scholarly journals Impaired Learning From Errors and Punishments and Maladaptive Avoidance—General Mechanisms Underlying Self-Regulation Disorders?

2021 ◽  
Vol 11 ◽  
Author(s):  
Marek Wypych ◽  
Marc N. Potenza
Keyword(s):  
Negative Affect ◽  
Emotional Regulation ◽  
Wide Spectrum ◽  
Self Regulation ◽  
Error Processing ◽  
Maladaptive Behaviors ◽  
Negative Consequences ◽  
Learning From Errors ◽  
Prefrontal Cortical ◽  
Human Function

Self-regulation (SR) is an important human function that relates to quality of life in multiple domains including mental health. Previous studies have found important correlates of low SR including impulsivity and poor emotional regulation; however, underpinnings of low SR are incompletely understood. Individuals low in SR frequently engage in maladaptive behaviors (substance abuse, procrastination, etc.) despite negative consequences. This phenomenon suggests that impaired learning from errors and punishments may be important mechanisms underlying low SR. Consistently, previous studies observed impaired error processing in a wide spectrum of individuals with low SR and impaired learning from errors and punishments in SR-related disorders. We also note a possible role for poor emotional regulation and refer to concepts suggesting that engaging in maladaptive behaviors may serve as short term emotion regulation strategies aimed at avoiding or alleviating negative affect. We speculate on transdiagnostic factors underlying poor SR. We propose that impaired error processing (possibly related to striatal functioning) may prevent subjects with low SR from learning from errors and punishments and thus learning better SR skills or tendencies. Additionally, impaired coping in emotionally challenging situations, possibly related to prefrontal-cortical functioning, may lead to maladaptive avoidance. Moreover, maladaptive behaviors may be reinforced by the temporary decreases in negative affect and rewarding values of behaviors. Given existing knowledge gaps, we call for more extensive research and describe possible directions and challenges for future studies.

scholarly journals Impaired learning from errors and punishments and maladaptive avoidance – general mechanisms underlying self-regulation disorders?

2020 ◽  
Author(s):  
Marek Wypych ◽  
Marc N. Potenza
Keyword(s):  
Emotional Regulation ◽  
Self Regulation ◽  
Error Processing ◽  
Maladaptive Behaviors ◽  
Negative Consequences ◽  
Learning From Errors ◽  
Future Studies ◽  
Prefrontal Cortical ◽  
Multiple Domains

Self-regulation (SR) relates to quality of life in multiple domains. Previous studies have found important correlates of low SR including impulsivity and poor emotional regulation; however, underpinnings of low SR are incompletely understood.Individuals low in SR frequently engage in maladaptive behaviors (substance abuse, procrastination, etc.) despite negative consequences. This suggests that impaired learning from errors and punishments may be important mechanisms underlying low SR. Consistently, previous studies observed impaired error processing and learning from errors and punishments in SR-related disorders. We speculate on transdiagnostic factors underlying poor SR. Impaired error processing (possibly related to striatal functioning) may prevent subjects with low SR from learning from errors and punishments and thus learning better SR . Additionally, impaired coping in emotionally challenging situations, possibly related to prefrontal-cortical functioning, may lead to maladaptive avoidance. Moreover, maladaptive behaviors may be reinforced by temporary decreases in negative affect and rewarding values of behaviors.Given existing knowledge gaps, we call for more extensive research and describe possible directions and challenges for future studies.

scholarly journals To the Problem of Parental Procrastination in Interaction with Children

2020 ◽  
pp. 90-110
Author(s):  
A.V. Zobkov ◽  
Keyword(s):  
Emotional Regulation ◽  
Self Regulation ◽  
Personal Characteristics ◽  
Psychological Problem ◽  
Scientific Data ◽  
Psychological Consequences ◽  
Negative Consequences ◽  
Parent Child Relationship ◽  
Psychological Counseling ◽  
Parent Child

The practice of psychological counseling with adults who have children, and psychological work with children shows that the postponement of kid things by parents occurs often. As a result of procrastination of parents in interaction with children (parental procrastination) there are negative psychological consequences for parents and children. In psychological science, much attention is paid to the problem of human procrastination, but the procrastination of parents in the interaction of children is not studied. Available studies consider the parent-child relationship only as a cause of procrastination of the child. The article raises the problem of studying procrastination of a parent in interaction with a child (parental procrastination). The psychological features of general procrastination and parental procrastination are compared. Parental procrastination is associated with specific time intervals that require specific actions from the parent. They consciously tolerate interaction with the child often hiding behind objec-tive circumstances. Adults understand the negative consequences of procrastination, such as changing relationships with the child, reducing the level of trust of the child to them, subjective discomfort caused by understanding the negative consequences of procrastination for the child. Analyzing scientific data on the problem of General human procrastination, we develop and justify an approach to the study of parental procrastination. Procrastination is associated with a violation of self-regulation. Violation of self-regulation activities requires: a) the study of self-procrastinate parents, motivation, personality traits, emotional-volitional and cognitive spheres of personality, unconscious mental mechanisms of self-regulation; b) define the relationship of personal characteristics with the characteristics of goal setting (planning), assessment of internal and external conditions of activity (modeling), programming their actions, evaluation of the result, correction of actions and approval of the goal. Considering parental procrastination as a particular psychological problem, it is proposed: a) to consider it in connection with sociological characteristics (family composition, age characteristics of family members), family traditions, experience of family life of parents (number of marriages), etc.; b) through the system of human relations (to oneself, to others, to business; parent-child relations, intergenerational relations). The methodological unity of the categories "attitude" and "self-regulation" of activity allows us to create a holistic theoretical model of the study of parental procrastination. The model is presented in the conclusion of the article in a structure form. The analysis allows outlining the directions of psychological counseling work with procrastinating parents: work on taking responsibility for decisions in their vital activity; formation of self-regulation skills of activity; formation of emotional regulation skills.

scholarly journals INTERCONNECTION OF METACOGNITION AND EXECUTIVE FUNCTIONS IN CHILDHOOD: CULTURAL-HISTORICAL CONTEXT

2021 ◽  
pp. 79-113
Author(s):  
A.N. Veraksa ◽  
N.E. Veraksa
Keyword(s):  
Academic Success ◽  
Executive Functions ◽  
Emotional Regulation ◽  
Behavioral Control ◽  
Self Regulation ◽  
Historical Context ◽  
Social Aspect ◽  
The Social ◽  
The Relationship

The review is devoted to the relationship between executive functions and metacognition in the context of a cultural-historical perspective. On the basis of the research carried out over the past 15 years, the commonality and differences of these constructs are shown. Special attention is paid to the development of executive functions and metacognition, their connection with the academic success of children, the role of the social aspect in their formation. The importance of an adult in the directed formation of metacognition and self-regulation is shown, which confirms the provisions of the cultural-historical theory. Within the framework of the cultural-historical paradigm, several mechanisms for the development of executive functions are considered: imitation based on understanding; sign mediation; as well as communication in a social developmental situation. L.S. Vygotsky noted that higher mental functions arise on the basis of real interactions of people, are interiorized, turning into psychological functions. The review showed that one of the most common models of the structure of executive functions is a model that includes such components as “working memory”, “inhibitory control” and “cognitive flexibility”. Based on the analysis, it is possible to assert the influence of J. Piaget’s concept on the development of executive functions. A certain difficulty is caused by the explanation of emotional regulation in the context of metacognitive problems. At the same time, L.S. Vygotsky spoke about the unity of affect and intellect, which suggests the existence behavioral control and, in particular, of emotional processes at the level of metacognitive processes.

scholarly journals PSYCHOLOGICAL STATES AND PROPERTIES OF THE PERSONALITY HAVING DEPENDENCE ON THE SMARTPHONE

2021 ◽  
pp. 225-235
Author(s):  
Виктор Павлович Шейнов ◽  
Наталья Васильевна Дятчик
Keyword(s):  
College Students ◽  
Communicative Competence ◽  
Negative Impact ◽  
Self Regulation ◽  
Female Gender ◽  
Self Control ◽  
Smartphone Addiction ◽  
Poor Sleep ◽  
Negative Consequences ◽  
Educational Work

Зависимость от смартфона стала распространенным явлением, особенно в молодежной среде. В предыдущих исследованиях установлены большая распространенность данной зависимости и то, что жертвы этой зависимости испытывают страдания от плохого качества сна (а то и от бессонницы), депрессии, тревожности, стресса, а также отрицательные эмоции, характеризуются значительным снижением физической активности. Распространенность зависимости от смартфона и ее отрицательные последствия диктуют необходимость ее всестороннего исследования. Изучаются проявления феномена зависимости от смартфонов у учащихся медицинского колледжа. Установлено, что зависимость от смартфона положительно связана с одиночеством, агрессивностью, плохим настроением и отрицательно – с коммуникативной компетентностью, настойчивостью, самообладанием, саморегуляцией, а также с возрастом. В большей степени она проявляется у представителей женского пола. Выявленные корреляции зависимости от смартфонов с одиночеством, агрессивностью, саморегуляцией, коммуникативной компетентностью в целом соответствуют характеру корреляций, установленных в зарубежных исследованиях. Новыми как для отечественных, так и для зарубежных исследований являются установленные авторами отрицательные связи зависимости от смартфона респондентов с настойчивостью и самообладанием. Smartphone addiction has become common, especially among young people. Previous studies have established a high prevalence of this addiction and the fact that the victims of this addiction experience suffering: from poor sleep quality (and even insomnia), depression, anxiety, stress, experience negative emotions, and are also characterized by a significant decrease in physical activity. The prevalence of smartphone addiction and its negative consequences dictate the need for a comprehensive study. The article examines the manifestations of the phenomenon of smartphone addiction in medical college students. It is shown that the psychological mechanism of the emergence of addictions is described by a general model of psychological impact. It was found that that smartphone addiction is positively associated with loneliness, aggressiveness, bad mood, with the female gender, and negatively – with communicative competence, persistence, self-control, self-regulation, as well as with age. The connections identified in the article with loneliness, aggressiveness, self-regulation, and communicative competence generally correspond to the nature of the correlations established in foreign studies. New for both domestic and foreign studies are the negative links of dependence on smartphones with persistence and self-control revealed in the article. Based on the results of this study, recommendations were developed (based on the obtained empirical data) for college students to minimize the negative impact of smartphones on their mental and physical health. It is recommended in the process of educational work with students to explain the negative consequences of dependence on smartphones and the value of direct, live communication with their environment.

scholarly journals Lack of Change Information and End User Grumbling: Mediating Role of Fear of Unknown and Moderating Role of Emotional Regulation

2020 ◽  
Vol 13 (3) ◽  
pp. 1-15
Author(s):  
Rida Bangash ◽  
Kausar Fiaz Khawaja ◽  
Sumayya Chughtai
Keyword(s):  
Emotional Regulation ◽  
Statistical Tests ◽  
Self Regulation ◽  
Successful Implementation ◽  
End User ◽  
User Resistance ◽  
Mediating Role ◽  
The Relationship ◽  
Moderating Role

User resistance is a complex phenomenon and is considered a major constraint towards the successful implementation and usage of information technology. Hence, in order to investigate the factors that may lead to user resistance; the current study proposes and investigates the mediating role of fear of unknown between lack of change information and end-user grumbling, and the moderating role of emotional regulation between the relationship. Emotional self-regulation theory has been used as an overarching theory that explains the research model proposed and tested in the study. Using a Quantitative approach, the survey was conducted and data was collected from 334 users of FBR systems. With the help of SPSS and MACRO PROCESS, statistical tests were conducted and links were tested. Results revealed that all hypotheses were accepted. Along with these discussions, research implications and recommendations are also provided.

scholarly journals Aversive Responses to Stereotypic STEM Images Predicts Women’s Long–Term STEM Memories and Underperformance in Math

2020 ◽  
Author(s):  
Chad E. Forbes ◽  
Rachel C Amey ◽  
Adam Magerman ◽  
Irmak Olcaysoy Okten
Keyword(s):  
Negative Affect ◽  
Stereotype Threat ◽  
Dot Probe ◽  
Stem Majors ◽  
Prefrontal Cortical ◽  
Arousal Response ◽  
Math Test ◽  
Cortical Regions ◽  
Attentional Blink Task

Social identity and stereotype threat (ST) are situational stressors that increase arousal and negative affect and impair performance when women are outnumbered by men. One consequence of these effects could be that women develop learned aversions towards stigmatized STEM domains. Five studies tested whether stereotypic STEM images (STEMIs) prompt aversive responses that predict ST-like outcomes, including underperformance in ST contexts and more negative ST-oriented memories over time. Using a dot-probe paradigm, Studies 1 and 2 found that women perceived STEMIs as more negatively arousing compared to men, but only ST women exhibited greater arousal responses to STEMIs compared to stereotypic non-STEM images (NonSTEMIs) and underperformed; men in this context showed a similar arousal response to STEMIs and NonSTEMIs and performed better. Study 3 replicated this effect among female STEM majors and linked aversive responses to more negative affect laden memories for the STEM lab experience five weeks later. Using EEG, Study 4 found that enhanced processing of STEMIs presented during an attentional blink task (indexed via increased communication between occipital and prefrontal cortical regions) predicted underperformance on a math test among ST women but marginally better performance among men. Study 5 mitigated ST underperformance effects among women utilizing a dot-probe training paradigm that blunted arousal responses to STEMIs; instructing men to attend to STEMIs facilitated their performance. STEM aversions may thus facilitate ST-like effects, possibly defining what the “threat” in ST is, however, blunting aversions can attenuate these effects when women work alongside men in STEM performance situations.

Using the Common Sense Model of Self-Regulation to Understand the Relationship Between Symptom Reporting and Trait Negative Affect

2014 ◽  
Vol 21 (6) ◽  
pp. 989-994 ◽  
Author(s):  
Lisa M. McAndrew ◽  
Pablo A. Mora ◽  
Karen S. Quigley ◽  
Elaine A. Leventhal ◽  
Howard Leventhal
Keyword(s):  
Negative Affect ◽  
Common Sense ◽  
Self Regulation ◽  
Symptom Reporting ◽  
Common Sense Model ◽  
The Common ◽  
The Relationship ◽  
Sense Model

scholarly journals Perinatal Music Therapy and Antenatal Music Classes: Principles, Mechanisms, and Benefits

2016 ◽  
Vol 25 (3) ◽  
pp. 184-192 ◽  
Author(s):  
Wolfgang Mastnak
Keyword(s):  
Emotional Regulation ◽  
Social Inclusion ◽  
Perinatal Care ◽  
Self Regulation ◽  
Brain Maturation ◽  
Anxiety And Depression ◽  
Sound Stimulation ◽  
Birth Preparation ◽  
Underlying Mechanisms ◽  
Music Activities

ABSTRACTAntenatal music activities are in the ascendant. Regarding evidence-based research, the article advocates 5 main aims: music therapeutic control of pre- and perinatal stress, anxiety, and depression; music-related mental and physical birth preparation comprising cognitive adjustment, emotional regulation, physical activity, relaxation and pain management, and social inclusion; music-associated bonding and self-efficacy; prenatal sound stimulation to trigger learning processes, pedagogical priming and brain maturation; music activities to facilitate the child’s acculturation and adaptive self-regulation. Underlying mechanisms such as neuroplasticity help to understand the multifaceted effects of music in pre- and perinatal care. Individual conditions and features of the mother and her child have to be taken into account and music interventions to be harmonized with complementary perinatal programs.

Implementation of a rhythm and movement intervention to support self-regulation skills of preschool-aged children in disadvantaged communities

2019 ◽  
Vol 47 (6) ◽  
pp. 800-820 ◽  
Author(s):  
Kate E. Williams ◽  
Donna Berthelsen
Keyword(s):  
Executive Function ◽  
School Readiness ◽  
Emotional Regulation ◽  
School Achievement ◽  
Self Regulation ◽  
Intervention Group ◽  
Control Group ◽  
Disadvantaged Communities ◽  
Path Analyses ◽  
Before And After

Self-regulation skills are an important predictor of school readiness and early school achievement. Research identifies that experiences of early stress in disadvantaged households can affect young children’s brain architecture, often manifested in poor self-regulatory functioning. Although there are documented benefits of coordinated movement activities to improve self-regulation, few interventions have focused exclusively on music and rhythmic activities. This study explores the effectiveness of a preschool intervention, delivered across 8 weeks, which focused on coordinated rhythmic movement with music to improve self-regulation and executive function. The study involved 113 children across three preschools in disadvantaged communities. The intervention group received 16 sessions of a rhythm and movement program over 8 weeks, whereas the control group undertook the usual preschool program. Executive functions were directly assessed, and teachers reported on children’s self-regulation before and after the intervention. Path analyses found positive intervention effects for emotional regulation reported by teachers and, for boys, on the measure of shifting in the executive function assessment. Teacher-reported cognitive and behavioral regulation also improved in one research site. These early findings suggest that a rhythm and movement intervention has the potential to support the development of self-regulation skills in preschool; however, further research is required.

scholarly journals The Role of Emotional Regulation and Affective Balance on Health Perception in Cardiovascular Disease Patients According to Sex Differences

2020 ◽  
Vol 9 (10) ◽  
pp. 3165
Author(s):  
Bárbara Luque ◽  
Rosario Castillo-Mayén ◽  
Esther Cuadrado ◽  
Tamara Gutiérrez-Domingo ◽  
Sebastián J. Rubio ◽  
...  
Keyword(s):  
Cardiovascular Disease ◽  
Sex Differences ◽  
Negative Affect ◽  
Self Efficacy ◽  
Emotional Regulation ◽  
Phase 1 ◽  
Health Perception ◽  
Phase 2 ◽  
Cardiovascular Patients ◽  
Affective Balance

One of the challenges of aging is the increase of people with chronic diseases, such as cardiovascular disease (CVD). Men and women experience the disease differently. Therefore, it has an impact on how CVD is treated and its outcomes. This research analyzed the relationship between psychosocial variables and health promotion among cardiovascular patients, paying special attention to sex differences. A longitudinal study with cardiovascular patients (747 in phase 1 (122 women) and 586 in phase 2 (83 women)) was carried out. Participants were evaluated based on their sociodemographic characteristics, affective balance, regulatory negative affect self-efficacy, stress and anxiety regulation strategies, and perceived global health. Results showed that men presented significantly higher scores in positive affect, affective balance, and self-efficacy to regulate negative emotions, while women presented significantly higher scores in negative affect and the use of passive strategies to cope with stressful situations. Regression analyses showed that all psychological variables studied in phase 1 were significant predictors of health perception in phase 2. According to the results, it is necessary to include strategies to improve cardiovascular health through education and emotional regulation, with a gender focus.

Sign in / Sign up

Export Citation Format

Share Document