Search results - CEJSH

1

Autonomous vs. heteronomous mode of action control and task performance: The role of the situational context and action vs. state orientation

100%

Kadzikowska-Wrzosek R.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 3

433-446

EN

The article presents the results of two experimental studies in which I investigated the effect of the situational context (autonomy-supportive vs. external control) and action vs. state orientation on perseverance and efficacy in task performance. The results of Study 1 (n = 40) confirmed that in a context which supports autonomy - as opposed to one which induces external control - people are much more likely to be not only more persistent and effective in their actions but also much more interested in the performed task. Interest in the performed task seems to also be - to some extent- a mediator in the relationship between persistence and efficacy. The results of Study 2 (n = 69) confirmed that a context, which supports autonomy positively, affects both persistence and efficacy. At the same time, the study shows that in a context, which supports autonomy, action-oriented people are more persistent and efficient in their actions than are state-oriented people. What is more, in an autonomy-supporting context, action-oriented people have a more positive attitude towards a given task than do state-oriented people.

2

Emotional and attentional predictors of self-regulation in early childhood

100%

Stępień-Nycz M., Rostek I., Byczewska-Konieczny K., Kosno M., Białecka-Pikul M., Białek A.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 3

421-432

EN

The development of self-regulation in early childhood is related to development of emotional regulation and attention, in particular executive attention (Feldman, 2009; Posner & Rothbart, 1998). As the ability to self-regulate is crucial in life (Casey et al., 2011), it is important to reveal early predictors of self-regulation. The aim of the paper is to present the results of longitudinal studies on the relationships between the functioning of attention, regulation of emotion and later self-regulatory abilities. 310 children were assessed at three time points. At 12 months of age emotional regulation in situation of frustration and attention regulation were assessed. At 18 and 24 months behavioral-emotional regulation in the Snack Delay Task was measured. Additionally parents assessed executive attention using The Early Childhood Behavior Questionnaire when children were 26 months old. Structural equation modelling revealed two different paths to development of self-regulatory abilities at 18 months: emotional (reactive system) and emotionalattentional and only one emotional-attentional path at 24 months. The early ability to focus attention and later executive attention functioning revealed to be important predictors of self-regulatory abilities both at 18 and 24 months of age.

3

Preterm discharge effects: Relationship between the maternal experience and newborn’s psychobiological regulation

100%

Sparano A., Nieznanska A. A., De Berardinis D., Panetta V., Ferri R., Agostino R.

Polish Psychological Bulletin

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2011

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vol. 42

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issue 2

81-85

EN

The purpose of this study is to investigate how the past experiences of mothers and their potentially traumatic events during pregnancy may have influenced the processes of psychobiological self-regulation and cognitive development in a child born preterm. Eighty children who had a gestational age of < 32 weeks were examined at the 9th month of the corrected age. The mothers and children were divided in two groups: multipara mothers and their children and the primipara mothers and their children. These children were examined on the basis of sleep disorders, nutritional problems and mental development. Perinatal data from clinical observations and data from standardized developmental tests (BSID, II ed.) were used to describe the differences. The children of primipara mothers who had unexpected preterm delivery presented major incidences of sleep disorders while the children of primipara mothers, who programmed preterm delivery, presented a major incidences of nutrition problems. The predictability of preterm delivery has a major influence on the capacity of newborns for self-regulation in the case of primipara mothers.

4

Vnímanie depresie v kontexte tradičných škôl a evolučnej psychológie

100%

Durkáč D.

E-psychologie (E-psychology)

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2014

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vol. 8

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issue 2

29-39

EN

This theoretical article first highlights the need for the study of depression, due its increasing occurrence and impact on life. Then it describes its causes through traditional paradigms and also shows the possibility to enrich the traditional perceptions of the causes of major depressive disorder with the insight applying ideas of evolutionary psychology into the area of self-regulation. Thus it is possible to perceive depression as evolutionary advantage that extends the capabilities of adaptation and therefore improves the quality of life. From a scientific perspective, this view can lead to a deeper and more comprehensive understanding of depression as a disorder. Based on these findings practical and theoretical implementation is discussed.

SK

Tento teoretický príspevok v úvode poukazuje na potrebu štúdia depresie kvôli nárastu jej výskytu a vplyvu na život. Následne popisuje príčiny jej vzniku prostredníctvom tradičných škôl a tiež poukazuje, ako by bolo možné obohatiť bežné a tradičné vnímanie príčin depresívnej poruchy o pohľad, ktorý aplikuje myšlienky evolučnej psychológie do oblasti sebaregulácie. Takto je možné vnímať depresiu ako evolučnú výhodu, ktorá rozširuje možnosti adaptácie, a tak zvyšuje kvalitu života. Z vedeckého pohľadu tento pohľad môže viesť k hlbšiemu a komplexnejšiemu pochopeniu depresie ako poruchy. Na základe týchto poznatkov diskutujeme, ako by bolo možné použiť tieto poznatky na teoretickej a praktickej úrovni.

5

Does Asthma Disturb Executive Functions and Self-regulation in Children?

100%

Fryt J., Pilecka W., Smolen T.

Polish Journal of Applied Psychology

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2013

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vol. 11

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issue 2

55-74

EN

Due to possible psychosocial and neurocognitive factors, asthma may present a risk to children’s executive functions and self-regulation, especially when it is poorly controlled. One hundred and one 8-11 year-old children (patients with asthma, ADHD and healthy peers) and their parents participated in the study. Four cognitive tasks measuring different executive functions and parent and child versions of behavior regulation inventory were used. Children with asthma had more diffi culties shifting their attention between tasks and exhibited more problems in self-regulation than their healthy peers, but their scores were better than children with ADHD. Patients with more intensive treatment, poor symptom control, a history of acute asthma attacks and non-compliance had slightly more diffi culties in executive functions and self-regulation.

6

Examining the Levels of Self-Leadership Perceptions of University Student- Athletes in Terms of Sociodemographic Characteristics

100%

Türköz T., Mutlu T. O., Tabak A., Erdoğan M.

Physical Culture and Sport. Studies and Research

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2013

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vol. 58

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issue 1

43-52

EN

The purpose of the present study is to determine the difference of self-leadership perceptions for university student-athletes in terms of sociodemographic characteristics. The research involved 167 university student-athletes aged 18-21 years (Muğla and Kocaeli at Turkey). Self-leadership perceptions were measured by the Revised Self-Leadership Questionnaire. The number of strategies of selfleadership was calculated in the distribution of mean scores. It was found that variables such as age, education status of mother, and monthly income of the university students do not cause any difference in the levels of self-leadership perceptions. On the other hand, other factors were determined to create statistically significant differences in the use of self-leadership strategies: gender; dealing with sport outside of school; taking part in teams; branch of interested sport; education status of father; socioeconomic status; personal sport history of athletes. It has revealed that not only the psychical factors but also behavioral, cognitive, and psychological factors of self-leadership have important roles in increasing the performance of student-athletes in sport activities.

7

Procrastination as a Form of Misregulation in the Context of Affect and Self-Regulation

100%

Pietrzak A., Tokarz A.

Studia Humana

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2016

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vol. 5

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issue 3

70-82

EN

This article aims in situating procrastination, as a specific form of affect regulation failure in context of general affect and self-regulation literature. This will be brought starting with definition of the phenomenon and its’ various forms and perspectives. Next, giving an insight into affect regulation literature. In the third step we will focus on elaborating the picture of procrastination and its’ underlying mechanisms in order to locate it in a broader domain of affect regulation as a specific form of self-regulatory lapse. A commentary regarding dealing with procrastination and effective affect regulation will be provided.

8

A note on the optimal scope of professional self-regulation

100%

Szczygielski K.

Central European Economic Journal

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2020

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vol. 7

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issue 54

EN

Professions such as doctors and lawyers often enjoy some degree of self-regulation, i.e. they can set the codes of conduct in the market and even determine the rules for joining the profession. We address the problem of the optimal scope of self-regulation. Specifically, we model a profession that can decide about the quality of the service, and we examine if the profession should also be allowed to determine the number of suppliers. We assume that a larger number of professionals reduce the fixed cost of providing quality, and hence the motive to restrict entry is mitigated. Nonetheless, we find that for well-behaved fixed costs functions, the size of the profession preferred by the professionals is smaller than the socially optimal one. Still, if the only alternative to self-regulation is free entry to the profession, then self-regulation is the preferable regime. These findings are relevant for the services that are difficult to substitute by the services produced outside the profession.

9

Establishing Effective Media Self-Regulation in Poland

100%

Kurkowski I., Sidyk-Furman D.

Central European Journal of Communication

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2022

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vol. 15

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issue 3(32)

501-514

10

Mediálne správanie a sebakontrola

100%

Kováčová Holevová B.

Psychologie a její kontexty

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2012

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vol. 3

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issue 1

57-69

EN

The paper presents an overview of the theoretical and empirical information regarding the overuse of television and some other new media (especially the internet and video games) in contexts of individual's self-control. After defining the main and related concepts, it emphasize the legitimacy of investigation problem of media behavior through actual research mapping the amount of time people spend by this media. Self-control can be seen as a constant disposition in the context of problematic media behavior, and this view reflects both the personal approach, and as the actual ability of a person that can vary under influence of various factors. Inspiring in this context seems to be a new model of unregulated use of media. The conclusion summarizes the potential preventive aspects through which the individual can prevent problem media behavior.

11

Ethical model of lobbying: An analysis of the codes regulating lobbying activity

100%

Lewicka-Strzałecka A.

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2017

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vol. 20

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issue 8

75-86

EN

Self-regulation initiatives are undertaken by many lobbying circles in various countries. The key element of those initiatives are codes of ethics including a postulated model of lobbying activities, a specific pattern of ethical standards of lobbying. The aim of the article is a reconstruction of this pattern on the basis of the analysis of eight codes representing American, Polish, British, European and German lobbying. The analysis leads to the following conclusions. An axiological base of the lobbyist profession is created by such values as honesty, reliability, integrity, trust, professionalism, civic responsibility, openness, transparency, loyalty, respect, courtesy. Norms included in the codes are concentrated on the following issues: legality, transparency of actions, care of reputation and dignity of the profession, avoiding corruption, conflict of interest, customer relationship, duties toward society, public relations. A weak element of lobbying self-regulation is a system of norm execution.

12

Etyczny wzór lobbingu: analiza kodeksów regulujących działalność lobbingową

100%

Lewicka-Strzałecka A.

Annales. Etyka w Życiu Gospodarczym

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2012

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vol. 15

109-119

EN

Self-regulation initiatives are undertaken by many lobbing circles in various countries. The key element of those initiatives are codes of ethics including a postulated model of lobbying activities, a specific pattern of ethical standards of lobbying. The aim of the article is a reconstruction of this pattern on the basis of the analysis of eight codes representing American, Polish, British, European and German lobbying. The analysis leads to the following conclusions. An axiological base of the lobbyist profession is created by such values as honesty, reliability, integrity, trust, professionalism, civil responsibility, openness, transparency, loyalty, respect, courtesy. Norms included in the codes are concentrated on the following issues: legality, transparency of actions, care of reputation and dignity of profession, avoiding corruption, conflict o f interest, customer relationship, duties toward society, public relations. A weak element of lobbying self-regulation is a system of norm execution.

13

The Affective Self-regulation of Covert and Overt Reasoning in a Promotion vs. Prevention Mind-set

88%

Kolańczyk A., Roczniewska M.

Polish Psychological Bulletin

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2015

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vol. 46

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issue 2

228-238

EN

The main hypothesis of studies presented in this article is that episodic implicit evaluations (affects) toward task-relevant objects determine thinking and decisions by actively placing them within or outside the scope of attention. In these studies we also aimed to test the impact of regulatory focus on implicit evaluations and goal pursuit. We applied the Promotion-Prevention Self-control Scale as a measure of mind-set during thinking in the Wason Selection Task (WST) in Study 1 and Island Decision Game (IDG) in Study 2. Directly after learning of the tasks, participants evaluated (in affective priming paradigm) objects that constituted the task’s content. The findings are in line with the hypothesis stating that goals influence the way in which objects are automatically evaluated. The effects of promotion mind-set were more pronounced in both studies. Promotion-focused individuals positively assessed objects that serve as a confirmation. The implicit evaluations by prevention-oriented individuals disclosed their falsifying approach to the WST. The positive implicit evaluation of correct objects suggests their sensitivity to information useful for falsification and is consistent with their tendency to cautiously self-control thinking.

14

If I want to perform better, then how should I feel?

88%

Lane A. M.

Polish Psychological Bulletin

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2013

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vol. 44

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issue 2

130-136

EN

Research indicates that emotions are predictive of sports performance. The application of emotion research to practice is that intervention strategies can be used to change emotions to enhance performance. The present study examined emotional profi les associated with successful performance. A review of studies indicate that there are general trends, that is, high activation emotions such as excitement and vigor tend to associate with good performance and low activation unpleasant emotions such as depression and dejection tend to associate with poor performance. Studies show mixed results for high activation unpleasant emotions (anger and anxiety). Athletes like to feel emotions that can be functional, and so some athletes will seek to increase or sustain relatively high levels of anger or anxiety if they believe they are helpful for performance. It is proposed that practitioners identify individual emotion-performance relationships and examine underlying beliefs associated with each emotion.

15

Educators' Professional and Personal Growth: A Case Study of European Teachers' In-Service Training Courses

88%

Salomäki U., Ruokonen I., Ruismäki H.

Journal of Teacher Education for Sustainability

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2012

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vol. 14

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issue 1

20-29

EN

In this paper, we consider the development of teachers' emotional skills by using arts and skills. In the theoretical background, we focus on the modern theories of motivation, learning and school culture and on cultural theories (Sapher & King, 1985) of school environments and views of learning. The main problem is to determine which skills the teachers can achieve during intensive training of emotional skills and arts. In the paper, we have used the course evaluations and post-evaluation material from one of the Comenius courses held in Cyprus in October 2008. The findings show that, in spite of the school culture, all the methods for teaching emotional skills can also be used for the personal and professional growth of teachers. Teachers' well-being and a positive school environment are essential in sustainable development and education.

16

Self-regulation among Young Women with Disabilities in Jordan from Their Perspectives

88%

Al-Zyoud N., Al-Zboon E.

The New Educational Review

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2017

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vol. 47

255-265

EN

This study investigates the perspectives of young women with disabilities in Jordan, focusing on their self-regulation. 16 young women, aged 18-22, with visual (VI), hearing (HI) impairments and physical disability (PD), were recruited using a snowballing technique. Data were collected using semi-structured interviews, which were analysed thematically. Two main themes emerged where findings show that disability affects self-regulation where there was an overlap between local cultural perspectives in understanding disability of young women, disability and gender in understanding self-regulation of women with disabilities. Disability and gender also influence women with disabilities self-regulation with respect to self-learning, setting goals, self-evaluation, self-monitoring, making decisions and self-reinforcement. Findings will add to the current debate and efforts to understand disabilities in women and lay the groundwork for initiating a campaign in Jordan concentrating on the importance of self-regulation in young women with disabilities.

17

What is related to the choice of coping strategies? - functional relationship between a sense of self-efficacy, self-regulation and strategies for coping with stress

88%

Molińska W., Olechowska A.

Kultura-Społeczeństwo-Edukacja

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2022

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vol. 22

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issue 2

213-223

EN

Self-efficacy can affect an individual’s thoughts and emotions. It can be related to self-regulation processes and coping strategies. The aim of the study was to try to answer the question of whether there are correlations between the mentioned variables. To test this, an online survey was designed on the Google Forms platform, which included sociodemographic questions and three questionnaires: General Self-Efficacy Scale, COPE Inventory, Self Regulation Formative Questionnaire. The survey was prepared in English. The survey included 470 participants from Poland and Spain. The study was conducted during increased stress, which is the exam session. The result of the statistical analysis confirmed the accepted hypothesis. Strategies used in coping with stress are related to the level of selfregulation and self-efficacy. The higher the sense of self-efficacy, the more frequent the selection of favorable coping strategies, as well as the higher the level of self-regulation, the more frequent the selection of adaptive strategies and the rarer the selection of adaptive coping strategies. The results obtained are discussed in relation to the literature on the topic and previous studies, and it is suggested that further studies be conducted in a different context, taking into account that the results of self-efficacy or self-regulation could be different during intensified stress, for instance before or after an exam.

18

Psychometric properties and correlates of the Polish version of the Self-Control Scale (SCS)

88%

Pilarska A., Baumeister R. F.

Polish Psychological Bulletin

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2018

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vol. 49

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issue 1

19

Self-regulation of Learning in Secondary School Students with Special Educational Needs and other Students of Vocational and Technical Schools

88%

Bakracevic Vukman K., Funcic Masic T., Schmidt M.

The New Educational Review

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2013

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vol. 33

295-305

EN

Our study examined the differences between students with special educational needs (SEN) and other students in vocational and technical schools in different areas of self-regulation: learning motivation, cognitive and metacognitive strategies and emotional regulation in learning. The sample consisted of 140 students, of whom 20 were students with SEN. Differences between students were most often expressed in the area of lower perceptions of self-efficacy. With respect to the regulation of time and study environment, the students with SEN had greater problems with following the study schedule than other students; in the area of taking responsibility for learning, the students with SEN gave up faster and did not persevere in studying the more difficult subject matter. The students with SEN also expressed less positive beliefs about themselves and their abilities; they sought study support later or not at all compared to other students and gave up on studying more difficult course material. In inclusive classes with the students with SEN, the teachers should dedicate more time to develop self-regulated learning skills and strategies and thus increase students’ feeling of control over the learning process.

20

Meta-Behavioural Skill: Students without Problem Behaviour vs. Students with Problem Behaviour

88%

Rahman S., Abdullah Z.

The New Educational Review

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2013

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vol. 33

97-107

EN

This study aimed to identify the levels of meta-behavioural skills among students from the categories of students without problem behaviour (SWOPB) and students with problem behaviour (SWPB). The sample of the study comprised 803 respondents, 398 students from the SWOPB category and 405 from the SWPB category. Meta-Behavioural Self-Evaluation questionnaire was used to measure meta-behavioural skills of the respondents. Research findings show that the meta-behavioural skills of students from the SWOPB category were better compared to SWPB. The findings also show that both groups lack conditional knowledge which is an important aspect of effective behaviour regulation, but the score for the SWPB group is very low (mean=1.55) as compared to the SWOPB group (mean =2.34). It can be hypothesized that conditional knowledge is one of the factors that should be promoted to help decrease problematic behaviour in schools.

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