This study examines the correlation between self-regulated learning (SRL) and psychological well-being (PWB) in students in the online learning environment. Previous research suggests that these concepts are positively correlated, i.e. that application of SRL contributes to better PWB or vice versa. However, most studies on this relation have been performed with the traditional/in-person learning environment as context. Therefore, there is a lack of insight into how this relation might behave in the online learning environment, which is currently employed by many universities due to the ongoing Covid-19 pandemic. Thus, in this study, SRL and PWB were measured across 6 subscales each in students at KTH in order to perform a correlation analysis between the subscales of the two concepts. The aim is to gain in-sight into the relationship between SRL and PWB, which could be useful for teachers in assisting their students’ utilization of SRL and in turn improve their PWB.  Data was gathered through an online survey which was administered to students at KTH through a course and was published on an online forum for KTH students on Facebook in the year 2021. The survey received 103 responses. The data was analyzed using Spearman rank correlation analysis, which revealed mostly statistically insignificant correlations, or statistically significant but weak correlations between the subscales within SRL and PWB. The results show an overall weaker correlation between SRL and PWB compared to the results of previous studies. The large number of insignificant correlations might indicate that the sample size was insufficient for the method and tools used. In conclusion, the results of this study did not reveal much meaningful information on the relation between SRL and PWB in students in the online learning environment. / I denna studie undersöktes korrelationen mellan självreglerat lärande (SRL) och psykologiskt välmående (PWB) i online-lärandemiljön. Tidigare forskning har visat att dessa koncept är positivt relaterade, dvs. att användning av SRL kan bidra till bättre psykologiskt välmående eller vice versa. Tidigare studier som undersöker denna relation har undersökt frågan med den traditionella lärandemiljön som kontext, där studenter och lärare träffas i person. Det finns därför en kunskapslucka gällande hur denna relation ser ut i online-lärandemiljön, som i skrivande stund används av många lärosäten på grund av den rådande Covid-19 pandemin. Därför har i denna studie PWB och SRL mätts över 6 delskalor var hos studenter på KTH för att utföra en korrelationsanalys mellan delskalorna av de två koncepten. Syftet var att få insikt i relationen mellan SRL och PWB med målet att det kan hjälpa lärare assistera deras studenter applicera SRL strategier och då bidra till bättre PWB hos studenter i online-lärandemiljön. Data samlades in med en online-enkät som delades ut till studenter på KTH genom en kurs och publicerades på ett online-forum för KTH studenter på Facebook året 2021. Enkäten fick 103 svar. Datan undersöktes med Spearmans rangkorrelationsmatris, som visade mestadels icke-signifikanta korrelationer, eller signifikanta, men svaga, korrelationer mellan delskalorna inom SRL och PWB. Resultaten av denna studie visar på svagare relation mellan SRL och PWB jämfört med resultat i tidigare studier. Det stora antalet icke signifikanta korrelationer kan tyda på att sampel-storleken var för liten för instrumenten som användes. Sammanfattningsvis så gav inte denna studie mycket betydelse-full insikt i relationen mellan SRL och PWB i online lärandemiljön.

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Recent reports have indicated that students’ motivation is declining, and that students in vocational programs show particularly low motivation. However, studies show that motivation and Self-Regulated Learning (SRL) strategies are closely intertwined, where motivation is depicted as an instigating and maintaining force that fuels a learner’s efforts toward a goal, and SRL-strategies are the actions that learners use to solve different tasks and structure their own learning processes. The result of these studies infer that vocational students’ struggle may not only be explained through having low motivation, but perhaps also through having few and/or ineffective learning strategies. To gain insight into this matter, this study  aims to research what vocational- and general academic program students in upper secondary school report on their motivation and use of SRL-strategies when solving individual assignments in English class, and whether there are any tangible differences between the two programs. The study uses a quantitative method, where a questionnaire was used to elicit 22 vocational program students’, and 29 academic program students’ self-perceived positions in regard to different statements related to motivation and SLR-strategy use. The statements were answered through a seven-point Likert scale. The study found that academic program students report higher for all types of motivation and SRL-strategy use, although vocational students only report slightly lower in comparison. The more tangible differences were that vocational program students reported for significantly higher anxiety, less sense of responsibility, and use of fewer socio-affective strategies. This study’s results show that there are some tangible differences between the two groups. The study can therefore be used as a stepping-stone for future studies on how to help students in becoming more capable.

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Cocaine- and amphetamine-regulated transcript (CART) was first identified in the rat striatum where levels were upregulated following cocaine or amphetamine administration. A dense plexus of CART-immunoreactive fibers is noted in the nucleus of the solitary tract (NTS). Results from tract-tracing and immunohistochemical studies suggest that the dense network of CARTp-fibers in the NTS may arise from nodose ganglia. The present study was undertaken to evaluate the hypothesis that CARTp may alter baroreceptor function in rats. Rats were intravenously administered phenylephrine every 10 min to elicit a baroreflex. CARTp (0.1- 3 nmol) by intracisternal or bilateral intra-NTS microinjection consistently attenuated the phenylephrineinduced bradycardia. In contrast, CARTp antibody potentiated the bradycardia produced from phenylephrine. Microinjection of saline, normal rabbit serum, or concomitant injection of CARTp and CART antibody into the NTS caused no significant change of phenylephrineinduced baroreflex. The result suggests that CARTp released from primary afferents may modulate baroreflex.

Gottman's (1994a) three stable conflict resolution styles (CRSs), validating, volatile, and avoidant, are different on several dimensions, yet all are predictors of good marital satisfaction. Despite the CRSs equality in marital satisfaction and stability research, teaching couples a validating style is often explicitly more preferential in therapeutic settings. Relationship self-regulation (RSR), described as relationship “work”, is also a strong predictor of relationship satisfaction. Identifying the CRS environment in a relationship that most contributes to the practice of RSR can inform clinical and couple relationship education interventions. Based on its success in improving marital satisfaction in therapeutic settings, a validating CRS was hypothesized to be more closely associated with the practice of RSR by husbands and wives compared to a volatile or avoidant style. A third variable, commitment to the relationship, characterized by a desire to stay rather than an obligation to remain, also was tested as a moderator of the relationship between stable CRSs and RSR. Data from first-married men (856) and women (1406) taking the RELATionship Evaluation (RELATE) online questionnaire was used in correlational and MANCOVA analyses to test the research questions. All three stable CRSs were found to be positively related to RSR. However, the validating style was found to be the most predictive of both RSR effort and strategies compared to the other two styles. Commitment was a moderator between CRSs and RSR for only validating and avoidant CRSs for RSR strategies but not effort. Results generally support the theoretical model tested. Implications for future research and clinical practice are discussed.

Indiana University-Purdue University Indianapolis (IUPUI) / One of the main educational discourses in the era of globalization is lifelong learning. Self-regulated learning and learner autonomy are considered to be cornerstones of lifelong learning and are currently topics of main discussion and interest in the teaching of English to speakers of other languages in Colombia and other countries around the world. Although previous research has suggested different teaching alternatives to promote self-regulated learning (SRL) in English instruction in Colombia, what actually happens in the classroom and its impact on the development of SRL have received little attention. This study aimed to identify what Colombian university English instructors know about language teaching methods, approaches, principles, and strategies to promote SRL and to understand to what extent their teaching practices help to promote SRL. Using a survey questionnaire and in-depth interviews, this study was developed based on a mixed-methods approach to understand how the processes involved in SRL, as proposed by Zimmerman (2002), are promoted implicitly or explicitly in the university English classroom. Consistently, most university English instructors are not familiar with the construct of SRL, and their teaching practices mainly focus on teaching, evaluating, and giving feedback on language use and task completion, but not on the processes involved in SRL. Nevertheless, SRL-related aspects, such as learner motivation and the learning of strategies, are part of some instructors' teaching agendas. It is suggested, among others, that university English course programs should incorporate SRL education initiatives such as pre-academic courses on SRL, as well as on how successful language learning takes place. This is to help learners be more prepared for successful and lifelong learning, not only in the English classroom, but beyond.

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