scholarly journals Motivation and self‐regulation: The role of want‐to motivation in the processes underlying self‐regulation and self‐control

2018 ◽  
pp. e12425 ◽  
Author(s):  
Kaitlyn M. Werner ◽  
Marina Milyavskaya
Keyword(s):  
Self Regulation ◽  
Self Control

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.

scholarly journals Peculiarities of Expression of Leadership of Pre-Primary Children in Musical Activities

Pedagogika ◽  
2015 ◽  
Vol 117 (1) ◽  
pp. 118-132
Author(s):  
Asta Rauduvaitė ◽  
Živilė Virganavičienė
Keyword(s):  
Scientific Literature ◽  
Self Regulation ◽  
Negative Influence ◽  
Self Control ◽  
Literature Analysis ◽  
Leadership Qualities ◽  
Number Of Children ◽  
Self Confidence ◽  
Musical Activities

On the basis of scientific literature analysis it can be stated that at pre-primary age leadership is fostered developing children’s self-confidence, initiative, communication with adults, empathy, curiosity, leading of activities and play, activity, self-regulation and self-control, creativity, generating of ideas, which may be expressed in musical activities as well. Therefore, applying musical activities, expression of various features may be encouraged, their synthesis and variations may be achieved to enable a child to experience the nurtured qualities and to develop them. The results of the research on expression of leadership qualities of pre-primary children in musical activities showed that children’s leadership qualities are expressed in singing most frequently. Expression of leadership in other activities such as listening to music, playing and rhythmisation, improvisation and creation, is not so suggestive. Expression of leadership qualities in all activities should be encouraged, whereas during singing activities, all the distinguished leadership qualities were noticed: communicating with adults, generating of ideas, leading of activities and play, initiative, activity, empathy, creativity, curiosity, sensitivity, self-regulation and self-control. The analysis of children’s opinion about leadership qualities revealed that: 1) distribution of favorable musical activities is predetermined by child’s wish to involve in a certain activity and its attractiveness. Therefore, the role of a teacher is important presenting these activities in an attractive way and making attempts to strengthen learners’ interested in them; 2) children like to rally other children for activities but involve in them to a different extent. Some of them seek to lead, others generate ideas and show initiative to rally other children but they later assume the role of a collaborator and do not lead activities. Moreover, a number of children experience a negative influence of their peers, when they are not invited to engage in play, i.e., they lose self-confidence or engage in play only as an observer.

scholarly journals ADHD and comorbidity: The role of pharmacotherapy

2022 ◽  
Vol 27 ◽  
pp. 194-206
Author(s):  
Aikaterini Doulou ◽  
Athanasios Drigas
Keyword(s):  
Behavioral Problems ◽  
Developmental Disorders ◽  
Rapid Development ◽  
Self Regulation ◽  
Self Control ◽  
Self Awareness ◽  
First Choice ◽  
The Social

In recent years, there has been an increase in the incidence of ADHD in children and adolescents. Many learning and behavioral problems are associated with this disorder due to difficulties in cognitive and metacognitive functions. Only when individuals improve these functions will they be able to integrate in the social environment. Skills such as self-awareness, self-regulation, and self-control can help children with ADHD develop their emotional intelligence to control their cognitive deficits and adapt to diverse areas. With the rapid development of science, several medical and behavioral methods have been proposed to treat ADHD, which have contributed significantly to the control of symptoms. However, medication is considered as a first-choice treatment to reduce the symptoms. The present study investigates the comorbidity of ADHD with other mental and developmental disorders as also the role and effectiveness of drug intervention in order to improve the quality of life of these children.

scholarly journals Vicarious self-control use and persuadability: The role of resistance effort

2020 ◽  
Author(s):  
Joshua Ackerman
Keyword(s):  
Self Regulation ◽  
Mental Simulation ◽  
Self Control ◽  
Persuasive Messages ◽  
Argument Strength ◽  
Depletion Effect ◽  
Increased Susceptibility

Vicarious processing studies show that people sometimes experience the consequences of others’ actions. In the domain of self-regulation, this may result in increased susceptibility to persuasion attempts following mental simulation of another person’s self-control use—a vicarious depletion effect. Yet, little is known about the boundaries of such effects. Here, the interactive roles of persuasion content (argument strength) and resistance effort (message favorability) were examined. Vicariously depleted participants expressed greater positivity only toward advocated policies that were initially favorable and used strong arguments, but not toward policies that were initially unfavorable. These findings indicate that people are able to overcome the effects of vicarious depletion when they are highly resistant to the content of persuasive messages.

scholarly journals The role of «I-concept» in a construction of life perspectives in the juvenile age

HUMANITARIUM ◽  
2019 ◽  
Vol 41 (1) ◽  
pp. 143-153
Author(s):  
Diana Chyzhma
Keyword(s):  
Self Regulation ◽  
Real Life ◽  
Self Control ◽  
Life Strategy ◽  
Professional Activities ◽  
Juvenile Age ◽  
The Future ◽  
Life Path ◽  
Personal Behavior

The article presents a theoretical analysis and an empirical study of the «I-concepts» in building a life program of the personality of youth, his life plans, which determine the order of actions necessary for actualization of the life goals as the main guidelines of the life path in the future. The peculiarities of manifestation of the «I-concept», as one of the components in the structure of personality, the set of attitudes on oneself, the person’s perception of himself, and its role in determining the life perspective in the student youths are highlighted. The qualitative descriptions of the levels of expressiveness of the generalized facilities with a respect to the life strategy of the «I-concept» development in personality of a juvenile age «I am the past», «I am the present one» and «I am the future» are given. It is stated that in the basis of the construction of a life perspective and «I-concept» lies the mechanism of reflection, as the ability to realize the own existence, to see himself and a personal behavior from the side with the purpose of self-control and self-regulation in order to increase the own efficiency. The results of the study, presented in the article, show that the «I-concept» of youth is directly intertwined with the process of a life perspective constructing, since the image of the future is shaped by the content-oriented attitudes and expectations built on the real life achievements. The development of personality in all its cultured forms (communication, behavior, activity, deeds) is under the determining situational influence of the «I-concept», the meaning of which is to ensure the harmony of the mental world of a man, the balanced formation of his personality – individuality in achieving maximum internal consistency and effectiveness. It has been found that students who are actively developing in their professional activities have more resources in building a life perspective, put forward both close and distant goals and direct their own efforts to realization of the realistic dreams.

scholarly journals The Role of Self-Regulation in the Development of Psychological Competence in Students of Psychology

2020 ◽  
Vol 22 (2) ◽  
pp. 418-425
Author(s):  
Zh. G. Garanina
Keyword(s):  
Self Efficacy ◽  
Self Regulation ◽  
Self Control ◽  
Communicative Skills ◽  
Theoretical Approaches ◽  
Significant Relationships ◽  
Psychological Competence ◽  
Psychological Knowledge ◽  
And Control

The research featured relationship between self-regulation and psychological competence of future specialists. The study involved an analysis of theoretical approaches to this problem in domestic and foreign psychology. Psychological competence presupposes developed psychological knowledge and communicative abilities and skills, as well as a stable system of self-regulation that allows for effective management of one's behavior during professional interaction. The author established the features of psychological and communicative competences in students, as well as such regulatory qualities as self-regulation, self-control, and self-efficacy. The research revealed statistically significant relationships between the level of development of psychological and communicative competences and the characteristics of regulatory qualities. A cluster analysis showed three groups of students with different levels of communicative competence and regulatory qualities. The regulatory and communicative components of psychological competence appeared closely interrelated. Self-regulation, self-control, self-efficacy, and communicative skills of future psychologists were the instrumental basis for the development of psychological competence. A well-developed self-regulation helped students understand and control their behavioral reactions. It enabled them to carry out conscious and focused interaction with people in problematic professional situations, as well as contributed to the development of psychological competence during vocational training.

Women’s Behavioral Responses to Sexual Aggression: The Role of Secondary Cognitive Appraisals and Self-Regulation

2016 ◽  
Vol 23 (14) ◽  
pp. 1689-1709 ◽  
Author(s):  
Christine K. Tirabassi ◽  
S. Jean Caraway ◽  
Raluca M. Simons
Keyword(s):  
Sexual Assault ◽  
Sexual Aggression ◽  
Process Model ◽  
Self Regulation ◽  
Behavioral Responses ◽  
Cognitive Appraisals ◽  
Self Control ◽  
Dual Process ◽  
Sexually Aggressive

Sexual assault history, secondary cognitive appraisals, and a dual-process model of self-regulation were examined as predictors of women’s intended behavioral responses to hypothetical sexual aggression. College women ( N = 435) read a sexually aggressive scenario and rated their intentions to engage in assertive, polite, and passive behavioral responses. Results indicated secondary cognitive appraisals predicted less assertive, more polite, and more passive responses. Good self-control predicted assertive and polite responses, while sexual assault history and poor regulation predicted passive responses. Poor regulation significantly moderated the relationship between secondary cognitive appraisals and passive behavioral responses. Implications for the prevention of sexual assault are discussed.

The Role of Shame and Virtues in the Self-Regulation of Decisions to Engage in Digital Piracy

2021 ◽  
Vol 29 (1) ◽  
pp. 15-28
Author(s):  
Halimin Herjanto ◽  
Richard P. Bagozzi ◽  
Sanjaya S. Gaur
Keyword(s):  
Boundary Conditions ◽  
Moral Reasoning ◽  
Self Regulation ◽  
Moral Behavior ◽  
Social Costs ◽  
The Self ◽  
Self Control ◽  
Digital Piracy ◽  
Legal Remedies

Digital piracy of DVDs, software, and music is a prevalent behavior worldwide and has significant financial and social costs for society. Yet legal remedies and technological ways of controlling digital piracy are expensive and often do not work. To address a need for study of moral reasoning in digital piracy decisions, we develop and test a model of moral behavior that relies on self-control. Two kinds of shame are examined in separate experiments: indirect shame, where a shamed person overhears a friend condemning digital piracy but the friend is unware that the person overhearing the criticism has in fact committed digital piracy, and direct shame where a person becomes aware that his or her friend has in fact committed digital piracy and reprimands him or her. Findings show that both kinds of felt shame can be induced to affect such behaviors as decisions to discontinue digital piracy, giving advice or discouraging others not to engage in digital piracy, giving money to anti-digital piracy causes, reporting people who commit acts of digital piracy, signing a petition against digital piracy, and supporting legislation and fines against digital piracy. We examine two boundary conditions of felt shame: values of personal ambition and equality that function as automatic cognitions regulating the shame and through it digital piracy. Hypotheses were tested on a sample of 300 adults.

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