scholarly journals Parental Influences on Children's Self-Regulation of Energy Intake: Insights from Developmental Literature on Emotion Regulation

2012 ◽  
Vol 2012 ◽  
pp. 1-12 ◽  
Author(s):  
Leslie A. Frankel ◽  
Sheryl O. Hughes ◽  
Teresia M. O'Connor ◽  
Thomas G. Power ◽  
Jennifer O. Fisher ◽  
...  
Keyword(s):  
Energy Intake ◽  
Parental Influence ◽  
Self Regulation ◽  
Parental Influences ◽  
Future Research ◽  
Parent Attachment ◽  
Children's Emotion ◽  
Sources Of Variation ◽  
Role Of Parents

The following article examines the role of parents in the development of children's self-regulation of energy intake. Various paths of parental influence are offered based on the literature on parental influences on children's emotion self-regulation. The parental paths include modeling, responses to children's behavior, assistance in helping children self-regulate, and motivating children through rewards and punishments. Additionally, sources of variation in parental influences on regulation are examined, including parenting style, child temperament, and child-parent attachment security. Parallels in the nature of parents' role in socializing children's regulation of emotions and energy intake are examined. Implications for future research are discussed.

scholarly journals The Role of Mental Effort in Fostering Self-Regulated Learning with Problem-Solving Tasks

2020 ◽  
Vol 32 (4) ◽  
pp. 1055-1072 ◽  
Author(s):  
Tamara van Gog ◽  
Vincent Hoogerheide ◽  
Milou van Harsel
Keyword(s):  
Problem Solving ◽  
Self Regulation ◽  
Mental Effort ◽  
Future Research ◽  
Task Sequence ◽  
Self Monitoring ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
And Mathematics

Abstract Problem-solving tasks form the backbone of STEM (science, technology, engineering, and mathematics) curricula. Yet, how to improve self-monitoring and self-regulation when learning to solve problems has received relatively little attention in the self-regulated learning literature (as compared with, for instance, learning lists of items or learning from expository texts). Here, we review research on fostering self-regulated learning of problem-solving tasks, in which mental effort plays an important role. First, we review research showing that having students engage in effortful, generative learning activities while learning to solve problems can provide them with cues that help them improve self-monitoring and self-regulation at an item level (i.e., determining whether or not a certain type of problem needs further study/practice). Second, we turn to self-monitoring and self-regulation at the task sequence level (i.e., determining what an appropriate next problem-solving task would be given the current level of understanding/performance). We review research showing that teaching students to regulate their learning process by taking into account not only their performance but also their invested mental effort on a prior task when selecting a new task improves self-regulated learning outcomes (i.e., performance on a knowledge test in the domain of the study). Important directions for future research on the role of mental effort in (improving) self-monitoring and self-regulation at the item and task selection levels are discussed after the respective sections.

Examining the role of passion in university students’ academic emotions, self-regulated learning and well-being

2021 ◽  
pp. 147797142110373
Author(s):  
Anna Sverdlik ◽  
Sonia Rahimi ◽  
Robert J Vallerand
Keyword(s):  
University Students ◽  
Adult Students ◽  
Self Regulation ◽  
Well Being ◽  
Future Research ◽  
Academic Emotions ◽  
Psychological Well Being ◽  
Self Regulated Learning ◽  
Regulated Learning

University students’ passion for their studies has been previously demonstrated to be important for both their academic performance and their personal well-being. However, no studies to date have explored the role of passion for one’s studies on both academic and personal outcomes in a single model. The present research sought to determine the role of passion in adult university students’ self-regulated learning and psychological well-being (Study 1), as well as the process by which passion shapes these outcomes, namely academic emotions, in Study 2. It was hypothesised that harmonious passion would positively predict both self-regulated learning and psychological well-being in Study 1. Furthermore, the mediating role of academic emotions between passion and outcomes was tested using a prospective design over time in Study 2. Results provided support for the proposed model. Implications for future research and practice focusing on the role of passion in facilitating adaptive emotions, use of self-regulation and well-being in adult students are discussed.

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.

The Role of Death in Life: Existential Aspects of Human Motivation

2012 ◽  
pp. 42-64 ◽  
Author(s):  
Pelin Kesebir ◽  
Tom Pyszczynski
Keyword(s):  
Self Regulation ◽  
Theory Development ◽  
Future Research ◽  
Self Awareness ◽  
Existential Anxiety ◽  
Four Dimensions ◽  
Self Reflection ◽  
Human Motivation ◽  
And Behavior

The capacity for self-reflection, which plays an important role in human self-regulation, also leads people to become aware of the limitations of their existence. Awareness of the conflict between one's desires (e.g., to live) and the limitations of existence (e.g., the inevitability of death) creates the potential for existential anxiety. In this chapter, we review how this anxiety affects human motivation and behavior in a variety of life domains. Terror management theory and research suggest that transcending death and protecting oneself against existential anxiety are potent needs. This protection is provided by an anxiety-buffering system, which imbues people with a sense of meaning and value that function to shield them against these concerns. We review evidence of how the buffering system protects against existential anxiety in four dimensions of existence: the physical, personal, social, and spiritual domains. Because self-awareness is a prerequisite for existential anxiety, escaping self-awareness can also be an effective way to obviate the problem of existence. After elaborating on how existential anxiety can motivate escape from self-awareness, we conclude the chapter with a discussion of remaining issues and directions for future research and theory development.

scholarly journals Building Bridges Between Self-Regulation and Cognitive Load—an Invitation for a Broad and Differentiated Attempt

2020 ◽  
Vol 32 (4) ◽  
pp. 1151-1162
Author(s):  
Tina Seufert
Keyword(s):  
Cognitive Load ◽  
Self Regulation ◽  
Mental Effort ◽  
Integrative Model ◽  
Future Research ◽  
Research Fields ◽  
Starting Point ◽  
Bridge Building ◽  
Relationship Of

Abstract Building bridges between two of the most influential research fields in educational psychology, self-regulation and cognitive load theory, is highly relevant but also challenging. The collection of papers in this special issue reflects this interplay by reviewing the still scarce base of empirical data in an impressively elaborated and profound way. The papers offer different perspectives on how to improve learning by stimulating both activities for self-regulation as well as for reflecting the mental effort which can be used in return for monitoring and regulation. They provide arguments for the two sidedness of the relationship of self-regulation and cognitive load: that cognitive load can cause self-regulation and that self-regulation can cause cognitive load. The common understanding of self-regulation in this issue is very much focused on monitoring and could benefit from a broader view by including the whole cycle of self-regulation and moderating motivational factors like self-efficacy, as proposed in many self-regulation models. The conceptualization of effort, as it is referred to in most of the papers, could also profit from a more differentiated view, which takes into account the origin of required or invested mental effort. Overall, what learners actually decide to do when dealing with self-regulation as well as with cognitive load highly depends on their resources. In an integrative model, the role of potential resources is discussed as a starting point for future research. This discussion invites for an even broader, more individualized, and differentiated view to add to the bridge-building attempts of this impressive collection of research.

The role of parents in facilitating autonomous self-regulation for education

2009 ◽  
Vol 7 (2) ◽  
pp. 164-173 ◽  
Author(s):  
Wendy S. Grolnick
Keyword(s):  
Autonomy Support ◽  
Self Regulation ◽  
Autonomous Motivation ◽  
Self Determination Theory ◽  
Three Dimensions ◽  
Children And Parents ◽  
School Research ◽  
Role Of Parents ◽  
One Year

Self-determination theory identifies three dimensions of parenting — autonomy support versus control, involvement, and structure — as facilitating children's autonomous motivation in school. Research involving children of a range of ages — one-year-olds through adolescents — and from a variety of research labs supports this theory. This work is reviewed, as is research on characteristics of children and parents and their external surrounds that facilitate and undermine parenting that is conducive to children's autonomous motivation. Research suggests bidirectional and dynamic influences among context, parenting, and children's motivation.

Parents’ Speech and Children’s Stuttering: A Critique of the Literature

1995 ◽  
Vol 38 (5) ◽  
pp. 978-989 ◽  
Author(s):  
Marilyn A. Nippold ◽  
Mishelle Rudzinski
Keyword(s):  
Critical Review ◽  
Convincing Evidence ◽  
Future Research ◽  
Review Of The Literature ◽  
Speech Language Pathologists ◽  
Question Asking ◽  
Speech Behaviors ◽  
Role Of Parents ◽  
The Way

The role of parents in relation to their children’s stuttering has been of great interest to speech-language pathologists for more than 50 years. As part of treatment, speech-language pathologists frequently advise parents to modify their speech behaviors when talking with their children. For example, parents are often told to speak more slowly and to refrain from interrupting or questioning the child excessively. Given the commonness of this advice, it is important to examine the research upon which it is based. This article contains a critical review of the literature concerning the role of parents’ speech behaviors (e.g., rate, interruptions, question-asking) in relation to their children’s stuttering. Published studies are reported and analyzed in order to determine the extent to which parents may affect their children’s stuttering through their own speech behaviors. The review indicates that there is little convincing evidence to support the view that parents of children who stutter differ from parents of children who do not stutter in the way they talk with their children. Similarly, there is little objective support for the argument that parents’ speech behaviors contribute to children’s stuttering or that modifying parents’ speech behaviors facilitates children’s fluency. Implications for treatment and for future research are discussed.

scholarly journals Fathers perceptions and personal experiences of Complementary feeding of children 6 to 23 months in south-western Zimbabwe

2019 ◽  
Vol 10 (3) ◽  
pp. 51-66 ◽  
Author(s):  
Shamiso Alice Moyo ◽  
Nikki Schaay
Keyword(s):  
Young Child ◽  
Complementary Feeding ◽  
Future Research ◽  
Child Feeding ◽  
Young Child Feeding ◽  
Infant And Young Child ◽  
Father’S Role ◽  
Personal Experiences ◽  
Role Of Parents

Background: The role of fathers in infant and young child feeding has not been explored in Zimbabwe. To date, local research studies on the role of parents in infant and young child feeding have focused more on the mothers than the fathers, and more on breastfeeding than complementary feeding practices, which begin from 6 months of age. Purpose of study: To explore the knowledge and extent of involvement of fathers in the complementary feeding of children 6 to 23 months in Zimbabwe. Method: Through a qualitative approach, 10 fathers with children aged 6 to 23 months participated in the study. Local key informants were used to validate information given by fathers. Thematic analysis was used to identify emergent themes. Results: There has been a notable change in behaviour among the fathers in comparison to what they did 10 years ago. For example, they support their wives with household activities such as playing with the child, fetching water and firewood in bulk and cooking simple meals for their children, though the latter was generally reported as being done only during the mothers’ absence. Some of the fathers however, are still mindful of what the predominant culture defines as a father’s role in child feeding and thus only do selective activities. Major conclusion: This qualitative study, a first of its kind, delved into some of the experiences and perceptions of fathers in the complementary feeding of infants 6 to 23 months in Zimbabwe. Rich exploratory insights into the subject matter have been provided and can thus be expanded upon in future research.

scholarly journals Role of parents as a protective factor against adolescent athletes’ doping susceptibility

2015 ◽  
Vol 27 (3) ◽  
pp. 87-91
Author(s):  
C Blank ◽  
V Leichtfried ◽  
D Müller ◽  
W Schobersberger
Keyword(s):  
Goal Orientation ◽  
Parental Influence ◽  
Protective Factor ◽  
Sports Psychology ◽  
Future Research ◽  
Data Sets ◽  
Activity Levels ◽  
Sports Activity ◽  
Situational Variables ◽  
Role Of Parents

Background. Although literature on sports psychology outlines parental influence in various areas,  research has not focused on its potential in the framework of doping.Objective. To assess whether parents’ knowledge about doping effects, and their behaviour and beliefs might act as a protecting factor for Austrian junior (14 - 18 years) elite athletes’ doping susceptibility (DS).Methods. Questionnaires were distributed to 1 818 student athletes and their parents. As well as collecting sociodemographic data, information about current sports activity levels and the former sports careers of parents, the following categories were included: (i) knowledge about effects of doping; (ii) parental behaviour; (iii) parental beliefs about athletes’ skills to become a professional athlete; and (iv) DS.Results. In total 527 data sets were entered for analysis. Current state of knowledge was significantly different between mothers (0.72 (0.2)) and fathers (0.76 (0.2)) (p=0.003). Next to situational variables, only fathers’ behaviour, which was moderated by fathers’ beliefs, was a significant predictor of athletes’ DS.Conclusion. Fathers have the potential of acting as a protective factor for DS in athletes, but only if their level of belief is moderate. Doping prevention strategies should include parents, but need to be careful on  the role they are planning to fulfil, with an emphasis on soft skills (e.g. communication). Future research might include variables from sports psychology such as motivational climate, goal orientation and belief in success as possible mediators of the influence of parents on their adolescent children in the sport  setting.

scholarly journals How Parents Support Children’s Informal Learning Experiences with Robots

2020 ◽  
Vol 6 (1) ◽  
pp. 39-51
Author(s):  
Emily Relkin ◽  
Madhu Govind ◽  
Jaclyn Tsiang ◽  
Marina Bers
Keyword(s):  
Informal Learning ◽  
Stem Education ◽  
Small Groups ◽  
Learning Experiences ◽  
Future Research ◽  
Play Session ◽  
Asking Questions ◽  
Role Of Parents ◽  
Scaffolding Strategies

Coding and robotic technologies are becoming more prominent in early childhood STEM education. Parents, who are key facilitators of children’s early educational experiences, are increasingly invited to engage with their children in collaborative robotics activities. Few studies have focused on the ways in which parents support young children’s informal learning experiences involving robots. This paper presents two different approaches to exploring how parents support young children’s engagement. Both studies involve KIBO, a screen-free robot programmed with tangible wooden blocks. The first approach brought together children ages 5-7 with their parents in small groups for 1-2-hour “KIBO Family Day” workshops. Findings from parent surveys (N = 51) indicated that these workshops significantly enhanced families’ interest in coding. Parents also reported engaging as coaches, whereas children engaged as playmates and planners. To further explore the role of parents as coaches, three parent-child dyads were invited to participate in a 20-minute videotaped KIBO play session. Findings indicated that parents predominantly used cognitive scaffolding strategies, such as asking questions, offering suggestions, and verbally acknowledging their child’s actions. Affective and technical scaffolding strategies were used less frequently. Study limitations and implications for practice and future research are discussed.

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