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Descriptors:
Learning Strategies; Learning Theories; Metacognition; Measures (Individuals); Self Control; Cooperative Learning; Goal Orientation; Reliability; Emotional Response; Learning Motivation

Abstract:
Self-regulated learning (SRL) research has conventionally relied on measures, which treat SRL as an aptitude. To study self-regulation and motivation in learning contexts as an ongoing adaptive process, situation-specific methods are needed in addition to static measures. This article presents an "Adaptive Instrument for Regulation of Emotions" aimed at accessing students' experiences of individual and socially shared regulation of emotions in a socially challenging learning situation. The instrument, grounded in self-regulated and socially regulated learning theory, comprises four interrelated components: the socio-emotional challenges experienced in a collaborative learning situation; individual and group-level attempts to regulate the immediate emotions evoked by the challenges; the personal goals; and goal attainment pursued in that situation. The theoretical foundation of the instrument and its components are outlined and some reliability issues illustrated. The limitations but also educational potential of the instrument to understand regulation of emotions in socially challenging learning situations are discussed. (Contains 4 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Self Control; Parents; Children; Child Rearing; Intervention; Parent Education; Parent Child Relationship; Behavior Modification

Abstract:
The capacity for a parent to self-regulate their own performance is argued to be a fundamental process underpinning the maintenance of positive, nurturing, non-abusive parenting practices that promote good developmental and health outcomes in children. Deficits in self-regulatory capacity, which have their origins in early childhood, are common in many psychological disorders, and strengthening self-regulation skills is widely recognised as an important goal in many psychological therapies and is a fundamental goal in preventive interventions. Attainment of enhanced self-regulation skills enables individuals to gain a greater sense of personal control and mastery over their life. This paper illustrates how the self-regulatory principles can be applied to parenting and family-based interventions at the level of the child, parent, practitioner and organisation. The Triple P--Positive Parenting Program, which uses a self-regulatory model of intervention, is used as an example to illustrate the robustness and versatility of the self-regulation approach to all phases of the parent consultation process. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Foreign Countries; Goal Orientation; Self Control; Cognitive Processes; Academic Achievement; College Freshmen; Engineering Education; Structural Equation Models; Longitudinal Studies

Abstract:
The aim of this study was to investigate the direction of the effect between goal orientation, self-regulation and deep processing strategies in order to understand the impact of these three constructs on students' achievement. The participants were 110 freshmen from the engineering faculty at the Universite catholique de Louvain in Belgium, who were followed during the first three years of their university studies. Data were analyzed through structural equation modeling. The main finding was that mastery goal orientation increased students' subsequent deep processing which in turn enhanced subsequent self-regulation. Deep processing and self-regulation also appeared to be mutually influential from year 2 to year 3. The implications of our results for the understanding of the interplay between cognitive and motivational processes in higher education are discussed. (Contains 5 tables and 4 figures.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychological Patterns; Emotional Development; Social Theories; Developmental Stages; Mediation Theory; Social Psychology; Self Control; Semiotics

Abstract:
Starting with an overview of theoretical approaches to emotion from an activity-oriented stance, this article applies Vygotsky's three general principles of development, sign mediation, and internalization to the development of emotional expressions as a culturally evolved sign system. The possible twofold function of expression signs as a means of "interpersonal" regulation and "intrapersonal" regulation predestines them to be a mediator between sociocultural and psychological processes in the domain of emotions. The proposed internalization theory of emotional development transfers Vygotsky's theory of the development of speech and thinking to the development of expression and feeling. Three stages of emotional development are described and underpinned by empirical studies: (a) the emergence of enculturated expression signs and related emotions from precursor emotions of newborns in the interpersonal regulation between caregivers and children during early childhood, (b) the emergence of intrapersonal regulation of emotions out of their interpersonal regulation by using expression signs as internal mediators that starts from preschool age onward, and (c) the internalization of emotional expression signs and the emergence of a mental plane of emotional processing. (Contains 1 figure and 2 footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychology; Emotional Response; Correlation; Semiotics; Role; Verbal Communication; Self Control; Generalization; Personality; Language Planning; Communication (Thought Transfer); Interpersonal Relationship

Abstract:
In this article, we discuss contributions from contemporary authors toward understanding a complex topic: human emotions. We comment on these authors' ideas and describe their ways of talking about emotions in relation to language, consciousness, meaning, and psychological instruments. After considering the distinct contributions of these authors, we inquire how Vygotsky's ideas deepen our understanding of human emotions and we argue the need for further exploration into the interrelations between emotions and signification. In his search to explain how social relations become internalized psychological functions, Vygotsky utilized the notions of sign and semiotic mediation to highlight the role of verbal language and meaning in making specific forms of communication and generalization possible, such as planning and self-regulation. Vygotsky claimed that human emotions develop, but he did not explicitly state how this happens. Assuming that emotions are also affected by sign production and (trans)formed by signification and language, we argue that the ways of conceiving of signification, sign, and sense production make a difference for how we explain historical-cultural development, psychicological functioning, personality formation, and the dramatic constitution of subjects. We offer two empirical excerpts to make particular aspects of signifying emotions visible. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Animals; Correctional Institutions; Program Descriptions; Incidence; Program Effectiveness; Recidivism; Discipline; Institutionalized Persons; Correctional Rehabilitation; Self Control; Psychological Patterns

Abstract:
Equine-facilitated prison programs have become more prevalent and operate in correctional facilities in 13 states throughout the United States. However, there is a deficit of empirical knowledge to guide them. This article reviews 19 studies of prison-based animal programs and centers on patterns in the literature. It reveals how previous studies are relevant and how they can be applied to the examination of equine-facilitated prison-based interventions. Research of this field is warranted in order to study issues, such as the effectiveness of these programs, suitable participants for such programs and contraindications, and the impact of these programs on variables such as recidivism and disciplinary misconduct. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Evidence; Intervention; Aggression; Emotional Disturbances; Interpersonal Competence; Direct Instruction; Elementary School Teachers; Elementary School Students; Psychological Patterns; Self Control; Problem Solving; Models; Program Effectiveness; Elementary School Curriculum

Abstract:
"Tools for Getting Along" is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and evaluate solutions to problems. The curriculum incorporates direct instruction, modeling, guided practice, independent practice, and skill generalization. The What Works Clearinghouse (WWC) identified four studies of "Tools for Getting Along" published or released between 1989 and 2012 that focus on children classified as having an emotional disturbance (or children at risk for classification). One study is within the scope of the Children Classified as Having an Emotional Disturbance review protocol but does not meet WWC evidence standards. This study was a randomized controlled trial in which differential attrition cannot be determined, and the intervention and comparison groups were not shown to be equivalent at baseline. One study is out of the scope of the Children Classified as Having an Emotional Disturbance review protocol because it does not use a sample aligned with the protocol. Two studies are out of the scope of the Children Classified as Having an Emotional Disturbance review protocol because they are not primary analyses of the effectiveness of an intervention. A glossary of terms is included. (Contains 2 endnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Adolescents; Vocational Schools; Foreign Countries; Statistical Data; Young Adults; Video Games; Mental Disorders; Predictor Variables; Behavior Patterns; Models; Risk; Screening Tests; Self Control; Therapy; Longitudinal Studies; Scores

Abstract:
Although excessive video gaming has been linked to a range of psychological problems in young people, there have been few systematic attempts to conceptualize problem gaming using established psychological theory. The aim of this study was to examine problematic game use (PGU) using the Theory of Planned Behavior (TPB). A two-wave, six-month longitudinal study examined relationships between core components of the TPB model, video gaming activity and problematic video-game play. Respondents were recruited from nine pre-vocational and senior vocational schools in the western region of the Netherlands. The sample consisted of 810 video game-playing adolescents and young adults (72.8% boys) aged 12 to 22 years. The results showed that TPB predictors, including subjective norm, perceived behavioral control (PBC) and descriptive norm, explained 13% of the variance in video gaming intention. Although TBP variables accounted for a significant amount of variance in PGU scores at baseline, the TPB model was less useful in predicting future gaming behavior and PGU. Perceived behavioral control was found to be the most important factor in predicting problem video-gaming behavior, this has some practical implications with regard to the treatment of problem video-gaming among young people. For example, assessing a client's perceived lack of control over gaming may be a simple but useful screening measure to evaluate risk of future problem play. Furthermore, treatment strategies may be aimed at helping the client to rebuild self-control. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Psychopathology; Personality Traits; Adolescents; Foreign Countries; Personality; Juvenile Justice; Profiles; Correlation; Goal Orientation; Self Control; Scores; Behavior Problems; Personality Measures

Abstract:
The present study constructed empirically derived subtypes of adolescent offenders based on general traits and examined their associations with psychopathology and psychopathic traits. The sample included 342 detained minors (172 boys and 170 girls; mean age 15.85 years, SD = 1.07) recruited in various Youth Detention Centers across the Flemish part of Belgium. All adolescents provided self-reports on the quick big five, the youth self report, and the youth psychopathic traits inventory to assess general traits, psychopathology, and psychopathic traits respectively. Latent class analyses based on general personality traits were performed and suggested three personality types, consisting of an "emotionally labile," "close-minded and goal-oriented" class, an "undercontrolled" class, and an "emotionally labile-careless" class. These three personality types within detained minors showed particular constellations of general traits and differed meaningfully in terms of their mean-scores on externalizing psychopathology and psychopathy measures. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
At Risk Students; Hispanic American Students; Student Adjustment; Screening Tests; Factor Analysis; Generalization; Evidence; Scores; Measures (Individuals); Goodness of Fit; Self Concept; Self Control; Antisocial Behavior; Emotional Disturbances

Abstract:
Factor analyses were conducted on scores from the Reynolds Adolescent Adjustment Screening Inventory (RAASI; Reynolds, 2001) representing at-risk Latino youth. The 4-factor model of the RAASI did not exhibit a good fit. However, evidence of generalizability for Latino youth was noted. (Contains 3 tables.)

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