Different patterns of sexting behaviors were examined to provide a more nuanced understanding of the context in which sexting occurs among adolescents. Participants were 1,000 Canadian adolescents ...(50.2% girls) between 12 and 18 years (Mage = 15.21, SD = 2.00) who completed measures of sexting, cyber bullying and victimization, problematic social media use, self-regulation, and demographics. Contrary to our hypotheses, three latent profiles of sexting represented the frequency of sexting rather than whether the sexting was consensual versus non-consensual or with a partner versus non-partner. Participants in the moderate and high sexting profiles representing one fifth of youth, reported less self-regulation, experienced more cyber victimization, and engaged in more cyber bullying and problematic social media use than those in the no/low sexting profile. Our findings support the normalcy approach to education, which considers some sexting among healthy developmental behaviors.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Nowadays, students have become inseparable from smartphones. A smartphone’s purpose should primarily be to serve as an educational tool. However, it is discovered that its primary application is for ...social media, which can lead to addiction to smartphones. Effective self-regulation can serve as a firm foundation for individuals to utilize a smartphone in a disciplined and appropriate manner. This study aimed to empirically investigate the impact of self-regulation on the propensity of students to develop smartphone addiction. This study employed a quantitative methodology, namely simple linear regression analysis. The sampling technique employed was purposive sampling, with a total sample size of 155 students. The measurement method used a smartphone addiction tendency scale (α = 0.849) and a self-regulation scale (α = 0.861). The findings of this study indicate that self-regulation has a significant impact on the propensity to develop smartphone addiction (β = -0.263; p<0.05). As a result, self regulation has the potential to mitigate the inclination towards smartphone addiction. The provided funding can be utilized as empirical evidence for assessing the impact of self-regulation on the susceptibility to smartphone addiction.
This article explores some of the main barriers to the enhancement of feedback processes and proposes a framework for using dialogic feedback to foster productive student learning in the discipline. ...The framework suggests a feedback triangle focused on the content of feedback (cognitive dimension), the interpersonal negotiation of feedback (social-affective dimension) and the organisation of feedback provision (structural dimension). The interplay between these three elements is central to prospects for the enhancement of feedback processes. Derived from the framework is a set of six key features of optimal feedback practice which we represent as building blocks of an architecture of dialogic feedback. The paper concludes with a research agenda which suggests issues to be further explored in the cognitive, social-affective and structural dimensions.
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BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, SIK, UILJ, UKNU, UL, UM, UPUK
Research on self-regulation has primarily focused on how people exert control over their thoughts, emotions, and behavior. Less attention has been paid to the ways in which people manage their ...motivational states in the service of achieving valued goals. In this article, we explore an emerging line of research that focuses on people’s beliefs about their own motivation (i.e., their metamotivational knowledge), as well as the influence these beliefs have on their selection of regulatory strategies. In particular, we review evidence showing that people are often quite sensitive to the fact that distinct motivational states (e.g., eagerness vs. vigilance) are adaptive for different kinds of tasks. We also discuss how other metamotivational beliefs are inaccurate on average (e.g., beliefs about how rewards affect intrinsic motivation). Finally, we consider the implications of metamotivation research for the field of self-regulation and discuss future directions.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
We used latent profile analysis to identify major behavioral self-regulation profiles among children who were assessed as developmentally vulnerable in terms of hyperactivity and inattention. We ...examined three domains of behavioral regulation: (a) cognitive-behavioral regulation by way of learning behaviors; (b) social-behavioral regulation by way of socially responsible behaviors; and (c) emotional-behavioral regulation by way of aggressive-disruptive behaviors. We employed data from the population of New South Wales (NSW) children who were in their first year of school (viz., kindergarten) and who had been assessed as developmentally vulnerable in terms of hyperactivity and inattention in the Australian Early Development Census in 2009 (Cohort 1; N = 10,223) and 2012 (Cohort 2; N = 9,360). In both cohorts, we identified six similar profiles: the well-regulated (12%), moderately-regulated (25%), aggressive-regulated (7%), mixed-unregulated (32%), nonaggressive-unregulated (10%), and aggressive-unregulated profiles (14%). Sociodemographic characteristics were significantly associated with profile membership. For Cohort 1, we also found that the profiles differed in the extent to which children went on to receive a formal Attention Deficit/Hyperactivity Disorder (ADHD) diagnosis. Together, the findings have implications for early intervention for various behavioral self-regulation profiles among developmentally vulnerable children.
Educational Impact and Implications StatementWe examined behavioral self-regulation profiles among kindergarten children who were assessed as developmentally vulnerable in terms of hyperactivity and inattention. We examined three types of behavioral self-regulation: learning behaviors (e.g., staying on task), socially responsible behaviors (e.g., exhibiting respect for others), and aggressive-disruptive behaviors (e.g., hurting other children). To identify the profiles, we determined how students fared on the three behaviors and then grouped similar children into profiles according to patterns of similar behavior. Results revealed six profiles that were replicated across two cohorts of children. In addition, results yield understanding about profiles that were more (or less) likely to be associated with a subsequent diagnosis of ADHD up to 5 years later. The findings hold implications for efforts to promote behavioral self-regulation among children, along with the development of interventions that are targeted to the unique needs of each profile.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
Self-regulation is widely considered as a relatively stable trait, and the extent to which it can be improved through training is unknown. This randomized controlled investigation found dramatic and ...enduring increases in self-regulation among college students, as measured by experience sampling, nightly journaling, and questionnaires. Participants encountered stable levels of temptations throughout the intervention but became better at resisting them over time. Increases in self-regulation were accompanied by improvements across a diversity of additional outcomes like mood, stress, focus, mindfulness, emotional regulation, and life satisfaction. Collectively, this points to higher levels of plasticity in self-regulation and wellbeing than is widely assumed.
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK, VSZLJ
This meta-analytic review explores the effects of self-assessment on students' self-regulated learning (SRL) and self-efficacy. A total of 19 studies were included in the four different meta-analyses ...conducted with a total sample of 2305 students. The effects sizes from the three meta-analyses addressing effects on different measures of SRL were 0.23, 0.65, and 0.43. The effect size from the meta-analysis on self-efficacy was 0.73. In addition, it was found that gender (with girls benefiting more) and certain self-assessment components (such as self-monitoring) were significant moderators of the effects on self-efficacy. These results point to the importance of self-assessment interventions to promote students’ use of learning strategies and its effects on motivational variables such as self-efficacy.
•Self-assessment effects on self-regulated learning (SRL) and self-efficacy were explored.•19 studies (2305 students) were included in four different meta-analyses.•Effects sizes from the three meta-analyses on SRL were 0.23, 0.65 and 0.43.•The effect size from the meta-analysis on self-efficacy was 0.73.
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GEOZS, IJS, IMTLJ, KILJ, KISLJ, NUK, OILJ, PNG, SAZU, SBCE, SBJE, UL, UM, UPCLJ, UPUK, ZRSKP
Satisfying romantic relationships offer numerous social and health benefits, making it critical to understand the trajectory of relationship satisfaction. In recent years, research has begun to ...examine the role of automatic processes in relationship contexts. In particular, a growing number of studies have incorporated indirect (implicit) measures developed by socio‐cognitive researchers to capture people's automatic partner attitudes—the spontaneous affective reactions toward their partner that people may at times be unable to access or unwilling to self‐report in more direct (explicit) measures like questionnaires. In this paper, we review work illustrating how automatic partner attitudes can help explain, predict, and promote both the functioning and the well‐being of romantic couples. That is, we integrate theoretical perspectives on interdependence, attachment, and attitudes to discuss empirical evidence relative to why automatic partner attitudes differ from self‐reported judgments of relationship satisfaction, how such attitudes form in the context of real‐world relationship experiences, and under which conditions they affect dyadic interactions in everyday life. Further, we identify important questions that remain unanswered and provide recommendations that may benefit future work on couples and beyond.
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BFBNIB, FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SBCE, SBMB, UL, UM, UPUK
There is strong evidence that self-regulatory processes are linked to early academic skills, both concurrently and longitudinally. The majority of extant longitudinal studies, however, have been ...conducted using autoregressive techniques that may not accurately model change across time. The purpose of this study was to examine the unique associations between 2 components of self-regulation, attention and executive functioning (EF), and growth in early literacy skills over the preschool year using latent-growth-curve analysis. The sample included 1,082 preschool children (mean age = 55.0 months, SD = 3.73). Children completed measures of vocabulary, syntax, phonological awareness, print knowledge, cognitive ability, and self-regulation, and children's classroom teachers completed a behavior rating measure. To examine the independent relations of the self-regulatory skills and cognitive ability with children's initial early literacy skills and growth across the preschool year, growth models in which the intercept and slope were simultaneously regressed on each of the predictor variables were examined. Because of the significant relation between intercept and slope for most outcomes, slope was regressed on intercept in the models to allow a determination of direct and indirect effects of the predictors on growth in children's language and literacy skills across the preschool year. In general, both teacher-rated inattention and directly measured EF were uniquely associated with initial skills level; however, only teacher-rated inattention uniquely predicted growth in early literacy skills. These findings suggest that teacher ratings of inattention may measure an aspect of self-regulation that is particularly associated with the acquisition of academic skills in early childhood.
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CEKLJ, FFLJ, NUK, ODKLJ, PEFLJ, UPUK
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