Students need to develop computational proficiency with basic facts (i.e., addition, subtraction, multiplication and division) to be successful in more advanced mathematics such as instruction in fractions, decimals, ratios, and rates (Gersten et al., 2009; NCTM, 2010; NMAP, 2008). Specifically, the Curriculum Focal Points for Prekindergarten through Grade 8 Mathematics (NCTM, 2006) stresses the importance of automaticity in basic facts and the application of these skills to solving word problems. For older elementary students, it is vital that they are proficient in multiplication and related division facts in preparation for working with fractions and other algebra readiness skills. Thus, the purpose of this study was to teach multiplication and division facts using systematic, strategic instruction with and without self-regulation strategies. A single-subject, time-series design was employed to measure items correct on daily probes with nine, fourth grade students. The daily probes were designed with 15 review facts and 25 new facts to measure the ability to solve easy, review facts with automaticity and hard facts specifically taught during instruction. All instruction occurred in small groups (4 – 5 students), after school, with a trained instructor. The students received strategic, systematic instruction in hard multiplication and division facts (9s, 4/6/8s and 7s) with and without additional self-regulation components (self-correction, graphing and goal setting). Multiplication and division were taught together as a fact family, rather than apart, to increase conceptual understanding of the relation between multiplication and division. The findings showed that the students made positive growth in both operations in terms of items correct and fluency; with an increase in accuracy and decrease in time to reach phase change criteria when the intervention was embedded with self-regulation components. Findings from social validity measures from participants support the use of self-regulation as a means to increase motivation. / text

Although alcohol use and related problems are highly prevalent in emerging adulthood overall, college students drink somewhat more than do their peers who do not attend college. The personal or social influences underlying this difference, however, are not yet well understood. The present study examined whether personality traits (i.e., self-regulation and sensation seeking) and peer influence (i.e., descriptive drinking norms) contributed to student status differences. At approximately age 22, 4-year college students (n = 331) and noncollege emerging adults (n = 502) completed web-based surveys, including measures of alcohol use, alcohol-related problems, personality, and social norms. College students drank only slightly more heavily. This small difference, however, reflected personality suppression. College students were lower in trait-based risk for drinking, and accounting for traits revealed a stronger positive association between attending college and drinking more heavily. Although noncollege emerging adults reported greater descriptive drinking norms for social group members, norms appeared to more strongly influence alcohol use among college students. Finally, despite drinking less, noncollege individuals experienced more alcohol-related problems. The association between attending college and drinking heavily may be larger than previously estimated, and it may be masked by biased selection into college as a function of both self-regulation and sensation seeking. Differing patterns of alcohol use, its predictors, and its consequences emerged for the college and noncollege samples, suggesting that differing intervention strategies may best meet the needs of each population. / text

The purpose of this study is to investigate (1) how mathematics instructors develop their students’ metacognitive abilities concretely within mathematics instruction and (2) whether these teachers feel adequately prepared to develop their students’ metacognitive abilities. Qualitative email interviews with credentialed secondary school mathematics teachers in Sweden were used. Analysis of the participants’ interview responses indicate that the participants reported a limited use of the metacognitive teaching strategies described in the research. Although teacher responses indicated stress, frustration, and irritation and their responses indicated limited proficiency in their intuitive declarative metacognitive knowledge of thinking skills, whether or not teachers feel adequately prepared to develop their students’ metacognitive abilities cannot be completely answered by this study.

Aim The study had the aim to increase knowledge of characteristics possessed by Swedish elite athletes. More specific the level of affect, athlete engagement and reaction time were investigated. A second aim was to test if a reflective training log based on principles from self-regulation could influence these variables.   Questions part one: Baseline What are the level of affect, athlete engagement and reaction time in a sample of Swedish elite athletes? How strong are the correlations between these variables? Questions part two: Intervention Does a self-regulation training log effect athlete engagement, affect or reaction time in Swedish elite athletes? Is there a difference if the reflections are based on either personal strengths or weaknesses? How do the athletes perceive the use of a self-regulation training log? Method/Experiment design The general outline is a randomized controlled trial on a population of Swedish elite athletes using a baseline measurement and an intervention consisting of two experiments (EG1; EG2) and one placebo group (PG). Eligibility criteria for participants were a membership in Sport Campus Sweden (SCS). The data were collected in the participants own home or current location using correspondence by mail/e-mail and a web-based test platform provided by Hogrefe psykologiförlag. A simple 1:1:1 randomization was used for allocation. Only previously tested and validated measurements were used (PANAS; AEQ; CompACT simple RT). 40 athletes performed the baseline registration of reaction time and 32 persons participated in the measurements of affect and athlete engagement. 23 athletes completed all stages of the one month intervention including pre and post-tests. EG1 (reflections on personal weaknesses) N=6; EG2 (reflections on personal strengths) N=8; PG (writing down time spent by watching TV or by the computer as a placebo) N=9.   Result Part 1 showed that Swedish elite athletes outperformed 91 % of a normative sample in reaction time. They were also more stable than 87 % of the norm. Correlation analysis show a strong significant correlation between positive affect and athlete engagement (0.74) (p=0.00). In Part 2 the training log intervention showed no significant results in affect, athlete engagement or reaction time. There were no differences if the reflections were based on personal strengths or weaknesses. In general the athletes perceived the self-regulation training log as rewarding and easy to use.   Conclusions Swedish elite athletes have a superior reaction time compared to a normative sample and are also more stable in their reactions. They experience a high level of positive affect and athlete engagement and these variables are also strongly correlated. A self-regulation training log did not show any results on affect, athlete engagement or reaction time. The training log got positive feedback. Consequences of these findings are discussed. / Syfte Studien har som syfte att utöka kunskapen om specifika egenskaper som svenska elitidrottare besitter. Mer detaljerat undersöks affekt, engagemang och reaktionstid. Vidare är syftet att undersöka om dessa variabler kan påverkas genom att skriva i en självreglerings- och reflektionsinriktad träningsdagbok.   Frågeställningar Del 1: Baslinjeundersökning Var ligger nivån gällande affek, idrottsligt engagemang och reaktionstid hos svenska elitidrottare? Hur starka är korrelationerna mellan dessa variabler? Del 2: Intervention: skriva i en reflektionsinriktad träningsdagbok Kan en träningsdagbok baserad på självreglering påverka affekt, idrottsligt engagemang och reaktionstid hos svenska elitidrottare? Är det skillnader om reflektionerna är baserade på personliga styrkor eller svagheter? Hur upplever elitidrottarna användandet av träningsdagboken? Metod Metoden är en randomiserad kontrollerad experimentell fältstudie på en population av svenska elitidrottare. Studien består av en baslinjeregistrering och en intervention under en månad med två experimentgrupper (EG1;EG2) och en placebogrupp (PG). Urvalskriterium var ett medlemskap i Sport Campus Sweden (SCS). Deltagarna genomförde tester i sitt eget hem eller på sin dåvarande position via brev/mail samt en webbaserad testplattform som tillhandahölls av Hogrefe psykologiförlag. En enkel 1:1:1 randomisering genomfördes. Enbart tidigare validerade frågeformulär samt mätutrustning användes (PANAS; AEQ; CompACT simple RT). 40 deltagare genomförde baslinjeregistreringen av data gällande reaktionstid och 32 deltagare genomförde den första mätningen av affekt och idrottsligt engagemang. Efter avslutad intervention hade 23 deltagare genomfört samtliga för -och eftertest. EG1 (reflektion på svagheter) N=6; EG2 (reflektion på styrkor) N= 8; PG (placebo genom att skriva ner tv-tittande och tid framför datorn) N=9.   Resultat Del 1 visade att elitidrottarna hade en kortare reaktionstid än 91 % av ett normativt snitt av befolkningen i samma åldersgrupp. De var även mer stabila i sina reaktioner än 87 % av normen. En stark och statistisk signifikant korrelation återfanns mellan positiv affekt och idrottsligt engagemang (0.74 )(p=0.00). Del 2 visade att interventionen med en reflekterande träningsdagbok inte gav några signifikanta resultat oavsett om interventionen var baserad på reflektioner gällande personliga styrkor eller svagheter. Idrottarna upplevde generellt träningsdagboken som givande och enkel att använda.   Slutsats Svenska elitidrottare har en överlägsen reaktionstid jämfört med en normalbefolkningsnorm. De är även mer stabila i sina reaktioner samt upplever en hög nivå av positiv affekt och idrottsligt engagemang. Dessa variabler var även starkt signifikant korrelerade.  Träningsdagboken hade ingen signifikant påverkan på upplevelsen av affekt och idrottsligt engagemang eller idrottarnas reaktionstid. Träningsdokumentationen upplevdes i allmänhet som givande. Konsekvenser av dessa resultat diskuteras

Around the world, females typically represent fifteen per cent or less of registered professional engineers. They also leave the profession at significantly higher rates than their male counterparts. Incidences of sexual harassment and sexual discrimination continue to be reported in interviews with female graduate engineers. Despite many years of study and initiatives to get more females into engineering, girls and women continue to avoid this profession. Research into the workplace experiences of female engineers tends to neglect organizational and institutional contexts. In particular, there is a lack of attention paid to the ways in which engineering associations, as regulatory bodies in the profession, support their female members. To that end, Laclau and Mouffe’s discourse theory and concept of hegemony were used to open new empirical terrain by providing an account of the sexual harassment and sexual discrimination discourse of the Ontario professional engineering association. It was found that the discourse of sexual harassment and sexual discrimination is hegemonized by the discourses of regulation and the practice of engineering. Critical gender equality issues that academic research has reported for female practitioners inside engineering workplaces, such as sexual harassment and sexual discrimination, are considered outside of the practices of regulation and engineering. Gender work within the association is confined to supporting the female members of the profession and is performed by the female members of the association. This contributes to the maintenance of the status quo, the illusion of gender neutrality, and the privileging of one gender over another in this local setting of the profession. It is recommended that engineering associations examine the effects of hegemonized spaces created by their practices of regulation and professional engineering discourse, particularly in the area of the workplace conditions of its members. It is also recommended that the scope and range of gender equity change actions practiced by engineering associations go beyond mainly providing modes of support for females in the profession. / 2013-03

Magistriniame darbe analizuojami alternatyvaus valstybės reguliavimui modelio – savireguliacijos - pritaikymo interneto erdvėje aspektai. Siekiama pagrįsti arba paneigti interneto savireguliacijos idėją, pateikiant Europos valstybių interneto savireguliacijos kodeksų pavyzdžius bei Jungtinių Amerikos Valstijų teismų sprendimuose įtvirtintos savireguliacijos bendrąsias tendencijas. / The aim of this study is to analyse the suitability of self-regulation mechanism to alter internet regulation executed by the state. In order to motivate or to negate the idea of internet self-regulation, analysis is based on the internet codes of conduct in European countries as well as on the basic internet self-regulation tendencies embedded in the decisions of the courts in the United States of America. The status of the subjects - internet service providers, internet content providers and consumers - participating in the internet self-regulation process is defined in the third part of the study. Finally, the author is concerned with the possibility to embody internet self-regulation model in Lithuania and with the problems of this embodiment.

Attention allows us to select important aspects of incoming sensory information while filtering out irrelevant information. It has crucial significance in understanding neurophysiological, emotional and behavioral outcomes. The research reported here focused on one central question: how do attentional manipulations influence various stages of cognition and emotion to result in goal-directed behavior? In six experiments, I used behavioral and functional Magnetic Resonance Imaging (fMRI) measures to investigate the impact of attention on visual recognition, mood and self-regulation. The results showed that attention influences functional connectivity between body-selective visual processing areas in occipito-temporal cortex. Changes in the scope of attention were also found to influence mood and self-regulation. Broadening attentional focus improves mood and self-regulation. Narrowing attentional focus impairs mood and self-regulation. Self-regulation was also aided through the pre-engagement of attentional inhibition. This diverse set of methodologies and experimental paradigms provides converging evidence that attention influences goal-relevant functional connections to facilitate visual processing, promotes fluency of information to result in better mood and prioritizes goal-relevant representations to result in successful self-regulation. / NSERC

Can our sense of smell influence our ability to self-regulate? The following thesis examined whether or not olfactory cues could influence a cognitive measure of self-regulation, and whether this effect would be moderated by goals. Further, it was proposed that emotion would mediate the relationship between scents and self-regulation. A total of 127 participants took part in the study. Magazine covers were used to prime either health or indulgence goals and participants were exposed to either an appetitive scent (baking cookies) or a non-appetitive scent (lavender) with the aim of creating emotional conflict. Self-regulation was measured by performance on a Stroop task. Goals were found to interact with scent type in order to yield differing impacts on self-regulation, however, the predicted mediating effects of emotion were unsupported. / None

<p>Guided by an integrative conceptual framework, a meta-analysis was conducted to explore the relation between the capacity aspect of self-regulation and academic achievement across childhood and adolescence. This meta-analysis of over 150 studies draws upon diverse research traditions and approaches to test moderators of theoretical, methodological, and practical importance. In the theoretical moderator analyses, results were broken down by the specific self-regulation construct (e.g., emotion regulation, executive functions), students' grade level, and academic subject. Doing so permitted an exploration of developmental and domain differences in the relation between each self-regulation construct and achievement. In the methodological moderator analyses, results were broken down by the type of self-regulation measure (e.g., teacher-report, direct assessment) and the type of achievement measure (e.g., standardized test, course grade). Doing so permitted a formal test of how these measures relate to each other, which has garnered considerable debate among self-regulation researchers. </p><p> Findings from the five moderator analyses largely supported hypotheses. The average correlation with achievement was strongest for effortful control and composite measures of executive functions, with updating significantly exceeding both shifting and inhibiting. A strong correlation also emerged for self-control, though it differed significantly based on whether the construct was categorized by author labels or definitions. Composite measures of self-regulation revealed a stronger correlation with achievement than any of its domains, as expected. Across all self-regulatory capacities, correlations became significantly stronger after the transition to kindergarten but assumed different trajectories based on the specific construct during the rest of elementary and secondary school. Domain differences also emerged, favoring math and science for executive functions but not producing significant differences with language arts for effortful control. As expected, self-regulatory capacities with an indirect effect on achievement (e.g., effortful control, emotion regulation) had the strongest correlation with course grades while self-regulatory capacities with a direct effect on achievement (e.g., executive functions) had the strongest correlation with standardized tests. Finally, direct assessments and teacher reports produced significantly stronger correlations with academic performance than when students reported their own self-regulation. Theoretical, methodological, and practical implications of these findings are discussed alongside results. </p><p> A new meta-analytic method was also developed to identify and resolve inconsistencies in the way psychological constructs are labeled, defined, and measured. This new method provided needed conceptual clarity in the diverse and interdisciplinary literature on self-regulation. Implications for other literatures characterized by variation in the way constructs are labeled, defined, and measured are discussed.</p> / Dissertation

This study explored relationships between vocabulary size and self-regulation and joint engagement in 28 children with multi-system developmental delay (DD) aged 2;5 (years;months) to 5;6 and a language age-matched control group of 28 typically developing (TD) children aged 0;7 to 5;6 drawn from a larger sample of 77. Parents completed the ABASII, Second Edition (ABASII; Harrison & Oakland, 2003), with the Leisure, Self-direction, and Social subtests serving as measures of self-regulation and joint engagement. Vocabulary size was measured using an adaptation of the New Zealand version of the MacArthur Communicative Development Inventory: Toddlers (CDI; Reese & Read, 2000). Responses to the Language Use Inventory (O'Neill, 2007) were also collected for comparison with the CDI. Group differences on vocabulary size and the ABASII Social and Self-direction subtests were not significant. However, children with multi-system DD scored significantly higher on the Leisure subtest. Data from the children with multi-system DD revealed a medium, positive correlation between the CDI total score and the raw score of the Leisure subtest, r = 0.34, p = 0.075 and for the TD children a strong, positive correlation r = 0.51, p = 0.006. For the children with multi-system DD, there was a medium, positive correlation between the CDI total score and the raw score of the Self-direction subtest, r = 0.39, p = 0.038 and a strong, positive correlation for the TD children, r = 0.52, p = 0.005. Similarly, for the children with multi-system DD there was a medium, positive correlation between the CDI total score and the raw score of the Social subtest, r = 0.41, p = 0.032 and a strong, positive correlation for the TD children, r = 0.63, p < 0.001. The results suggest a positive correlation between self-regulation and joint engagement and vocabulary development in both groups of children.