scholarly journals Motivational Situations of Choice

2016 ◽  
Vol 4 (1) ◽  
Author(s):  
Charles Elliott ◽  
◽  
Paul Story ◽  
Keyword(s):  
Free Will ◽  
Self Regulation ◽  
The Other ◽  
Time Constraints ◽  
External Regulation ◽  
Extra Credit ◽  
Instructor Feedback ◽  
Academic Settings ◽  
Regulation Strategies

The present research explores situations that demonstrate enhancing effects on motivation based on the amount of choice seen by individuals. Individuals who are intrinsically motivated see more choice in certain academic settings, including those that foster self-regulation and autonomy. Extrinsically motivated individuals are predicted to see more promise in reward and external regulation strategies. We identified six separate situations: a free will situation, a learning of materials situation, an instructor feedback situation, an extra credit situation, and two time-based situations. Four of these situations target a certain type of motivation, either intrinsic or extrinsic. The other two situations were used as a means to analyze pressure and tension due to time constraints. The goal of the present research was to identify correlations in these crafted situations with motivational measures from previous studies which examined choice and autonomy.

Practicing Academic Independence: Self-Regulation Strategies for Students with Emotional and Behavioral Disorders

2021 ◽  
pp. 107429562110206
Author(s):  
Michele L. Moohr ◽  
Kinga Balint-Langel ◽  
Jonté C. Taylor ◽  
Karen L. Rizzo
Keyword(s):  
Behavioral Disorders ◽  
Cognitive Skills ◽  
Emotional And Behavioral Disorders ◽  
Self Regulation ◽  
Strategy Instruction ◽  
Strategy Development ◽  
Academic Learning ◽  
Self Monitoring ◽  
Regulation Strategies ◽  
And Behavior

The term self-regulation (SR) refers to a set of specific cognitive skills necessary for students to independently manage, monitor, and assess their own academic learning and behavior. Students with and at risk for emotional and behavioral disorders (EBD) often lack these skills. This article provides educators with step-by-step procedures and information on three research- or evidence-based SR strategies they can implement in their classrooms: self-regulated strategy development, self-monitoring, and strategy instruction.

scholarly journals Learner autonomy, self-regulation skills and self-efficacy beliefs – How can students’ academic writing skills be supported?

2020 ◽  
Vol 10 (2) ◽  
pp. 381-402
Author(s):  
Åsa Mickwitz ◽  
Marja Suojala
Keyword(s):  
Academic Writing ◽  
Learning Process ◽  
Self Efficacy ◽  
Self Regulation ◽  
Writing Skills ◽  
Efficacy Beliefs ◽  
Traditional Learning ◽  
Multiple Choice Questions ◽  
Regulatory Strategies ◽  
Academic Settings

Abstract High self-efficacy beliefs and effective self-regulatory strategies are increasingly important in academic settings, and especially in developing academic writing skills. This article deals with how students develop academic writing skills in two different pedagogical settings (as autonomous learners and in a traditional learning environment), and how this is associated with the students’ self-regulatory strategies and self-efficacy beliefs. In the study, self-regulatory skills referred to the ability to take charge of, manage and organize the learning process, while self-efficacy beliefs were defined as the strength of students’ confidence to accomplish an extensive task and sense of succeeding. The method was quantitative, including some qualitative elements, and data was elicited through a survey answered by 150 students, after they had attended courses in academic writing. The survey consisted of 1 open-ended question and 16 multiple-choice questions (a five-point Likert scale). The data was analyzed using SPSS. The results show that self-regulatory skills and self-efficacy beliefs have a greater impact on learning academic writing skills in traditional learning settings than in learning settings where the students are supposed to work more independently, and where teacher support is not available to the same extent.

scholarly journals Increase in prefrontal cortex oxygenation during static muscular endurance performance is modulated by self-regulation strategies

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Wanja Wolff ◽  
Maik Bieleke ◽  
Anna Hirsch ◽  
Christian Wienbruch ◽  
Peter M. Gollwitzer ◽  
...  
Keyword(s):  
Prefrontal Cortex ◽  
Self Regulation ◽  
Endurance Performance ◽  
Muscular Endurance ◽  
Regulation Strategies

scholarly journals 0322 Napping, Inhibitory Control, and Self-Regulation in 2-Year-Old Children

SLEEP ◽  
2020 ◽  
Vol 43 (Supplement_1) ◽  
pp. A122-A122
Author(s):  
E L Shalowitz ◽  
A M Miller ◽  
J R Harsh ◽  
M K LeBourgeois
Keyword(s):  
School Readiness ◽  
Inhibitory Control ◽  
Self Regulation ◽  
Delay Of Gratification ◽  
Future Research ◽  
Cognitive Resources ◽  
Poor Sleep ◽  
Healthy Children ◽  
Number Of Children ◽  
Regulation Strategies

Abstract Introduction Poor sleep in early childhood is linked to reduced school readiness. This study examined the role of acute sleep loss in behavioral self-regulation using a delay of gratification task. We hypothesized that after acute nap deprivation, toddlers would have worse inhibitory control and resort to more maladaptive self-regulation strategies than after a nap. Methods 25 healthy children (11 males, 34.1±2.3 months-old) followed a strict sleep schedule for ≥5 days before a baseline (nap) and an acute nap deprivation condition (no-nap). After being introduced to an age-appropriate toy, children were instructed not to touch the toy and left alone for 3-minutes. To assess inhibitory control, videos of the waiting period were behaviorally coded for latency to touch and 11 self-regulation strategies. We combined strategies into adaptive and maladaptive composites; higher scores on each composite indicated greater use. Results During the nap condition, 19 children touched the toy (latency to touch=70.0±60.7 sec); during the no-nap condition, 18 children touched the toy (latency to touch=65.4±71.6 sec). The adaptive composite score was 1.58±0.25 for the nap condition and 1.17±0.27 for the no-nap condition. The maladaptive score was 0.92±0.17 for the nap condition and 0.83±0.19 for the no-nap condition. We found no differences between conditions in the number of children who touched the toy (X2=0, p=0.50), mean latency to touch (t=0.27, p=0.39), or the composite scores of adaptive (z=0.35, p=0.12) and maladaptive strategies (z=0.09, p=0.69). Conclusion Findings indicate that acute nap deprivation may not have an immediate impact on inhibitory control and self-regulation in toddlers. 30-36 months old children may not have sufficient cognitive resources to exert inhibitory control and self-regulate whether or not they have obtained adequate daytime sleep. Future research should examine developmental changes in the effects of acute sleep restriction on behavioral self-regulation. Support Research support from NIH R01-MH086566 to MKL.

scholarly journals Multi-Issue Negotiation with Deadlines

2006 ◽  
Vol 27 ◽  
pp. 381-417 ◽  
Author(s):  
S. S. Fatima ◽  
M. J. Wooldridge ◽  
N. R. Jennings
Keyword(s):  
Autonomous Agents ◽  
The Other ◽  
Sequential Procedure ◽  
Time Constraints ◽  
Information Uncertainty ◽  
Optimal Outcomes ◽  
Discount Factors ◽  
Simultaneous Procedure ◽  
Unique Outcome ◽  
Better Than

This paper studies bilateral multi-issue negotiation between self-interested autonomous agents. Now, there are a number of different procedures that can be used for this process; the three main ones being the package deal procedure in which all the issues are bundled and discussed together, the simultaneous procedure in which the issues are discussed simultaneously but independently of each other, and the sequential procedure in which the issues are discussed one after another. Since each of them yields a different outcome, a key problem is to decide which one to use in which circumstances. Specifically, we consider this question for a model in which the agents have time constraints (in the form of both deadlines and discount factors) and information uncertainty (in that the agents do not know the opponent's utility function). For this model, we consider issues that are both independent and those that are interdependent and determine equilibria for each case for each procedure. In so doing, we show that the package deal is in fact the optimal procedure for each party. We then go on to show that, although the package deal may be computationally more complex than the other two procedures, it generates Pareto optimal outcomes (unlike the other two), it has similar earliest and latest possible times of agreement to the simultaneous procedure (which is better than the sequential procedure), and that it (like the other two procedures) generates a unique outcome only under certain conditions (which we define).

scholarly journals Self-regulation strategies of smartphone use during university self-study

2020 ◽  
Author(s):  
Rebecca L. Barron ◽  
Linda Katherine Kaye
Keyword(s):  
Undergraduate Students ◽  
Learned Helplessness ◽  
Self Regulation ◽  
Structured Interviews ◽  
Fear Of Missing Out ◽  
Self Study ◽  
Smartphone Use ◽  
Regulation Strategies ◽  
Insight Into

The role of smartphones within education has received a lot of media and academic attention. This has typically focused on their use in the classroom, within tutor-directed sessions. However, less has been focused on how smartphone use is negotiated within self-study. Using semi-structured interviews, the current study sought to explore final year undergraduate students’ (N = 6) strategies for smartphone self-regulation during self-study time and the extent to which these strategies were effective. IPA revealed three main themes: “Urgency, Context and Consistency”, “Learned Helplessness” and “Fear of Missing out (FoMO)”. The findings extend our understanding of how conceptual frameworks such as self-regulation apply to smartphone regulation during self-study, and provide insight into the barriers for effective regulatory behaviour. Implications for both self-study efficacy and smartphone regulation are discussed.

From Voluntary to Obligatory

2021 ◽  
pp. 259-324
Author(s):  
Erika George
Keyword(s):  
Human Rights ◽  
Self Regulation ◽  
Business Practices ◽  
Social License To Operate ◽  
Social License ◽  
Regulation Strategies ◽  
Multistakeholder Initiatives ◽  
Human Rights Standards ◽  
Industry Sectors ◽  
Rights Issues

This chapter examines what corporations say they are doing to address human rights risks presented by particular business practices in particular contexts. It offers an overview of the different strategies being used by transnational business enterprises to respond to concerns expressed by investors, consumers, and affected communities. Among the self-regulation strategies used by businesses examined are participation in multistakeholder initiatives designed to address human rights issues, human rights impact assessments, audits and certifications, supply chain contract provisions, and corporate responses to ratings and reports by concerned stakeholder constituencies. The chapter presents the findings of a discourse analysis of codes created by competing corporations in selected industry sectors assessing over time the extent to which codes incorporate reference to human rights standards and refer to emerging self-regulation strategies. Corporate responses to allegations of complicity in abuse are analyzed. The chapter argues that the discursive frame asserted by corporate responsibility incorporating rights increasingly treats voluntary norms as obligatory to maintaining a “social license” to operate.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

Adaptation Processes Affecting Performance in Elite Sport

2012 ◽  
Vol 6 (2) ◽  
pp. 180-195 ◽  
Author(s):  
Robert J. Schinke ◽  
Randy C. Battochio ◽  
Timothy V. Dube ◽  
Ronnie Lidor ◽  
Gershon Tenenbaum ◽  
...  
Keyword(s):  
Elite Athlete ◽  
Elite Athletes ◽  
Self Regulation ◽  
Psychological Adaptation ◽  
Organizational Stressors ◽  
Chronic Stressors ◽  
Adaptation Response ◽  
Sport Careers ◽  
Regulation Strategies ◽  
Adaptation Processes

Sport researchers have considered the processes that elite athletes undergo to achieve positive psychological adaptation during significant chronic stressors throughout sport careers and also, acute stressors within important competitions. This review contains a description of competitive and organizational stressors that can hamper an elite athlete’s pursuit of adaptation within the aforementioned circumstances, followed by an identification of the responses that together can foster the desired outcome of adaptation. The authors propose that there are four parts that contribute to an elite athlete’s positive psychological adaptation, presented as parts of a process: (a) the appraisal of stressors, (b) coping strategies, (c) self-regulation strategies, and (d) a consolidated adaptation response. Subsequently, athlete adaptation is considered through examples taken from anecdotal literature and formal research studies pertaining to elite athlete adaptation. Implications are discussed for sport psychologists, mental training consultants, sport scientists, coaches, and athletes.

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