scholarly journals The Potential Benefits of Non-skills Training (Mental Toughness) for Elite Athletes: Coping With the Negative Psychological Effects of the COVID-19 Pandemic

2021 ◽  
Vol 3 ◽  
Author(s):  
Neil Dagnall ◽  
Kenneth Graham Drinkwater ◽  
Andrew Denovan ◽  
R. Stephen Walsh
Keyword(s):  
Learning Strategies ◽  
Cognitive Skills ◽  
Elite Athletes ◽  
Self Regulation ◽  
Skills Training ◽  
Well Being ◽  
Psychological Effects ◽  
Mental Toughness ◽  
Elite Level ◽  
Intellectual Capacity

The spread of COVID-19 has had a significant impact on global sport. This is especially true at the elite level, where it has disrupted training and competition. Concomitantly, restrictions have disrupted long-term event planning. Many elite athletes remain unsure when major events will occur and worry about further interruptions. Although some athletes have successfully adapted to the demands of the COVID-19 crisis, many have experienced difficulties adjusting. This has resulted in psychological complications including increased stress, anxiety, and depression. This article critically examines the extent to which non-cognitive skills training, in the form of increased awareness of Mental Toughness, can help elite athletes inoculate against and cope with negative psychological effects arising from the COVID-19 pandemic. Non-cognitive skills encompass intrapersonal (motivations, learning strategies, and self-regulation) and interpersonal (interactions with others) domains not directly affected by intellectual capacity. Previous research indicates that enhancement of these spheres can assist performance and enhance mental well-being. Moreover, it suggests that training in the form of increased awareness of Mental Toughness, can improve the ability to cope with COVID-19 related challenges. In this context, Mental Toughness encompasses a broad set of enabling attributes (i.e., inherent and evolved values, attitudes, emotions, and cognitions). Indeed, academics commonly regard Mental Toughness as a resistance resource that protects against stress. Accordingly, this article advocates the use of the 4/6Cs model of Mental Toughness (i.e., Challenge, Commitment, Control, and Confidence) to counter negative psychological effects arising from COVID-19.

scholarly journals Should social enterprises complement or supplement public health provision?

2019 ◽  
Vol 15 (4) ◽  
pp. 495-518
Author(s):  
Sammia Poveda ◽  
Melinda Gill ◽  
Don Rodney Junio ◽  
Hannah Thinyane ◽  
Vanessa Catan
Keyword(s):  
Public Health ◽  
Mental Health ◽  
Health Services ◽  
Health Outcomes ◽  
Self Regulation ◽  
Skills Training ◽  
Well Being ◽  
The Philippines ◽  
Social Enterprises ◽  
Content Type

Purpose This paper aims to explore how stable employment, company culture and tailored health, digital and core skills training provided by a social enterprise (SE) in the Philippines affect survivors of exploitation. Research shows survivors experience adverse social conditions and physical and mental health outcomes caused by their exploitative experience. Stable, decent employment has been identified as critical to their recovery and reintegration. This paper discusses the SE’s impact on the employees’ physical, mental and social health and behaviour. Based on our findings, the authors discuss the contribution of SE in improving health outcomes and providing health services and conclude that SEs should not replace but complement public health government programmes. Design/methodology/approach This paper uses mixed methods, presenting data from a longitudinal survey (household income, mental health and social well-being) and a follow-up qualitative study, which uses in-depth interviews and participatory videos to explore survey findings. Findings The quantitative analysis demonstrates positive, but gradual, changes in sexual and reproductive health behaviour; personal empowerment; and trauma, anxiety and depressive symptoms. The qualitative findings show how improvements in executive functioning, self-regulation and self-esteem occur incrementally over time. As their self-efficacy improves, employees need to avoid being overly dependent on the SE, to support their autonomy; therefore, access to complementary public health services is fundamental. Originality/value This paper focusses, to the authors’ knowledge, on a unique SE, which hires survivors of exploitation, without losing their competitiveness in the market.

scholarly journals University-wide chronotyping shows late-type students have lower grades, shorter sleep, poorer well-being, lower self-regulation, and more absenteeism

2021 ◽  
Author(s):  
Sing Chen Yeo ◽  
Jacinda Tan ◽  
Clin K. Y. Lai ◽  
Samantha Lim ◽  
Yuvan Chandramoghan ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Well Being ◽  
Late Type ◽  
Nocturnal Sleep ◽  
Performance Gap ◽  
Selective Learning ◽  
Multiple Factors ◽  
Diurnal Distribution ◽  
Inadequate Sleep

A person's preferred timing of nocturnal sleep (chronotype) has important implications for cognitive performance. Students who prefer to sleep late may have a selective learning disadvantage for morning classes due to inadequate sleep and circadian desynchrony. Here, (1) we tested whether late-type students perform worse only for morning classes, and (2) we investigated factors that may contribute to their poorer academic achievement. Chronotype was determined objectively in 33,645 university students (early, n=3,965; intermediate, n=23,787; late, n=5,893) by analyzing the diurnal distribution of their logins on the university's Learning Management System (LMS). Late-type students had lower grades than their peers for courses held at all different times of day, and during semesters when they had no morning classes. Actigraphy studies (n=261) confirmed LMS-derived chronotype was associated with students' sleep patterns. Nocturnal sleep on school days was shortest in late-type students because they went to bed the latest and woke up early compared with non-school days. Surveys showed that late-type students had lower self-rated health and mood (n=357), and lower metacognitive self-regulation (n=752). Wi-Fi connection data for classrooms (n=17,356) revealed that late-type students had lower lecture attendance than their peers for classes held in both the morning and the afternoon. Our findings suggest that multiple factors converge to impair learning in late-type students. Shifting classes later can improve sleep and circadian synchrony in late-type students but is unlikely to eliminate the performance gap. Interventions that focus on improving students' well-being and learning strategies may be important for addressing the late-type academic disadvantage.

scholarly journals REFLEXIVE ABILITIES TO SELF-REGULATION AS A COGNITIVE COMPONENT OF PERSONALITY’S PSYCHOLOGICAL WELL-BEING

2020 ◽  
Vol 1 (1) ◽  
pp. 61-71
Keyword(s):  
Cognitive Skills ◽  
Self Regulation ◽  
Scientific Work ◽  
Well Being ◽  
Cognitive Level ◽  
Current Time ◽  
Cognitive Component ◽  
Work Related ◽  
Level Of Functioning ◽  
Evaluative Judgments

The article is devoted to the theoretical and methodological investigation of the problem of the features of the reflexive abilities to self-regulation and the skills of students, which they use in the process of solving the problem, at the cognitive level of functioning of the reflective experience. Together with the theoretical analysis of scientific work related to the study of this topic, in the article we tried to operationalize them, that is, to select indicators that reflect the quantitative aspects of their formation, and to empirically determine the levels of students' ability to self-regulate and cognitively. To determine the significance for students of the development of reflexive abilities to self-regulation, we used the scale "Tasks for the development of self-regulation abilities" from the methodology "Life tasks for self-development", developed by O. Savchenko and Y. Domanova, with which help determine the level of actualization of students' tasks through the regulation at the current time on the appropriate scales. Using the method of O. Savchenko "Reflexive skills (cognitive level)" the generalized indicators of the average values of reflexive skills of the cognitive level were defined on such scales as "Ability to explain to yourself and others the course of their reasoning" emotional experiences, control their course, maintain a sense of confidence", "Keep yourself in the scope of reflections and analyze the reasons for their own actions, causes of failures", "Ability to organize the work the search for a solution, test their assumptions", "Ability to evaluate results by different criteria", "Ability to be aware of various aspects of the course of decision-making processes: cognitive, emotional, behavioral" and the overall level of development of reflexive ego skills. From the obtained data we can conclude that the students on average have the lowest assessment of their reflexive cognitive skills on the scale "Ability to evaluate results by different criteria, formulate evaluative judgments". The overall level of students' reflexive cognitive skills is medium.

scholarly journals From the Hospital Bed to the Laptop at Home: Effects of a Blended Self-Regulated Learning Intervention

2019 ◽  
Vol 16 (23) ◽  
pp. 4802
Author(s):  
Azevedo ◽  
Rosário ◽  
Martins ◽  
Rosendo ◽  
Fernández ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Grade Retention ◽  
Recovery Period ◽  
Self Regulation ◽  
Well Being ◽  
Educational Interventions ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Home Context ◽  
At Home

Hospitalization poses diverse challenges to school-aged youth well-being and their educational path. Some inpatients, due to the hospitalization duration, frequency or the needed recovery period at home, may struggle when returning to school. To help youth cope with this challenge, several hospitals have been implementing educational interventions tailored to the school-aged children and adolescents needs. Nevertheless, pediatric inpatients with short stays and/or with a recovery period at home usually do not benefit from these interventions. Therefore, the present study implemented a blended intervention (i.e., face-to-face and online) with the aim of training self-regulated learning competences with hospitalized school-aged adolescents with short hospital stays. The intervention was delivered on a weekly basis for eight individual sessions using a story-tool. Results showed the efficacy of the intervention in promoting adolescent’s use of, perceived instrumentality of, and self-efficacy for self-regulated learning strategies. Overall, there was a differentiated impact according to the participants’ age, grade level, grade retention, and engagement in the intervention. These findings support previous research indicating that hospitals can play an important role as educational contexts even for inpatients with short stays. The blended format used to deliver the self-regulation learning (SRL) training also may be an opportunity to extend these interventions from the hospital to the home context.

scholarly journals Coping With the Effects of Fear of Failure: A Preliminary Investigation of Young Elite Athletes

2009 ◽  
Vol 3 (1) ◽  
pp. 73-98 ◽  
Author(s):  
Sam S. Sagar ◽  
David Lavallee ◽  
Christopher M. Spray
Keyword(s):  
Elite Athletes ◽  
Preliminary Investigation ◽  
Well Being ◽  
Sport Performance ◽  
Interpersonal Behavior ◽  
Fear Of Failure ◽  
Coping With Stress ◽  
Coping Responses ◽  
Elite Level ◽  
Significant Achievement

Coping with stress is an important element in effective functioning at the elite level in sports, and fear of failure (FF) is an example of a stressor that athletes experience. Three issues underpin the present preliminary study. First, the prevalence of problems attributed to FF in achievement settings. Second, sport is a popular and significant achievement domain for children and adolescents. Third, there is a lack of research on FF in sport among this population. Therefore, the objectives of the study were to examine the effects of FF on young athletes and to find out their coping responses to the effects of FF. Interviews were conducted individually with nine young elite athletes (5 males, 4 females; ages 14–17 years). It was inferred from the data that FF affected the athletes’ well-being, interpersonal behavior, sport performance, and schoolwork. The athletes employed a combination of problem-focused, emotion-focused, and avoidance-focused coping strategies, with avoidance strategies being the most frequently reported.

scholarly journals InContext: A mobile application for the improvement of learning strategies at University

Comunicar ◽  
2020 ◽  
Vol 28 (64) ◽  
pp. 109-118
Author(s):  
Claudia-A. Lerma-Noriega ◽  
María-L. Flores-Palacios ◽  
Genaro Rebolledo-Méndez
Keyword(s):  
Learning Strategies ◽  
Cognitive Skills ◽  
Mobile Application ◽  
Self Regulation ◽  
Private University ◽  
Ease Of Use ◽  
Writing Assignments ◽  
Multimedia Material ◽  
Post Test ◽  
Technological Tool

InContext is a custom-designed mobile application for writing assignments intended for university students in journalism and research methodology courses. In these disciplines, it has been observed that there is a need for an educational and technological tool to guide the writing of text using preloaded templates in which students can input text and multimedia material to create articles or write research reports. Besides its ease of use, the app was intended to improve metacognitive thinking. This led to the establishment of six working hypotheses in an exploratory study. For the study, a random sample of students enrolled in the aforementioned courses was selected during the August-December 2019 semester at a private university in Mexico. They took a pre-test using the “Motivated Strategies for Learning Questionnaire” (MSLQ) that had been translated into Spanish and already validated in Mexico. Subsequently, the students used the application and then answered the same questionnaire as a post-test. The study aimed to compare the results of the tests to see whether there was an improvement in cognitive skills. The results showed an increase in four skills: critical thinking, data search, cognitive self-regulation, and regulation of effort. The research results did indicate metacognitive development that would benefit the academic and professional work of future graduates. InContext es una aplicación móvil, diseñada a medida, para elaborar trabajos de redacción para estudiantes universitarios de los cursos de periodismo y de metodología de la investigación. En estas disciplinas se observó que había una necesidad de contar con una herramienta educativa y tecnológica que guiara la redacción utilizando plantillas precargadas en las cuales los estudiantes pudieran agregar texto y material multimedia para con ello construir artículos periodísticos o reportes de investigación. Además de la facilidad de uso, se esperaba que la app mejorara el pensamiento metacognitivo, por lo cual se establecieron seis hipótesis de trabajo en un estudio exploratorio. Para la investigación se seleccionó una muestra aleatoria de estudiantes inscritos en los cursos durante el semestre agosto-diciembre 2019 en una universidad privada de México. Los alumnos realizaron un pretest utilizando el cuestionario Motivated Strategies for Learning Questionnaire (MSLQ) traducido al español y ya validado en México; posteriormente utilizaron la aplicación y contestaron el mismo cuestionario a manera de postest, con el objetivo de comparar si había una mejora en las habilidades cognitivas. Los resultados indican que existe un aumento en cuatro habilidades: pensamiento crítico, búsqueda de datos, autorregulación cognitiva y regulación del esfuerzo, pero no lo hubo en organización ni en búsqueda de ayuda. Estos resultados indican un desarrollo metacognitivo que beneficia el trabajo académico y profesional de los futuros egresados.

scholarly journals Relationships Between Narrow Personality Traits and Self-Regulated Learning Strategies: Exploring the Role of Mindfulness, Contingent Self-Esteem, and Self-Control

AERA Open ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 233285842094949
Author(s):  
Felicitas Opelt ◽  
Malte Schwinger
Keyword(s):  
Personality Traits ◽  
Learning Strategies ◽  
Self Regulation ◽  
Well Being ◽  
Academic Competence ◽  
Self Esteem ◽  
Self Control ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Regulation Model

Based on Boekaerts’ dual-processing self-regulation model, our study seeks to examine to what extent narrow personality traits are associated with different aspects of self-regulated learning. We approach this research question by examining the relationships of the narrow personality traits mindfulness, contingent self-esteem (domain academic competence), and self-control with various self-regulated learning strategies, emotion regulation strategies, and affective well-being during learning in a sample of N = 588 university students. Path analysis revealed the selected narrow personality traits to be significantly related to a variety of the investigated self-regulated learning variables, with more relationships to self-control and the contingent self-esteem domain academic competence than to mindfulness. Our study overall contributes to the understanding of how the selected narrow personality traits of students are associated with various aspects of their self-regulated learning behavior. Practical implications for promoting self-regulated learning via training (self-control) and counseling services (contingent self-esteem) are discussed.

The Role of Romantic Relationships on Athletes’ Performance and Well-Being

2009 ◽  
Vol 3 (1) ◽  
pp. 58-72 ◽  
Author(s):  
Sophia Jowett ◽  
Duncan Cramer
Keyword(s):  
Romantic Relationships ◽  
Elite Athletes ◽  
Well Being ◽  
Personal Relationships ◽  
Competitive Sport ◽  
Heterosexual Relationships ◽  
Elite Level ◽  
Antecedents And Consequences ◽  
Work Family

Guided by the work-family interface literature, this study examined the concept of spillover in a sample of elite athletes. It was conceptualized that there would be potential negativity and interference between athletes’ intense demands of competitive sport and efforts to maintain positive relationships with their partners. Antecedents and consequences of the potential spillover phenomenon were assessed in a sample of 87 elite-level athletes who had either romantic or marital, heterosexual relationships. Findings indicated that while trust, commitment, and communication were not strongly related to spillover, negative transactions were. Moreover, the occurrence of spillover was negatively related to sport satisfaction and positively to depressive symptoms. Finally, it was found that a mechanism by which perceived negative transactions were linked to athletes’ satisfaction and depression was through spillover. Spillover can help explain how personal relationships and sport are likely to contribute to athletes’ performance accomplishment and overall well-being.

Social-demographic correlates of mindset in China

2021 ◽  
pp. 2057150X2110419
Author(s):  
Qing Huang ◽  
Yu Xie
Keyword(s):  
Cognitive Skills ◽  
Employment Status ◽  
Self Regulation ◽  
Well Being ◽  
Interpersonal Processes ◽  
Demographic Correlates ◽  
Place Of Origin ◽  
The Subject ◽  
Social Demographic

Mindset, growth or fixed, refers to two different beliefs people hold about the underlying nature of ability, and was first put forward by the psychologist Carol Dweck. The central role of mindset in motivation, self-regulation and interpersonal processes has been the subject of growing research interest, but there are few discussions of mindset in the context of China. Using the China Family Panel Studies, this study aims to offer a comprehensive understanding of social-demographic correlates of mindset in China. Following the psychological literature, we construct a binary status of mindset via exploratory factor analysis. We find that place of origin (rural or urban), educational level, employment status and life-course events are correlated to mindset. It is also determined that mindset acts as a fundamental psychological factor strongly associated with multiple outcomes, including educational attainment, cognitive skills, attitudes and subject well-being.

scholarly journals The Self-Regulation of Learning – Self-Report Scale for Sport Practice: Validation of an Italian Version for Football

2021 ◽  
Vol 12 ◽  
Author(s):  
Eleonora Reverberi ◽  
Caterina Gozzoli ◽  
Chiara D’Angelo ◽  
Margherita Lanz ◽  
Angela Sorgente
Keyword(s):  
Elite Athletes ◽  
Self Regulation ◽  
Monitoring And Evaluation ◽  
Self Report ◽  
Italian Version ◽  
Factor Solution ◽  
Self Monitoring ◽  
Sport Practice ◽  
Structure Reliability ◽  
Elite Level

Self-regulation of learning (SRL) is a key psychological factor that supports young athletes aiming to reach the elite level by promoting their involvement in deliberate practice. We contributed to the validation of the Italian version of the Bartulovic et al. (2017) Self-Regulation of Learning – Self-Report Scale for Sport Practice by testing its factorial structure, reliability, and measurement invariance among elite and non-elite football players, involving 415 male professional, semi-professional, and amateur youth academy players (Mage = 16.2, SD = 1.51). The original six-factor structure (planning, reflection, effort, self-efficacy, self-monitoring, and evaluation) did not fit the data well and a five-factor solution (where self-monitoring and evaluation items load on the same factor, named “self-supervision”) was a better fit. This five-factor solution was measurement invariant across groups of elite and non-elite athletes. We found that elite athletes scored significantly higher than non-elite ones in each SRL subprocess. Implications for future validation studies and for the use of this tool are discussed.

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