirms the importance of non-cognitive abilities in the students’ / pupils’ academic success (Heckman et al., 2006; Heckman, 2008; Deming, 2015; Balica et al., 2016). The predictability degree of diverse non cognitive abilities over academic success is different as most studies do not supply relevant data about abilities such as self-efficacy, growth mindset or social awareness (Claro & Loeb, 2019), while abilities like self-management defined as the ability to regulate one’s emotions, thoughts, and behaviors in different situations (Duckworth & Carlson, 2013) represents a good predictor of academic achievement (Blair & Raver, 2015; Riggs et al., 2016). We consider self-management as being that umbrella construct which refers to abilities such as self-control, self-regulation, self-discipline, will power and self-power (Duckworth & Kern, 2011). Under the circumstances in which students with major risk abandonment participate in specific activities to develop personal, socio-emotional and learning management abilities, our study proposes to examine the variation of self-management abilities of students who participated in these activities and of students who did not participate in the activities and who are not prone to risk abandonment. Also, we wish to investigate if there is a relation between students’ self-management abilities and student achievement.

Developmental trajectories of self-management skills and adolescent substance use / Desarrollo de habilidades de autocuidado y uso de sustancias en adolescentes

2009 ◽  
Vol 9 (1) ◽  
Author(s):  
Kenneth W. Griffin ◽  
Lawrence M. Scheier ◽  
Gilbert J. Botvin
Keyword(s):  
Substance Use ◽  
Early Stage ◽  
Developmental Trajectories ◽  
Skills Training ◽  
Self Control ◽  
Self Management ◽  
Management Skills ◽  
Effective Deterrent ◽  
Uso De Sustancias ◽  
Over Time

AbstractThis study examined whether transitions in self-management skills were associated with change in gateway substance use (alcohol, cigarettes, and marijuana) from early to mid-adolescence, using a latent growth framework for data analysis. The sample consisted of predominantly white, suburban, and middle-class students (N=2,277) attending 22 middle schools who were followed-up annually from the 7th through 10th grades. Findings indicated that substance use increased in a steady fashion, whereas change in self-management skills (represented by a latent construct withindicators of decision-making, problem solving, self-reinforcement, and self control skills) was relatively flat with a gradual decline over time.A conditioned growth model indicated that early levels of substanceuse increased the decline in self-management skills over time. Earlyself-management skills, on the other hand, were protective and slowed growth in substance use. Relations between the two slope growth factors indicated that increases in substance use over time were associated with parallel decreases in self-management skills. Receiving higher grades in school was protective and downwardly influenced growth in substance use, whereas being male was associated with a greater decline in self-management skills. These findings support the utility of prevention programs emphasizing self-management skills training as an effective deterrent to early-stage substance use.

Adolescent Transitions in Self-Management Strategies and Young Adult Alcohol Use

2021 ◽  
Vol 44 (1) ◽  
pp. 25-41 ◽  
Author(s):  
Kenneth W. Griffin ◽  
Lawrence M. Scheier ◽  
Martin Komarc ◽  
Gilbert J. Botvin
Keyword(s):  
Young Adult ◽  
Alcohol Use ◽  
Latent Class ◽  
Self Regulation ◽  
Management Strategies ◽  
Drug Prevention ◽  
Self Management ◽  
Control Group ◽  
Management Skills ◽  
Class Membership

Individuals use a variety of strategies to manage their thoughts, emotions, and behaviors across the lifespan. In this study, we used latent class analysis to derive distinct subtypes of self-management skills in early adolescence and latent transition analysis to examine whether movement between different classes was associated with later young adult alcohol use. Assessments of behavioral self-control, affective self-regulation, and cognitive self-reinforcement were obtained in the seventh and 10th grades from students participating in two independent drug prevention trials (control group participants only, N = 3,939). Assessment of alcohol use was obtained when participants were young adults (23–26). A model distinguishing four subtypes of self-management skills fit best for both the seventh and 10th grades. While findings indicated modest stability in class structure over time, maintaining class membership characterized by high cognitive self-reinforcement and high affective self-regulation was consistently protective in terms of young adult alcohol use relative to movement from this to other classes. Transitions in class membership involving an expansion of self-management strategies were protective and associated with lower levels of young adult alcohol use and transitions involving a contraction of self-management strategies associated with higher young adult alcohol use. This study illustrates the important use of person-centered techniques to exemplify how typologies of self-management during adolescence can play a protective role in young adult alcohol use.

scholarly journals PROGRAMA ADHISO PARA LA MEJORA DE LAS FUNCIONES EJECUTIVAS EN NIÑOS DE INFANTIL CON SINTOMATOLOGÍA TDAH

2016 ◽  
Vol 2 (1) ◽  
pp. 155
Author(s):  
Noelia García González ◽  
Mª Angélica Calleja González ◽  
Benito Arias Martínez
Keyword(s):  
Cognitive Abilities ◽  
Cognitive Skills ◽  
Self Regulation ◽  
School Education ◽  
Self Control ◽  
Temporal Orientation ◽  
Metacognitive Skills ◽  
Unique Case ◽  
Preventive Program ◽  
Adhd Symptomatology

Abstract:This paper intends to present the preventive program called ADHISO, designed for the improvement in the attention and cognitive skills as well as the reduction of hyperactive and impulsive behaviour in the students of pre-school education with ADHD symptomatology. A good executive functioning is essential for proper cognitive and behavioural development (Barkley, 1998; Burgess and Simons, 2005; Diamond, 2005; Raiker, et al., 2012). For this reason, the proposed objectives are focused on assisting the skills at delayed attention, perception, organization and spatial-temporal orientation, memory and meta-cognitive abilities, guided by self-instructions that allow to benefit the self-regulation of the students that present ADHD symptomatology. The program was applied to four students of ages between four and six years, by means of an A-B design of unique case. The outcomes of the program confirm an improvement in the attention, memory and perception in all the four subjects. One of the strengths of the ADHISO program seems to be its contribution to the development of competences in self-control of the behaviour, metacognitive skills and self-instructions.Keywords: preventive program, pre-school education, executive functions, ADHDResumen:Este trabajo pretende dar a conocer el programa preventivo ADHISO diseñado para la mejora de las habilidades atencionales y cognitivas, así como las conductas hiperactivas e impulsivas de los alumnos de educación infantil que presentan sintomatología TDAH. Un buen funcionamiento ejecutivo es fundamental para un adecuado desarrollo cognitivo y comportamental (Barkley, 1998; Burgess y Simons, 2005; Diamond, 2005; Raiker, et al., 2012). Por este motivo, los objetivos propuestos se centran en favorecer destrezas en atención demorada, percepción, organización y orientación espacio-temporal, memoria y habilidades meta-cognitivas, guiados a través de autoinstrucciones que permiten favorecer la autorregulación de los alumnos que presentan sintomatología TDAH. El programa se aplicó a cuatro alumnos de edades incluidas entre los 4 y los 6 años, mediante un diseño A-B de caso único. Los resultados obtenidos confirman una mejoría en la atención, memoria y percepción en los cuatro sujetos. Uno de los puntos fuertes del programa ADHISO parece ser su contribución al desarrollo de las competencias en autocontrol del comportamiento, habilidades metacognitivas y autoinstrucciones.Palabras clave: Programa preventivo, educación infantil, funciones ejecutivas, TDAH

scholarly journals Self-Control, Self-Management and Entrepreneurship in Brazilian Creative Industries

2016 ◽  
Vol 26 (63) ◽  
pp. 25-33 ◽  
Author(s):  
Pedro F. Bendassolli ◽  
Jairo Eduardo Borges-Andrade ◽  
Sonia Maria Guedes Gondim
Keyword(s):  
Cross Validation ◽  
Self Regulation ◽  
Creative Industries ◽  
The Self ◽  
Self Control ◽  
Self Management ◽  
Self Monitoring ◽  
Self Evaluation ◽  
Significant Difference ◽  
Three Factor

Abstract Creative entrepreneurship has gained ground in recent years with the advent of creative industries. The capabilitiesto set targets and individually self-regulate have been indicated as predictors of entrepreneurship. This study aims to identify validity characteristics of a self-regulation scale and to test if score differences are related to whether or not one is an entrepreneur, personalcharacteristics, or the activity sector. A total of 596 professionals from creative industries in Brazil participated in this study. The self-control and self-management scale (SCMS) has been applied; it has been translated and adapted to Portuguese. Cross-validation analysis has been done. The results support the three-factor structure of the scale. Entrepreneurs tended to indicate higher means in the self-evaluation factor than non-entrepreneurs. Activity sector, gender and schooling demonstrated a significant difference in the self-monitoring factor.

scholarly journals Overview of Self-Management Skills and Associated Assessment Tools for Children with Inflammatory Bowel Disease

2021 ◽  
Vol 3 (2) ◽  
pp. 61-77
Author(s):  
Angharad Vernon-Roberts ◽  
Richard B. Gearry ◽  
Andrew S. Day
Keyword(s):  
Inflammatory Bowel Disease ◽  
Bowel Disease ◽  
Self Regulation ◽  
Assessment Tools ◽  
Self Management ◽  
Management Skills ◽  
Targeted Interventions ◽  
Treatment Regimens ◽  
Disease Outcomes ◽  
Inflammatory Bowel

Self-management is a multi-modal approach for managing chronic conditions that encompasses a number of different elements; knowledge, adherence, self-regulation, communication, and cognitive factors. Self-management has been shown to be beneficial for adults with inflammatory bowel disease (IBD), and for children with IBD it may help them learn to take control of their complex treatment regimens and lead to positive disease outcomes. The development of self-management skills for children with IBD is vital in order to maximize their potential for health autonomy, but it is still an emergent field in this population. This review provides an over-arching view of the self-management elements specific to children with IBD, and highlights outcome measures that may be used to assess skills within each field as well as the efficacy of targeted interventions.

scholarly journals Soft Skills as Predictors of Students’ Life Self-Fulfillment

2019 ◽  
Vol 21 (8) ◽  
pp. 65-89 ◽  
Author(s):  
L. N. Stepanova ◽  
E. F. Zeer
Keyword(s):  
Communication Skills ◽  
Soft Skills ◽  
Thinking Skills ◽  
Self Management ◽  
Management Skills ◽  
Rank Correlation Method ◽  
Wide Range ◽  
The Individual ◽  
Basic Communication Skills ◽  
Basic Communication

Introduction. Today, global transformations of the most important institutions of modern society, acceleration of its development and total digitalisation actualise the search for the new and previously unknown determinants of human potential realisation. In this regard, soft skills are considered as possible predictors of not only professional, but also of life self-fulfillment of an individual. Therefore, soft skills involve developed communicative qualities, high level of selfregulation, critical thinking, ability to convince, leadership, creativity, etc.The aim of the present article was to conduct the empirical research of students’ soft skills demonstration in relation to the parameters of self-realisation; the value of such parameters allows the level of positive predictions about the self-fulfillment of the individual to be determined.Methodology and research methods. At the theoretical level, the article provides a retrospective analysis of the concepts of “self-fulfillment” and “soft skills” in the Russian and foreign science. An empirical part of the research was carried out through the methodologies “The study of Stability of Human Life World” (I. O. Loginova) and “Modified Questionnaire of Self-Actualisation Diagnostic” (A. V. Lazukin, in the adaptation of N. F. Kalin). To diagnose soft skills, a set of techniques was used, including the questionnaire “Measurement of Communicative and Social Competency” (V. N. Kunitsyn), the methodologies for studying the motivation for university education (T. I. Ilyin), the diagnostic procedures of reflection level (A. B. Karpov), the methodology of the study of the individual relationship to innovations (N. M. Lebedev, A. N. Tatarko) and the methodology “Coping Behaviour in Stressful Situations”. The following tests were employed: “Readiness for Self-Development” (V. Pavlov, T. A. Ratanova, N. F. Shliakhta), “My Information Culture” (N. I. Gendina), “Ability to Predict” (L. A. Regush). Spearman’s rank correlation method was used as a mathematical statistical method.Results and scientific novelty. The article is aimed to discuss various approaches to the study and understanding of students’ soft skills. Based on the theoretical analysis, the main groups of soft skills are identified: basic communication skills, self-management skills, effective thinking skills. Soft skills increase the effectiveness of the individual in solving a wide range of professional and life tasks. The authors prove that well-being of professional and private world is conditioned by the indicators of students’ soft skills. Basic communication skills (communicative and personal potential), self-management skills (motivation to acquire knowledge, reflexive abilities) and effective thinking skills (ability to predict, innovativeness) increase the stability of the psychological system of the student’s personality, its ability to maintain stability, resistance to negative phenomena and freedom of behaviour. It is emphasised that soft skills are not only the main predictors of professional development of the individual, but also provide the formation of an active, creative position in relation to own activities and lives. The authors have come to the conclusion that the creation of the conditions for the development of soft skills in students can prepare them for an adequate perception and realisation of socio-professional innovations in the future.Practical significance. The results of the present research can be used by the representatives of the system of vocational education, i.e. tutors and teachers, who carry out psychological and pedagogical support of university students.

scholarly journals A Household Study of Self-Regulation in Children

2012 ◽  
Vol 71 (4) ◽  
pp. 215-226 ◽  
Author(s):  
Reinhard Drobetz ◽  
Andreas Maercker ◽  
C. Katharina Spiess ◽  
Gert G. Wagner ◽  
Simon Forstmeier
Keyword(s):  
Personality Traits ◽  
Parenting Styles ◽  
Cognitive Abilities ◽  
Self Regulation ◽  
Maternal Sensitivity ◽  
Delay Of Gratification ◽  
Self Control ◽  
Behavioral Measures ◽  
Children And Parents ◽  
Intergenerational Links

Delay of gratification (DoG) and delay discounting (DD) are behavioral measures of self-regulation and impulsivity. Whereas DoG refers to the postponement of gratification, DD involves the devaluation of a reward over time. Previous studies have demonstrated associations between paternal self-control, paternal personality traits, parenting styles, maternal intelligence, and children’s self-regulation. The present study explored intergenerational links between mothers’ and child’s self-regulation and maternal antecedents of children’s DoG. We analyzed 267 mother-child dyads in the German Socio-Economic Panel (SOEP) Children’s Study. Measures included an experiment using gummy bears as rewards to assess DoG in children and monetary choice procedures to assess DD in mothers. Additionally, cognitive abilities and personality traits of mothers and children were assessed. The main result was that the children’s age and breastfeeding were significant predictors of DoG in children, even when we controlled for other influences such as maternal cognitive abilities and personality traits. We explain the result in the context of previous findings concerning attachment security, bonding, maternal sensitivity, children’s self-regulation of energy intake, neuroscientific evidence, and breastfeeding. Further studies should use equivalent measures of DoG in children and parents to further explore this link between breastfeeding and DoG in a genetically sensitive design.

scholarly journals Effect of COVID 19 on Perceived Stress, Coping Skills, Self-Control and Self-Management Skills

2020 ◽  
Author(s):  
Onur Altuntaş ◽  
Yasin Tekeci
Keyword(s):  
Social Support ◽  
Perceived Stress ◽  
Self Control ◽  
Self Management ◽  
Stress Coping ◽  
Management Skills ◽  
Coping With Stress ◽  
Health Crisis ◽  
Major Health ◽  
Moderate Stress

Abstract Background: The COVID-19 is a major health crisis affecting th whole world. Purpose: The aim of the study was to investigate the effects of the COVID-19 on perceived stress, ways of coping with stress, self-control and self-management skills.Methods: This study was conducted on 882 participants. The Perceived Stress Scale, Stress Coping Style Scale, Self-Control & Self-Management Scale were used to assess participants’ perceived stress, coping stress strategies self-control skills.Results: The total score of the perceived stress of 882 participants were found to be 28.35 ± 8.23. It is seen that 60.3% of the participants have moderate level stress. Seeking of social support is the most preferred coping strategy.Conclusions: In our study, it has seen that people have moderate stress levels during the pandemic process. It is predicted that strategies such as social support and improve self-control skills play an important role to keep people's stress balance or reducing along that period.

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