Based within the Self-Determination Theory (SDT), the overall objective of this thesis was to examine how motivational processes involved in the regulation of eating give rise to different self-regulation strategies in terms of eating quality and quantity, and how the adoption of these strategies influence women’s eating behaviors and life satisfaction over time. This objective was achieved through a series of eight studies, divided into four manuscripts. First, a measure that would allow us to assess healthy and unhealthy eating behaviors based on recent recommendations of Canada’s Food Guide was developed and validated. In Manuscript #1, we validated the Healthy and Unhealthy Eating Behavior Scale (HUEBS) by examining the structure of the scale (Study 1 N = 360; Study 2 N = 711) and by establishing convergent validity through the examination of the relationships between motivational concepts, healthy and unhealthy eating behaviors as measured by the HUEBS, and waist circumference (Study 2 N = 711; Study 3 N = 264). Results supported the factor structure of the scale. It was also demonstrated that as women moved along stages of change for eating regulation, they reported higher levels of self-determined (versus non-self-determined) motivation and a higher consumption of healthy (versus unhealthy) foods. Furthermore, findings showed that healthy eating fully mediated the relationship between self-determined motivation and waist-circumference, and that the relationship between self-determined motivation and healthy eating was moderated by stages of change. Since there was also a need to develop a scale that would allow us to measure planning and self-monitoring strategies in terms of eating quality (i.e., nutrient intake) and quantity (i.e., calories and portion sizes), Manuscript #2 validated the Planning and Self-Monitoring the Quality and Quantity Scale (PMQQS; Study 1 N = 355; Study 2 N = 318). Results supported the 6-factor structure of the scale and demonstrated that strategies related to the quality of eating were more strongly and positively associated with healthy eating and more strongly and negatively associated with unhealthy eating, whereas strategies related to the quantity of eating were more strongly and positively associated with bulimic symptoms and Body Mass Index (BMI). Manuscript #3 then examined if the strategies assessed by the PMQQS provided additional variance to eating behaviors over and above the effects of motivation (Study 1 N = 456) and if the strategies mediated the relationships between motivation and eating, while controlling for BMI (Study 1 N = 456; Study 2 N = 979). Overall, it was found that strategies played a significant role in explaining eating behaviors and that planning and self-monitoring the quality of eating mediated the relationships between autonomous motivation and healthy and unhealthy eating, whereas planning and self-monitoring the quantity of eating mediated the relationship between controlled motivation and bulimic symptoms. Finally, in Manuscript #4, we tested a longitudinal model (N = 230) examining the roles of goals and motivation in the prediction of the strategies and various types of eating and the effects of adopting these behaviors on life satisfaction over a 3-month period. Results revealed that intrinsic goals were positively associated with autonomous motivation whereas extrinsic goals were positively associated with controlled motivation for eating regulation at Time 1 (the baseline), and that autonomous motivation positively predicted quality strategies whereas controlled motivation positively predicted quantity strategies at Time 2 (1 month). Planning and self-monitoring quality then predicted healthy and unhealthy eating behaviors, whereas planning and self-monitoring quantity predicted bulimic symptoms at Time 3 (3 months). Finally, healthy eating was positively associated with life satisfaction, whereas bulimic symptoms was negatively associated with life satisfaction at Time 3. Overall, this thesis increases knowledge on why some women succeed, whereas others fail, to regulate their eating behaviors over time.

Ruminering är en maladaptiv emotionsregleringsstrategi som definieras av repetitiva, återkommande, okontrollerbara och påträngande tankar. Ruminering har visats vara starkt kopplat till depression. Självmedkänsla är en adaptiv emotionsregleringsstrategi som består av komponenterna mindfulness och motpolen överidentifiering, self- kindness och motpolen self-judgement och common humanity och motpolen isolering. Studiens syfte var att undersöka sambandet mellan de sex komponenterna av självmedkänsla och ruminering samt om komponenterna av självmedkänsla kunde predicera ruminering, kontrollerat för kön och ålder. Åttio deltagare varav 57 kvinnor, svarade på en online enkät som mätte självmedkänsla, ruminering samt demografiska variabler. Korrelationer visade, som förväntat att ruminering hade negativa samband med mindfulness, self-kindness och common humanity samt positiva samband med deras motpoler. En hierarkisk regression visade att överidentifiering kunde predicera 6.5% av ruminering kontrollerat för kön och ålder. Ju mer överidentifiering desto mer ruminering. Resultatet från studien kan vara viktigt i arbete med att förebygga ruminering då ruminering kan kopplas till depression.

A preliminary measure of affect regulation strategies was developed from Parkinson and Totterdell’s (1999) provisional classification of deliberate strategies for improving negative affect. Four broad categories of strategies including Cognitive Engagement, Cognitive Diversion, Behavioural Engagement, and Behavioural Diversion were represented by the measure. Using this measure, relationships between self-reported use of affect regulation strategies and difficulties in emotion regulation and emotion processing variables were investigated. Participants included 186 adults. Participants completed a 20 minute online survey consisting of the measure of affect regulation strategies, the Difficulties in Emotion Regulation Scale (DERS), the Subjective Experience of Emotions Scale (SEE), and a demographic information questionnaire. Weak correlations were found for the majority of the difficulties in emotion regulation and emotion processing subscales and individuals’ self-reported use of affect regulation categories. Results also provide evidence of convergent and discriminant validity for the DERS and SEE.

A preliminary measure of affect regulation strategies was developed from Parkinson and Totterdell’s (1999) provisional classification of deliberate strategies for improving negative affect. Four broad categories of strategies including Cognitive Engagement, Cognitive Diversion, Behavioural Engagement, and Behavioural Diversion were represented by the measure. Using this measure, relationships between self-reported use of affect regulation strategies and difficulties in emotion regulation and emotion processing variables were investigated. Participants included 186 adults. Participants completed a 20 minute online survey consisting of the measure of affect regulation strategies, the Difficulties in Emotion Regulation Scale (DERS), the Subjective Experience of Emotions Scale (SEE), and a demographic information questionnaire. Weak correlations were found for the majority of the difficulties in emotion regulation and emotion processing subscales and individuals’ self-reported use of affect regulation categories. Results also provide evidence of convergent and discriminant validity for the DERS and SEE.

No description available.

This study was an investigation of the relationships among willingness to communicate, two motivational variables (intrinsic goal orientation and self-efficacy), three self-regulated learning strategies (metacognitive during-task self-regulation strategies, effort regulation strategies and peer learning strategies), and measures of English speaking and listening proficiency. The study primarily drew on the concept of self-regulation derived from educational psychology. A sample of 279 English majors studying at a private university in eastern Japan participated in this study. Data from a Japanese version of the Motivated Strategies for Learning Questionnaire (MSLQ) and scores of an in-house proficiency test designed to measure speaking and listening skills were collected. Factor analysis and Rasch analysis were conducted to develop a reliable shortened Japanese version of the MSLQ. Multiple one-way ANOVAs indicated that students with higher speaking and listening abilities as measured by an in-house proficiency test, tended to use more metacognitive during-task self-regulation strategies and effort regulation strategies compared with those with intermediate and lower speaking and listening proficiency. There were no statistically significant differences in peer learning strategies for speaking and peer learning strategies for listening. Finally, structural equation modeling was used to test hypothesized speaking and listening models of the relationships among willingness to communicate, intrinsic goal orientation, self-efficacy, metacognitive during-task self-regulation strategies, effort regulation strategies, peer learning strategies, and English speaking and listening proficiency. Modified models indicated that intrinsic goal orientation and self-efficacy influenced effort regulation strategies, which in turn predicted peer Learning strategies and metacognitive during-task self-regulation strategies. It was also found that peer learning strategies influenced metacognitive during-task self-regulation strategies. Finally, metacognitive during-task self-regulation strategies as well as willingness to communicate predicted speaking skills, but listening skills were only predicted by metacognitive during-task self-regulation strategies. Thus, the results illuminated the complex interrelationships among willingness to communicate, self-efficacy, intrinsic goal orientation, effort regulation strategies, and metacognitive during-task self-regulation strategies in predicting speaking and listening skills. Follow-up interviews with a focus group of students revealed that classroom teaching was mainly focused on speaking tasks that required proactive learning behaviors and effort and that listening tasks occupied only part of the class and that usually comprehension of main points served their purposes. The information helps explain why the speaking model had stronger interrelationships among willingness to communicate, motivational variables, self-regulation strategies, and the proficiency variable. / Educational Psychology

The diploma thesis concerns the link between coping and attachment. The primary aim is to discover and define how children cope in respect to specific type of attachment. Research sample includes children at the age of 11-12. Research methodologies include qualitive field research. The data were collected by a questionnaire (Experience in Close Relatioship) for purpose to meassure attachment. Research was then accompanied by semi-structured interviews with children, which based on theories of Lazarus and Folkman (1987) and motivational theory (Skinner and Wellborn, 1994). The findings show that in this research children with secure attachment cope differently from children with other types of attachment. The two groups of children vary in their reactions of stress, how they experience stressful encounters, in their appraisal of stresfull encounters and a purpose of social support. KEYWORDS Stress, coping strategies, attachment, stress reactions, emotional regulation

Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Self–regulation in writing is viewed as critically important in order to be a good writer. With the advent of cellular telephony, what passes as ‘good’ writing is being challenged with the introduction of the abbreviated form of SMS (Short Messaging Service) language. The purpose of this study was to determine the nature of the changes in SMS spelling and whether or not these changes affected the participants’ spelling age and their ability to write formally within the context of a formal SMS and the English language class. This study also aimed to determine whether a relationship exists between self–regulatory skills and writing in SMS. A sequential explanatory mixed–method research design was selected in order to address the research questions which had been posed. The study examined the nature of Short Messaging Service (SMS) language and the relationship between self–regulation and SMS, using a dominant quantitative survey design which was followed by a qualitative phase which explored and explained the phenomena which had been exposed in the quantitative phase of this study. The results of this study indicated that SMS language is an abbreviated form of digital writing, which is colloquial and informal in nature. SMS language is used in SMS text messages and within the forum of the chatroom MXit. The results also indicated that the participants in this study use the self–regulatory strategies of goal setting, strategic planning, self–recording, self–evaluation and self–reaction when writing SMS text messages that are more formal in nature. Furthermore, no evidence of SMS language could be found in an analysis of writing portfolios, indicating that SMS language does not affect the academic writing skills of the participants in this study. The main conclusion was that although this study was completed on a very small scale and that it would be inappropriate to generalise, the implementation of and research regarding the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that the self–regulatory skills possessed by learners in our schools are used optimally in order to promote literacy and good writing practices. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

Literature review: Background: Military-related stressors can adversely affect veterans’ mental health, in particular PTSD. This can have a detrimental impact on intimate relationships and family adjustment. To date, couple based interventions for PTSD and relational functioning in military couples have not been systematically reviewed. Objectives: This review summarises and synthesises literature investigating couple based interventions for PTSD and relational functioning in military couples. Method: A systematic review of all literature to date across 24 databases using an advanced combination of search terms. Ten studies were included (nine USA; one Australian). Results: A wide range of couple based interventions were identified: complementary and alternative therapies (CAM), sport and recreation programmes, retreats, courses as well as structured disorder focused couple therapies. There was preliminary evidence of support for couple based interventions treating PTSD, with relatively stronger support for disorder focused couple therapies over sports and recreation activities, CAM and retreats/courses. There was relatively little support for improved relational functioning assessed in couple based interventions treating PTSD. However, spouses tended to report a greater degree of improved relational functioning compared to veterans. Conclusions: There was relatively stronger evidence to support disorder focused couple therapies over other treatment modalities. However, there was a lack of robust designs used in effectiveness research of couple based interventions in military populations. There is potential for couple based interventions to be effective in treating PTSD in the UK military. Empirical study: Objective: Deployment to the armed conflicts in Afghanistan (Operation HERRICK/Enduring Freedom) and Iraq (Operation TELIC/Iraqi Freedom) can adversely affect the physical and mental health of those deployed. This study explored the association between traumatic brain injury (TBI), post-traumatic stress disorder (PTSD), the mediating effect of maladaptive emotional regulation strategies (MERS) and the effect of cause of injury (no injury, blunt force related or blast force related) in UK military veterans. Methods: 16 month longitudinal follow-up was conducted on a sample of 123 veterans (Murphy et al., 2015). Regression based secondary data analyses investigated the mediating effects of MERS (n=116) whilst correlational analyses explored the effect of injury mechanism on the relationship between TBI severity and PTSD severity (n=29). Results: Findings revealed support for the role of anger in mediating the effect that TBI severity had on PTSD severity. There was no support that the mechanism of injury was associated with greater reporting of psychological symptoms (anger, alcohol use or PTSD) or that MERS influenced the association between TBI severity and PTSD recovery at 16 month follow-up. Conclusion: Findings contribute to the understanding of how anger may underlie the relationship between TBI severity and PTSD severity, i.e., TBI severity was positively associated with PTSD scores and this effect operated due to increased TBI severity leading to higher rates of expressed anger which in turn increased PTSD symptoms. Future research using larger samples is required to further understand how the complicating factors of MERS and cause of physical injury affect outcome in veterans with co-occurring TBI and PTSD.