The Difference of The Self-Regulation and The Usage Motivation between The SNS and The Game Group in The Over usage of Smartphone of Adolescents

2017 ◽  
Vol 24 (2) ◽  
pp. 297
Author(s):  
Myeong Hee Jo ◽  
Jung Mo Kim ◽  
Seok Sang Rhu ◽  
In Hye Kim
Keyword(s):  
Self Regulation ◽  
The Self ◽  
The Difference

scholarly journals The Impact of Learning Model and Classroom Management on Children’s SelfRegulation (An Experimental Research on Group B Kindergarten in Banten, 2017)

2018 ◽  
Vol 6 (02) ◽  
Author(s):  
Sri Wulan ◽  
Soegeng Santoso ◽  
Ma’ruf Akbar
Keyword(s):  
Classroom Management ◽  
School Readiness ◽  
Self Regulation ◽  
Learning Model ◽  
The Self ◽  
Learning Cycle ◽  
Cycle Model ◽  
The Difference ◽  
Group B ◽  
The Impact

This research aimed to find out the impact of learning model and classroom management on the self-regulation of fiveto-six-year-old children of Group B Kindergarten in Banten in 2017. It used research method of factorial design 2X2 to explain the difference of children’s self-regulation who got the treatment of learning model and classroom management. The research results: 1) there was an impact of learning model on self-regulation, 2) there was an impact of classroom management on self-regulation, 3) there was an interaction impact between learning model and classroom management on self-regulation, 4) children who were in the center-based classroom management and learned with learning cycle model had higher self-regulation than children who learned with scientific approach model, 5) children who learned with learning cycle model and were in the center-based classroom management had higher selfregulation than children who were in group classroom management. The implication of the research is that combining learning cycle model and center-based classroom management will support the success of the self-regulation development, which is the main provision of the early childhood school readiness.

I Like Her, Because I Like Myself: Self-Evaluation as a Source of Interpersonal Attitudes

2003 ◽  
Vol 50 (4) ◽  
pp. 239-246 ◽  
Author(s):  
Eva Walther ◽  
Claudia Trasselli
Keyword(s):  
Opposite Effect ◽  
Learning Phase ◽  
The Self ◽  
Attitude Formation ◽  
Formation Processes ◽  
False Feedback ◽  
Self Evaluation ◽  
Evaluation Group ◽  
Group A ◽  
The Difference

Abstract. Two experiments tested the hypothesis that self-evaluation can serve as a source of interpersonal attitudes. In the first study, self-evaluation was manipulated by means of false feedback. A subsequent learning phase demonstrated that the co-occurrence of the self with another individual influenced the evaluation of this previously neutral target. Whereas evaluative self-target similarity increased under conditions of negative self-evaluation, an opposite effect emerged in the positive self-evaluation group. A second study replicated these findings and showed that the difference between positive and negative self-evaluation conditions disappeared when a load manipulation was applied. The implications of self-evaluation for attitude formation processes are discussed.

Kunst als reflexive Form und als reflektierende Bewegung

2010 ◽  
Vol 55 (2) ◽  
pp. 75-86
Author(s):  
Brigitte Hilmer
Keyword(s):  
Propositional Content ◽  
The Self ◽  
Aesthetic Judgement ◽  
The Difference ◽  
Self Reference

Kunst kann dann als reflexiv interpretiert werden, wenn Reflexivität nicht auf propositionalen Gehalt oder sogar sprachliche Artikulation angewiesen ist. Reflexion tritt auf in den Modi der Selbstbeziehung des Lebendigen, des Überlegens und der Selbstreferenz im Symbolischen. Kunst ist ein Reflexionsmedium, das diese Modi beansprucht und miteinander verflicht. Eine spezifisch ästhetische Reflexivität ist von und nach Kant nach dem Vorbild der transzendentalen Reflexion und in Konkurrenz zu ihr etabliert worden. Sie läßt sich als Reflexivität des ästhetischen Urteils, als emphatisches Gemachtsein, als Rückwendung auf Wahrnehmungsvollzüge oder als Begriffsreflexion verstehen. Dabei wird die Unterscheidung von Anschauung und Verstand in deren Zusammenspiel oder Abspaltung vorausgesetzt. Von der Analogie zur transzendentalen Reflexion löst sich aber erst ein Verständnis von ästhetischer Reflexivität, das von den drei Modi und ihrer Verflechtung ausgeht.<br><br>Reflexivity does not presuppose linguistic articulation or even propositional content. If it did, art could not be called reflexive. Reflexivity can be found in the self-contact of the living, in mental reflection or in symbolic self-reference. Art is a medium which claims these different modes of reflexivity and intertwines them. Aesthetic reflexivity as such has been established by Kant and his epigones, following the model of transcendetal reflection. Thus it could be specified as the reflexive structure of aesthetic judgement, or as an emphasis on a work’s being created, or as a reference to perception itself in the process of perceiving, or as a way of reflecting concepts. Aesthetic reflexivity can only be detached from the model of transcendental reflection, if it is seen as oriented towards the interaction among the three modes of reflection mentioned above, leaving aside the difference, interplay or competition between perception and conceptual capacities.

Does binge eating play a role in the self-regulation of moods?

2000 ◽  
Vol 35 (4) ◽  
pp. 298-313 ◽  
Author(s):  
Wesley C. Lynch ◽  
Andrea Everingham ◽  
Jane Dubitzky ◽  
Mimi Hartman ◽  
Tim Kasser
Keyword(s):  
Binge Eating ◽  
Self Regulation ◽  
The Self

Four-Year Follow-Up of a Meditation-Based Program for the Self-Regulation of Chronic Pain

1986 ◽  
Vol 2 (3) ◽  
pp. 159-774 ◽  
Author(s):  
J. Kabat-Zinn ◽  
L. Lipworth ◽  
R. Burncy ◽  
W. Sellers
Keyword(s):  
Chronic Pain ◽  
Self Regulation ◽  
The Self

The Appointed Actuary.

1987 ◽  
Vol 41 ◽  
pp. 559-629
Author(s):  
Edward A. Johnston
Keyword(s):  
Life Insurance ◽  
Financial Services ◽  
Self Regulation ◽  
Professional Role ◽  
The Self ◽  
Insurance Companies ◽  
Prudential Supervision ◽  
Government Supervision ◽  
The Uk

1.1 A paper about the Appointed Actuary is essentially a paper about prudential supervision of life insurance companies. The system which has operated in the UK since the mid-1970's is only partly one of Government supervision. Through the professional role of the Appointed Actuary, it also contains elements of a system of self-regulation with the Institute and Faculty of Actuaries standing in place of SRO's. Unlike the self-regulatory arrangements of the Financial Services Act. though, this second part of the system has grown up by custom and practice and in certain respects it is not codified. However it enables the Insurance Companies Act to be operated successfully.

scholarly journals Training Self-Regulated Learning in the Classroom: Development and Evaluation of Learning Materials to Train Self-Regulated Learning during Regular Mathematics Lessons at Primary School

2012 ◽  
Vol 2012 ◽  
pp. 1-14 ◽  
Author(s):  
Manuela Leidinger ◽  
Franziska Perels
Keyword(s):  
Primary School ◽  
Self Regulation ◽  
The Self ◽  
Structured Learning ◽  
Process Data ◽  
Learning Materials ◽  
Self Regulated Learning ◽  
Powerful Learning ◽  
Regulated Learning ◽  
Evaluation Of Learning

The aim of the intervention based on the self-regulation theory by Zimmerman (2000) was to promote a powerful learning environment for supporting self-regulated learning by using learning materials. In the study, primary school teachers were asked to implement specific learning materials into their regular mathematics lessons in grade four. These learning materials focused on particular (meta)cognitive and motivational components of self-regulated learning and were subdivided into six units, with which the students of the experimental group were asked to deal with on a weekly basis. The evaluation was based on a quasiexperimental pre-/postcontrol-group design combined with a time series design. Altogether, 135 fourth graders participated in the study. The intervention was evaluated by a self-regulated learning questionnaire, mathematics test, and process data gathered through structured learning diaries for a period of six weeks. The results revealed that students with the self-regulated learning training maintained their level of self-reported self-regulated learning activities from pre- to posttest, whereas a significant decline was observed for the control students. Regarding students’ mathematical achievement, a slightly greater improvement was found for the students with self-regulated learning training.

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