scholarly journals AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN’S SELF-CONTROL ABILITY

2018 ◽  
Vol 76 (3) ◽  
pp. 309-317
Author(s):  
Shih-Tseng Tina Huang ◽  
Vinh-Long Tran-Chi ◽  
Tung-En Hsiao
Keyword(s):  
Academic Performance ◽  
Gender Difference ◽  
Fourth Graders ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Sixth Graders ◽  
The Self ◽  
Self Control ◽  
Control Scale ◽  
Self Evaluation

The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children’s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time. Keywords: academic performance, self-control, self-ratings, Vietnamese children.

Affective Outcomes of Evaluation Strategies by Self and Another in Children's Learning from Textbook Material

1975 ◽  
Vol 37 (1) ◽  
pp. 311-317 ◽  
Author(s):  
Peter J. Brady ◽  
John P. Rickards ◽  
Donald W. Felker
Keyword(s):  
Academic Performance ◽  
Fourth Grade ◽  
The Self ◽  
The Other ◽  
Self Concept ◽  
Affective Outcomes ◽  
Self Evaluation ◽  
Children’S Learning ◽  
Evaluation Strategies ◽  
Group Self

78 fourth grade children were randomly assigned to one of two evaluation groups which read and answered questions on textbook material. One group (self-evaluation) judged the correctness of their answers and reinforced themselves, while the other group (other-evaluation) was judged and reinforced by some other person. Results showed that girls accepted more responsibility for unsuccessful academic performance than boys and that in the self-evaluation condition boys were significantly less anxious than girls and less likely to lie. The results further suggested that boys who evaluated themselves tended to experience reduced anxiety and have enhanced self-concept more than boys who were evaluated by others.

scholarly journals The Role of Gender in Association between Emotional Intelligence and Self-Control among University Student-Athletes

2021 ◽  
Vol 18 (22) ◽  
pp. 11819
Author(s):  
Audrone Dumciene ◽  
Saule Sipaviciene
Keyword(s):  
Emotional Intelligence ◽  
Student Athletes ◽  
University Student ◽  
The Self ◽  
Self Control ◽  
Control Scale ◽  
Forecasting Models ◽  
Healthy Habits ◽  
Control Construct

The purpose of this study was to reveal the peculiarities of undergraduate studies university student-athletes’ emotional intelligence and self-control indicators, and the role of gender as a predictor in the association between emotional intelligence and self-control. The study included students regularly involved in training at least three times a week. The sample consisted of 1395 student athletes from Lithuanian universities, among them 59.2% female and 40.8% male. For measurement, the SSRI inventory and a self-control scale were used. All values of emotional intelligence indicators were significantly higher for males than females. Estimates of the components of the self-control construct varied. The score for the healthy habits component was significantly higher for women than for men, the self-discipline component did not differ significantly, and the other three components were higher for males. Estimates of the components of the self-control construct varied. Models for predicting the values of self-control components were proposed. Only one component of the emotional intelligence construct, optimism, was repeated in all forecasting models, as well as gender. Other components of emotional intelligence vary in models.

scholarly journals Relationship between Volitional Regulation and Academic Achievements in University Students

2021 ◽  
Vol 26 (1) ◽  
pp. 66-75
Author(s):  
V.N. Shlyapnikov
Keyword(s):  
Academic Performance ◽  
University Students ◽  
Purpose In Life ◽  
Action Control ◽  
Self Control ◽  
Life Test ◽  
Control Scale ◽  
Academic Achievements ◽  
And Behavior ◽  
Purpose In Life Test

The paper presents results of a study on the relationship between the features of volitional regulation and academic performance in university students of different years and areas of training.The study compared students (year 1 to 4) of ‘Psychology’ (n=133) and ‘State and Municipal Administration’ (n=201) programmes.The following methods were used: the Action Control Scale by J.Kuhl; the questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior (developed by G.S.Nikiforov, V.K.Vasilyev and S.V.Virsov); the Dembo-Rubinstein self-esteem scale (modified by V.A.Ivannikov and E.V. Eidman, 1990); the Purpose in Life Test (by D.A.Leontiev).The arithmetic mean of all examination marks received by the student during the current academic year was used as an indicator of academic performance.It is shown that in junior students of the management programme the indicator of academic performance positively correlates with the indicators of the Action Control Scale (p <0.01), the Purpose in Life Test (p <0.01) and behavioral self-control (p <0.01), whereas in students of the psychology programme it positively correlates with indicators of the Purpose in Life Test (p <0.01) and social self-control (p <0.01).No significant correlations were found in senior students.The results obtained in the study allow us to draw some conclusions about the contribution of volitional regulation to the level of academic achievements in students.

Comparison of Pen and Keyboard Transcription Modes in Children with and without Learning Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 123-141 ◽  
Author(s):  
Virginia W. Berninger ◽  
Robert D. Abbott ◽  
Amy Augsburger ◽  
Noelia Garcia
Keyword(s):  
Learning Disabilities ◽  
Grade Level ◽  
Fourth Graders ◽  
Sixth Grade ◽  
Sixth Graders ◽  
Relative Advantage ◽  
Typically Developing ◽  
Spelling Ability ◽  
Students With Ld ◽  
Larger Sample

Fourth graders with learning disabilities in transcription (handwriting and spelling), LD-TD, and without LD-TD (non-LD), were compared on three writing tasks (letters, sentences, and essays), which differed by level of language, when writing by pen and by keyboard. The two groups did not differ significantly in Verbal IQ but did in handwriting, spelling, and composing achievement. Although LD-TD and non-LD groups did not differ in total time for producing letters by pen or keyboard, both groups took longer to compose sentences and essays by keyboard than by pen. Students in both groups tended to show the same pattern of results for amount written as a larger sample of typically developing fourth graders who composed longer essays by pen. Results for that sample, which also included typically developing second and sixth graders, showed that effects of transcription mode vary with level of language and within level of language by grade level for letters and sentences. However, consistently from second to fourth to sixth grade, children wrote longer essays with faster word production rate by pen than by keyboard. In addition, fourth and sixth graders wrote more complete sentences when writing by pen than by keyboard, and this relative advantage for sentence composing in text was not affected by spelling ability. Implications of the results for using computers for accommodations or specialized instruction for students with LD-TD are discussed.

scholarly journals Bimbingan Kelompok Pola BMB3 untuk Peningkatan Pengendalian Diri Korban Bencana dalam Mengatasi PTSD

2019 ◽  
Vol 4 (2) ◽  
pp. 57-62
Author(s):  
Jeki Van Helen ◽  
Marjohan Marjohan ◽  
Alizamar Alizamar
Keyword(s):  
Quantitative Method ◽  
The Self ◽  
Self Control ◽  
Counseling Services ◽  
Control Scale ◽  
Disaster Victims ◽  
Low Self Control ◽  
Ptsd Group ◽  
Group Guidance

This study aims to understand the empirical conditions of the self-control ability of disaster victims who have PTSD and counseling services to overcome them. An explorative quantitative method is used by involving 41 adolescent disaster victims. Self-control is measured using the self-control scale with a reliability of 0.90. The results showed that respondents had low self-control, making them vulnerable to PTSD. Group guidance with BMB3 patterns are believed to be appropriate for facilitating victims.

scholarly journals Reported self-control is not meaningfully associated with inhibition-related executive function: A Bayesian analysis

2017 ◽  
Author(s):  
Blair Saunders ◽  
Marina Milyavskaya ◽  
Alexander Etz ◽  
Daniel Randles ◽  
Michael Inzlicht
Keyword(s):  
Executive Functioning ◽  
Convergent Validity ◽  
Meta Analysis ◽  
The Self ◽  
Self Control ◽  
Data Sets ◽  
Control Scale ◽  
Two Measures ◽  
And Performance ◽  
The Many

Self-control is assessed using a remarkable array of measures. In a series of five data-sets (overall N = 2,641) and a mini meta-analysis, we explored the association between canonical operationalisations of self-control: The Self-Control Scale and two measures of inhibition-related executive functioning (the Stroop and Flanker paradigms). Overall, Bayesian correlational analyses suggested little-to-no relationship between self-reported self-control and performance on the Stroop and Flanker tasks. The Bayesian meta-analytical summary of all five data-sets further favoured a null relationship between both types of measurement. These results suggest that the field’s most widely used measure of self-reported self-control is uncorrelated with two of the most widely adopted executive functioning measures of self-control. Consequently, theoretical and practical conclusions drawn using one measure (e.g., the Self-Control Scale) cannot be generalised to findings using the other (e.g., the Stroop task). The lack of empirical correlation between measures of self-control do not invalidate either measure, but instead suggest that treatments of the construct of self-control need to pay greater attention to convergent validity among the many measures used to operationalize self-control.

scholarly journals Features of Volitional Regulation of Komi-Zyryans and Russians

2018 ◽  
Vol 11 (2) ◽  
pp. 121-129 ◽  
Author(s):  
V.N. Shlyapnikov ◽  
O.V. Avdeeva
Keyword(s):  
Individual Characteristics ◽  
Cross Cultural ◽  
Self Control ◽  
Social Self ◽  
Control Scale ◽  
Self Evaluation ◽  
Cross Cultural Differences ◽  
Two Samples ◽  
The Individual ◽  
And Behavior

The results of a cross-cultural study of volitional regulation in Komi-Zyryans and Russians are presented. Two samples of 100 representatives of Komi (Syktyvkar) and 100 representatives of Russian (Moscow) was compared. The samples were balanced by gender, age and other socio-demographic characteristics. To diagnose the individual characteristics of volitional regulation of the respondents, the following methods were used: “Action-control scale” by Yu. Kuhl, “Questionnaire for revealing the expression of self-control in the emotional sphere, activity and behavior”, self-evaluation of volitional qualities. The significant differences between Komi-Zyryans and Russians in behavioral (p=0,05) and social self-control (p=0,01), self-appraisals of volitional qualities: disciplined (p=0,01), persistent (p=0,01), strong-willed (p=0,05), initiative (p=0,05), restrained (p=0,05), patient (p=0,01), stubborn (p=0,01), calm (p=0,01), attentive (p=0,01) were showed. The obtained results confirm the hypothesis about the presence of cross-cultural differences in the parameters of volitional regulation and confirm the ideas of the volition as a higher mental function.

PREVENTING PTSD: THE VALUE OF INNER RESOURCEFULNESS AND A SENSE OF PERSONAL CONTROL OF A SITUATION. IS IT A MATTER OF PROBLEM-SOLVING OR ANXIETY MANAGEMENT?

2003 ◽  
Vol 31 (4) ◽  
pp. 463-466 ◽  
Author(s):  
Graham J. Ness ◽  
Norman Macaskill
Keyword(s):  
Locus Of Control ◽  
Problem Solving ◽  
Coping Strategies ◽  
Personal Control ◽  
The Self ◽  
Self Control ◽  
Common Pattern ◽  
Control Scale ◽  
Case Series Study ◽  
Life Threatening

The accounts of five subjects who survived life threatening experiences without the development of PTSD were examined, focusing on the coping strategies and cognitions described in these situations. The study aimed to determine whether there was a common pattern of response amongst subjects in these situations similar to the cognitive patterns described by the senior author of the previous case study (Ness & Macaskill, 2000) who survived a near drowning experience without the development of PTSD. In the search for common coping strategies all five respondents in the study completed the Locus of Control Scale (Rotter, 1966) and the Self-Control Schedule (Fisher & Reason, 1988). All five respondents demonstrated the use of problem solving as their main cognitive strategy, utilizing specific information from their previous experience relevant to their life-threatening situation. Respondents did not appear to rely on coping strategies aimed at the management of acute anxiety symptomatology. There was no common pattern among respondents in profiles on the Self-Control Schedule or the Locus of Control Scale. The possible implications of this case series study are discussed in relation to opportunities for the prevention of PTSD, the use of debriefing and the treatment of post-traumatic stress.

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