Previous literature has widely demonstrated the physical and mental benefits of religiousness. However, how religiousness benefits health is not as well known. It has been proposed that self-regulation is the linking mechanism and the current study sought to confirm this theory. Furthermore, religious motivation has been found to have differential effects on a variety of outcomes. The current study hypothesized that higher identification as religious motivation is linked to higher health-promoting behavior and lower health-risk behavior through higher self-regulation, which was composed of behavioral, emotional, and cognitive regulation. It was also hypothesized that higher introjection as religious motivation is linked to lower health-promoting behavior and higher health-risk behavior through lower self-regulation. The current sample included 220 adolescents (mean age = 15 years, 55% male) and their primary caregivers. This study's findings clarified that the motivation to be religious is critical when considering health benefits as it predicts health outcomes distinctly from only religiousness in general and self-regulation mediates this relation. Specifically, higher identification was related to higher self-regulation and subsequently lower health-risk behavior, whereas introjection was linked to lower self-regulation and subsequently higher health-risk behavior. However, when health-promoting behaviors, such as exercise or brushing teeth, were considered, the relation did not exist. In addition, non-significant interaction effects between identification and introjection indicated that these effects are only additive in nature. The current findings are particularly important by providing information about protective factors for risk taking behavior during adolescence, a developmental period associated with greater risk taking behavior. / Master of Science

This study replicated and extended existing research concerning task prioritization in multiple-goal scenarios. The theoretical perspectives on which hypotheses were based was a combination of Bandura's self-efficacy theory (1986) and rational models of control theory (Klein, 1989; Lord & Levy, 1994). Participants were 216 college students who received extra-credit points for their involvement. They performed six repeated trials on a computerized task consisting of two simultaneous sub-tasks. Participants pursued an assigned long-term goal on each task, and goal achievement was rewarded with additional extra-credit points as an incentive. Task prioritization was assessed with four separate measures of effort allocation, including the time spent on each task, the number of computer mouse-clicks made within each task, scores on a self-report assessment of exerted effort, and responses to a self-report task prioritization assessment. Results indicated that participants prioritized tasks on which they were closer to goal attainment, tasks on which they were more efficacious, tasks on which they were experiencing a faster rate of progress, and tasks on which they reported greater goal commitment. Results also indicated that the effect of goal-performance discrepancies (GPDs) on task prioritization was mediated by self-efficacy. Further the amount of time remaining before a deadline moderated the relationship between GPD and task prioritization, although the form of this relationship was not in the proposed direction. Achievement goals were examined as moderators of the relationship between GPDs and task prioritization, but results were non-significant. Overall, these findings provide additional evidence that expectancies are often central to understanding self-regulation in multiple-goal scenarios, as first asserted by Kernan and Lord (1990). The current study also provides additional evidence concerning the importance of temporal factors in determining resource allocation in multiple-goal scenarios. Results from the current study point toward multiple issues for exploration in future research, such as an integrated model focusing in part on the pivotal role of self-efficacy or other expectancy-related constructs. Results also demonstrate implications for applied work, including clear evidence that employees should be expected to allocate their finite resources toward goals on which they believe success is most likely. / Ph. D.

Physical activity (PA) has been shown to be an important component in preventing a number of negative health outcomes and in improving cardio respiratory fitness. However, there is little consensus as to what mediates the relationship between PA interventions and PA behaviors. Numerous studies have identified self-regulation as a proximal mediator of PA interventions, but there appears to be little consensus as to what constitutes self-regulation and how it should be measured. The current study explores the theoretical underpinnings of self-regulation from several different theories and identifies several measures related to those theories. Overlapping factors are identified by combining the measures and conducting exploratory and confirmatory factor analyses in order to understand the components of self-regulation. The results of the factor analyses revealed a seven-factor model consisting of 96 items. The factors from the final model included Self-Regulation Self-Efficacy, Negative Affect, Goal Setting/Goal Planning, Goal Communications, Goal Setting/Outcome Expectancy, Self-Monitoring, and Goal Planning. Analyses reveal that Goal Setting/Goal Planning and Goal Setting/Outcome Expectancy significantly predicted PA behaviors. How these factors relate to the theories of self-regulation and how they relate to the original measures are discussed; however several factors derived from this study contained several theoretically distinct constructs which made interpretation of these factors difficult. Future directions for identifying and developing factors of self-regulation are discussed and special consideration is given to the process of self-regulation. / Ph. D.

Students who are good self-regulators have higher motivation and achievement than those who are not. The beliefs students hold influence the goals they set, how they regulate learning, their motivation, and their subsequent actions. Beliefs about one’s own willpower (the capacity to exert self-control in everyday life) have been shown to affect individuals’ self-regulation. Willpower has been conceptualized as a limited resource that is easily depleted in demanding situations. However, some researchers have shown that individuals’ beliefs about willpower capacity (i.e., as finite or abundant), and not their actual willful acts, are more predictive of self-regulated behavior. Researchers have similarly shown that students’ beliefs in their personal self-regulatory capabilities predict self-regulation, and subsequently, academic achievement. This study explored the relationship between willpower beliefs, self-efficacy for self-regulation, academic self-regulation, and achievement among college students. Participants were undergraduate students (N = 536) enrolled in an introductory biology course in Fall 2017 at a southeastern U.S. university. Self-efficacy for self-regulation was significantly correlated with effort regulation, time and study environment regulation, and final course grade, while willpower mindset was not. Findings from this study suggest that efforts intended to boost students’ self-regulatory self-efficacy might be a more worthwhile endeavor than teaching them that they can improve their willpower/self-control when supporting them in developing self-regulated learning skills.

The aim of this study was to develop, evaluate and refine an ecosystemic program to facilitate self-regulation (SR) among corporate workers. A temporary program was developed with the aid of a literature review, based on the integration of the SR-theory with the principles of the ecosystem theory and program development. The program was presented over a period of three days at the Mabula nature reserve for a group of seven corporate employees in the broker industry. Each session took place in the form of a game drive, preceded by a group activity, a discussion of one of the three components of SR and followed by applicable examples out of nature. Data was analysed quantitatively and qualitatively. Results show that although participants' goal management, self effectiveness (SE) and mindfulness improved after conclusion of the program, these changes were not statistically or practically meaningful. Possible explanations for this are detained in the nature of the program and the manner in which the program was implemented, as well as in the factors which could have negatively influenced the credibility and reliability of the program evaluation. The conclusion was made that the program had a greater impact on participants' insight of the theoretical under print of SR, rather than their SR skills and that the aspect of experiential learning is possibly not promoted enough. Nevertheless, the program is very promising and only a few changes are necessary to refine the temporary program. Recommendations include that there should be more intensive emphasis on the practical facilitation of SR during the presentation of the program and that standardised instruments with a greater group of participants, including a control group, should be considered. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.

The aim of this study was to develop, evaluate and refine an ecosystemic program to facilitate self-regulation (SR) among corporate workers. A temporary program was developed with the aid of a literature review, based on the integration of the SR-theory with the principles of the ecosystem theory and program development. The program was presented over a period of three days at the Mabula nature reserve for a group of seven corporate employees in the broker industry. Each session took place in the form of a game drive, preceded by a group activity, a discussion of one of the three components of SR and followed by applicable examples out of nature. Data was analysed quantitatively and qualitatively. Results show that although participants' goal management, self effectiveness (SE) and mindfulness improved after conclusion of the program, these changes were not statistically or practically meaningful. Possible explanations for this are detained in the nature of the program and the manner in which the program was implemented, as well as in the factors which could have negatively influenced the credibility and reliability of the program evaluation. The conclusion was made that the program had a greater impact on participants' insight of the theoretical under print of SR, rather than their SR skills and that the aspect of experiential learning is possibly not promoted enough. Nevertheless, the program is very promising and only a few changes are necessary to refine the temporary program. Recommendations include that there should be more intensive emphasis on the practical facilitation of SR during the presentation of the program and that standardised instruments with a greater group of participants, including a control group, should be considered. / Thesis (M.A. (Psychology))--North-West University, Potchefstroom Campus, 2008.

Abstract Background: Procrastination or the tendency to delay various actions despite knowing that this delay will likely bring negative consequences, is a widespread phenomenon. It has been found to be especially common among college students and has been linked to various negative outcomes. Aim: The current study aimed to explore the relationship between procrastination and self-efficacy for self-regulation (belief in ones ability to successfully self-regulate) and grit (to pursue important goals over long periods of time with passion and determination, despite setbacks or distractions) in a sample of 208 Swedish university students. Method: Self-report measures relating to the relevant constructs were administered to the students and analysed using correlational and partial correlational tests. Results: Results indicated that procrastination were strongly negatively correlated with both grit and self-efficacy for self-regulation. Self-efficacy for self-regulation were also found to be a partial mediator of the relationship between grit and procrastination. Conclusion: More research is needed on the relationship between self-efficacy for self-regulation and procrastination. Additionally, a more conceptually valid scale to measure grit should be developed. / Abstrakt Bakgrund: Prokrastinering eller, tendenser till att skjuta upp olika saker trots vetskapen om att förseningen troligen kommer medföra negative konsekvenser, är ett utbrett fenomen. Prokrastinering har befunnits vara särskilt vanligt bland universitetsstudenter och har sammankopplats med en flera negativa konsekvenser. Syfte: Syftet med den aktuella studien var att undersöka relationen mellan prokrastinering, ”self-efficacy for self-regulation” (tilltron till sin egen förmåga att framgångsrikt utöva självreglering) och grit (förmågan att, med beslutsamhet och passion, jobba mot ett viktigt mål över långa tidsperioder, trots motgångar och distraktioner. Metod: Självskattningsskalor relaterade till de relevanta konstrukten delades ut till studenterna som deltoga i studien och test för korrelation och partiell korrelation användes för att analysera resultaten. Resultat: Resultaten indikerade att prokrastinering var starkt negativt korrelerad med både grit och ”self-efficacy for self-regulation”. ”Self-efficacy for self-regulation” visade sig också vara en partiell mediator mellan grit och prokrastinering. Slutsats: Mer forskning behövs kring relationen mellan ”self-efficacy for self-regulation” och prokrastinering.  Ett mer konceptuellt valitt mätinstrument för grit behöver dessutom utvecklas.

This study investigated the effects that self-regulation prompts and goal orientation may exhibit on self-regulatory processes and subsequent learning. Specifically, a moderated mediation model was developed to explain how self-regulation prompts interact with prove performance goal orientation to affect two mediational processes, time on task and self-regulatory activity, and ultimately impact learning within a learner-controlled e-learning environment. To assess these hypotheses, an online Microsoft Excel instructional program was developed wherein 197 participants had control over when and where they completed training, the content they reviewed, the delivery medium (text-based or video-based), and the sequencing and pace at which they progressed through training. Participants in the experimental condition were periodically asked questions (i.e., self-regulation prompts) designed to encourage self-assessment of learning progress and strategies. All participants completed questionnaires before and after training. Findings did not support the hypothesized model. Implications and limitations as well as recommendations for future research will be discussed.

Savireguliacijai gebėjimai yra labai svarbūs optimaliai vaiko raidai, todėl svarbu aiškintis, kokie veiksniai yra susiję su individualiais vaiko savireguliacijos skirtumais. Pagrindinis darbo tikslas yra įvertinti pagrindinius vaikų savireguliacijos biologinius ir psichosocialinius (šeimos aplinkos) veiksnius, kurie iš jų geriausiai paaiškina ketverių metų vaikų savireguliacijos gebėjimus. Darbas yra konceptualizuojamas remiantis ekologine ir transakcine teorija. Savireguliacijai tirti dimensijų lygmenyje yra pasirinktas „karštos“ ir „šaltos“ savireguliacijos modelis. Tyrime analizuojami duomenys apie 142 vaikus (71 berniuką ir 71 mergaitę). Empirinė medžiaga buvo renkama 8 tyrimo pjūviais: antrą – trečią dieną po vaiko gimimo, praėjus 3 mėn., 6 mėn., 12 mėn., 18 mėn., 2 metams, 3 metams ir 4 metams po gimimo. Savireguliacijai įvertinti buvo pasitelkti du informacijos šaltiniai: motinos stebėjimu paremti duomenys ir psichologinio testavimo rezultatai. Nustatyta, kad didesnė „karšta“ savireguliacija yra susijusi su tokiais veiksniais: mergaitės lytis, gimimas po skubaus cezario pjūvio ir gera motinos emocinė būsena antraisiais ir trečiaisiais vaiko gyvenimo metais, o didesnė „karšta“ savireguliacija savireguliacija – su vyresniu vaiko amžiumi, aukštesniu tėvų išsilavinimu, didesniais vaiko samprotavimo gebėjimais, planuotu nėštumu, motinos geriau įvertintais santykiais su sutuoktiniu antraisiais ir trečiaisiais vaiko gyvenimo metais. Motinos įvertintą vaikų savireguliaciją... [toliau žr. visą tekstą] / Self-regulatory abilities have a great significance for a child’s optimal development and so far it is important to explore which of the factors are associated with individual self-regulatory differences. The aim of the doctoral work is to explore the main biological and psychosocial (family environment) factors of self-regulation, which of them account for self-regulatory abilities at the age of four years. The work is conceptualized in the term of the ecological and transactional theory. On the level of dimensions the two-dimension model of hot and cool self-regulation is chosen. The participants of the study were 142 children (71 boy and 71 girls). The data collected on the second or third day after delivery, 3 months, 6 months, 12 months, 18 months, 2 years, 3 years and 4 years is reported. There were two sources of the information about children’s self-regulation at four years: maternal reports and observational measures. Higher hot self-regulation was related to female gender, delivery by emergency Caesarean section, and better maternal emotional state during the 2nd and 3rd years of the child’s life. Higher cool self-regulation was related to greater age, higher parental education, higher child’s reasoning ability, pregnancy planning, and better evaluated quality of a couple’s relationship. Maternal reports of self-regulation were directly predicted by maternal supportive responses and maternal self-efficacy, though the maternal early depression had an indirect effect... [to full text]

Self-regulatory abilities have a great significance for a child’s optimal development and so far it is important to explore which of the factors are associated with individual self-regulatory differences. The aim of the doctoral work is to explore the main biological and psychosocial (family environment) factors of self-regulation, which of them account for self-regulatory abilities at the age of four years. The work is conceptualized in the term of the ecological and transactional theory. On the level of dimensions the two-dimension model of hot and cool self-regulation is chosen. The participants of the study were 142 children (71 boy and 71 girls). The data collected on the second or third day after delivery, 3 months, 6 months, 12 months, 18 months, 2 years, 3 years and 4 years is reported. There were two sources of the information about children’s self-regulation at four years: maternal reports and observational measures. Higher hot self-regulation was related to female gender, delivery by emergency Caesarean section, and better maternal emotional state during the 2nd and 3rd years of the child’s life. Higher cool self-regulation was related to greater age, higher parental education, higher child’s reasoning ability, pregnancy planning, and better evaluated quality of a couple’s relationship. Maternal reports of self-regulation were directly predicted by maternal supportive responses and maternal self-efficacy, though the maternal early depression had an indirect effect... [to full text] / Savireguliacijai gebėjimai yra labai svarbūs optimaliai vaiko raidai, todėl svarbu aiškintis, kokie veiksniai yra susiję su individualiais vaiko savireguliacijos skirtumais. Pagrindinis darbo tikslas yra įvertinti pagrindinius vaikų savireguliacijos biologinius ir psichosocialinius (šeimos aplinkos) veiksnius, kurie iš jų geriausiai paaiškina ketverių metų vaikų savireguliacijos gebėjimus. Darbas yra konceptualizuojamas remiantis ekologine ir transakcine teorija. Savireguliacijai tirti dimensijų lygmenyje yra pasirinktas „karštos“ ir „šaltos“ savireguliacijos modelis. Tyrime analizuojami duomenys apie 142 vaikus (71 berniuką ir 71 mergaitę). Empirinė medžiaga buvo renkama 8 tyrimo pjūviais: antrą – trečią dieną po vaiko gimimo, praėjus 3 mėn., 6 mėn., 12 mėn., 18 mėn., 2 metams, 3 metams ir 4 metams po gimimo. Savireguliacijai įvertinti buvo pasitelkti du informacijos šaltiniai: motinos stebėjimu paremti duomenys ir psichologinio testavimo rezultatai. Nustatyta, kad didesnė „karšta“ savireguliacija yra susijusi su tokiais veiksniais: mergaitės lytis, gimimas po skubaus cezario pjūvio ir gera motinos emocinė būsena antraisiais ir trečiaisiais vaiko gyvenimo metais, o didesnė „šalta“ savireguliacija – su vyresniu vaiko amžiumi, aukštesniu tėvų išsilavinimu, didesniais vaiko samprotavimo gebėjimais, planuotu nėštumu, motinos geriau įvertintais santykiais su sutuoktiniu antraisiais ir trečiaisiais vaiko gyvenimo metais. Motinos įvertintą vaikų savireguliaciją tiesiogiai... [toliau žr. visą tekstą]