Self-regulated learning (SRL) processes are frequently used by elite athletes and are thought to be an important factor in the development of expertise (McCardle, Young, & Baker, 2017). Before learners become self-regulated, they must first be co-regulated by a more experienced other (Glaser, 1996), such as an instructor. Scaffolding, a form of co-regulation, has three conceptual characteristics: contingency, fading, and transfer of responsibility (van de Pol & Elbers, 2013). Of the little research done on scaffolding, most studies have been in the education domain with few looking at it in a naturalistic setting. This thesis represented a seminal investigation on the nature of scaffolding in a coach-athlete dyad. It aimed to explore scaffolding using a naturalistic, instrumental case study with an experienced female coach (aged 53, national level) and her competitive male figure skater (aged 15, provincial level) using a concurrent mixed methods design (Creswell, 2003). Data were collected through a) an athlete self-report survey on SRL at the beginning and end of data collection; b) participant observation, field notes, and audio recordings of coach-skater dialogue at 16 practices spread across 5 months of the season; and c) three separate interviews at mid-, late-, and post-season with the coach and skater. Study 1 presents results informed by the skater’s survey and quantitative analyses of audio transcripts. The skater’s self-report of the SRL-SP (Bartulovic, Young, & Baker, 2017) was higher at time two (post-season) compared to time one (mid-season), indicating an increase in SRL. Due to very poor reliability uncovered in pilot work, planned analyses to determine changes in the directionality of coach- and skater-initiated discussion and contingency at various points across the season could not be performed. Study 2 presents the results of thematic analysis (Braun & Clarke, 2006) on the interview data and audio transcript excerpts. Deductive analyses showed it was difficult to identify and describe aspects of the three scaffolding characteristics separately due to their overlapping conceptual definitions, and their interplay during practice. Inductive analyses revealed nuances of scaffolding in sport, including micro- and macro-level co-regulation. Micro-level co-regulation emerged as an important “interface” illustrated by mature coach-skater interactions surrounding practice trials. The interface involved shared and individual expectations for the coach and skater, roles, and described transitory processes relating the co-regulatory interface to the skater’s SRL. Fading in sport differed from the linear model in education with a cyclical pattern of engagement by the coach, returning to refine the skater’s elements if they were incorrect. After integrating and interpreting all the data, the findings suggested scaffolding manifests in unique ways in a sport dyad, with SRL representing a process goal of the interface.

Children's difficulties with regulating or controlling emotion are associated with externalizing problems (Eisenberg et al., 2001). Emotion regulation develops through interactions with caregivers during childhood, where children are socialized about the management and expression of emotions (Kopp, 1989). The parent-child relationship is thus one factor associated with children's externalizing problems and, to date, research on children’s externalizing problems has focused on relationships with parental emotion socialization and parent-child emotions (Granic & Lamey, 2002; Lengua, 2006). However, parent-child co-regulation— the bidirectional process whereby individuals mutually regulate emotions with others (Fogel, 1993)— is also likely a proximal factor in children's externalizing problems. Over time, dyadic patterns emerge and are reinforced through co-regulation, and children develop regulated or dysregulated emotional patterns with their parents (Granic & Lamey, 2002). Co-regulation is also likely related to differences in externalizing symptomatologies, as dyads with children with co-occurring externalizing and internalizing problems (MIXED) show more mutual hostility over the course of a conflict than dyads with purely externalizing children (EXT; Granic & Lamey, 2002). The current study examined co-regulation in 255 parent-child dyads, of which 80 had EXT children (73% male), 111 had MIXED children (87% male), and 64 had typically-developing children (63% male). Children were between the ages of 8 and 12 (M = 9.56). Behaviours during positive and conflict discussions were coded with a new observational tool, the Co-Regulation of Emotion (CORE) coding system. CORE's validity was supported with associations with independent raters’ impressions of the interactions. Generally, co-regulation was higher during the conflict as compared to the positive discussions, as expected. Contrary to hypotheses, dyads with EXT and MIXED children did not show more non-supportive co-regulation than dyads with typically-developing children, and dyads with typically-developing children did not show more supportive co-regulation. Similarly, group differences on the association between interaction partners' supportive and non-supportive co-regulation and negative affect were not significant. Overall, MIXED dyads did not show more non-supportive co-regulation than EXT dyads, as had been expected. The findings did not support the hypothesis that emotion co-regulation differentiates dyads with externalizing children from dyads with typically-developing children in middle childhood. / Thesis (Master, Psychology) -- Queen's University, 2012-08-07 11:41:10.329

This study examined the development of attachment as it relates to co-regulation and vagal tone over the second half of the first year of life. Links to infants' attachment and developmental status were also examined. Symmetrical and unilateral co-regulated patterns of interactions at 6 months demonstrated significant linkages with attachment. Developmental status did not show direct linkages with attachment. Direct links between vagal tone and attachment were also not identified. Correlations between co-regulation and vagal tone at the 6 month time point were identified. Findings suggest an important role of co-regulation as it relates to attachment development. Future studies may benefit from evaluating the role of co-regulation as a mediating variable between vagal tone and attachment development.

<p>This project is an investigation of whether analysing subsets of time series gene expression data can give additional information about putatively co-regulated genes, compared to only using the whole time series. The original gene expression data set was partitioned into subsets and similarity was computed for both the whole timed series and subsets. Pearson correlation was used as similarity measure between gene expression profiles. The results indicate that analysing co-expression in subsets of gene expression data derives true-positive connections, with respect to co-regulation, that are not detected by only using the whole time series data. Unfortunately, with the actual data set, chosen similarity measure and partitioning of the data, randomly generated connections have the same amount of true-positives as the ones derived by the applied analysis. However, it is worth to continue further analysis of the subsets of gene expression data, which is based on the multi-factorial nature of gene regulation. E.g. other similarity measures, data sets and ways of partitioning the data set should be tried.</p>

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Facilitating a classroom culture of openness has been positively linked with student outcomes, including task value, motivation, and achievement. The proposed study investigates the impact manipulating classroom culture by disclosing student responses to cognitive and metacognitive prompts during lectures has on the above student outcomes. Using a series of two-way ANOVAs, students in five sections (control, prompting only, paper and pencil response, anonymous CRS responses and public disclosure of CRS responses) will be compared on each of these dependent variables at pre-test and at post-test to examine the effect of the public disclosure condition within a classroom. Participants in the public disclosure condition are expected to have the largest increase in task value, motivation to self-regulate, and to have the highest academic achievement scores. A natural outgrowth of the proposed study is the development of an intervention focused on increasing student task value and motivation within classrooms. Therefore, this report also includes an evaluation plan, outlining the essential program components, a logic model for this program, and the proposed method in which the reported outcomes will be measured. / text

This project is an investigation of whether analysing subsets of time series gene expression data can give additional information about putatively co-regulated genes, compared to only using the whole time series. The original gene expression data set was partitioned into subsets and similarity was computed for both the whole timed series and subsets. Pearson correlation was used as similarity measure between gene expression profiles. The results indicate that analysing co-expression in subsets of gene expression data derives true-positive connections, with respect to co-regulation, that are not detected by only using the whole time series data. Unfortunately, with the actual data set, chosen similarity measure and partitioning of the data, randomly generated connections have the same amount of true-positives as the ones derived by the applied analysis. However, it is worth to continue further analysis of the subsets of gene expression data, which is based on the multi-factorial nature of gene regulation. E.g. other similarity measures, data sets and ways of partitioning the data set should be tried.

Inledning: Intresset för kvinnor i styrelser väcktes hos flera länder på grund av att Norge införde en kvoteringslag för att uppnå 40 % av det underrepresenterade könet i börsbolagens styrelser. Sverige har år 2017 uppnått 38 % av de underrepresenterade könet i börsbolagens styrelser utan att införa en tvingande kvoteringslag vilket tyder på att en annan regleringsprocess tillämpades. Utvecklingen visar på att det har skett en beteendeförändring hos aktörerna i samhället, då jämställda styrelser nästintill har uppnåtts. Detta lämnar utrymme för en studie av tillvägagångssättet i en regleringsprocess där den allmänna debatten och en institutionell förändring av normer och regler i den svenska regleringsprocessen beaktas. Problemformulering: Hur påverkar institutionaliserings- och regleringsprocessen arbetet för att uppnå en beteendeförändring i samhället, gällande utvecklingen av andelen kvinnor i de svenska börsbolagens styrelser? Syfte: Syftet med denna studie är att öka förståelsen om institutionell förändring betraktat från ett regleringsperspektiv genom att följa utvecklingen av andelen kvinnor i de svenska börsbolagens styrelser i relation till den allmänna debatten och den regulativa processen. Metod: Forskningsansatsen som använts i denna studie är abduktion. Institutionalian bidrar med tidigare forskning angående jämställdhet i styrelser. Den teoretiska referensramen består av teorier som uppmärksammar en regleringsprocess, en institutionaliseringsprocess och aktörer. Studiens empiriska analys utgår från en kvalitativ metod där det empiriska materialet består av sekundärdata från databasen Mediearkivet. Detta har kompletterats med offentliga dokument i form av departementsutredningar, motioner, remissvar och statliga offentliga utredningar. Slutsats: Studiens resultat anger att i en regleringsprocess måste de icke-statliga aktörernas debatter gällande en regleringsfråga beaktas och att en fullständig självreglering inte kan tillämpas. Dessutom har studien visat att en institutionaliseringsprocess ingår och synliggörs i en regleringsprocess och att det är denna process som är nyckelfaktorn för att uppnå en hållbar beteendeförändring. Slutligen anges att det är debatterna mellan starka statliga och icke-statliga aktörer som initierar en institutionaliserings- och regleringsprocess för att åstadkomma en institutionell förändring. / Introduction: The interest in women on boards started in many countries due to the introduction of a quota law in Norway in order to achieve a 40 % representation of the underrepresented sex in listed companies’ boards. In 2017, Sweden has achieved a 38 % representation of the underrepresented sex in the listed companies’ boards without introducing a compulsory quota law, which indicates that another regulatory process was applied. This development shows that there has been a change in the behavior among the actors in society, as equality in the company boards has almost been reached. This leaves room for a study to investigate the approach in a regulatory process in which the general debate and institutional change of norms and rules in the Swedish regulatory process are taken into account. Problem: How does the institutionalization and regulatory process affect the work to achieve a change of behavior in society, regarding the development of the proportion of women on boards of listed companies in Sweden? Purpose: The purpose of this study is to increase the understanding of institutional change, observed from a regulatory perspective by following the development of the percentage of women on the boards of listed companies in Sweden, in relation to the general debate and the regulatory process. Method: The research approach in this study is abduction. The “Institutional” contributes with previous research on gender equality on boards. The theoretical framework consists of theories that put attention to a regulatory process, institutionalization process and the actors. The empirical analysis of the study is based on a qualitative method where the empirical material consists of secondary data from the database “Mediearkivet”. This source has been supplemented with public documents in the form of departmental investigations, motions, referral and public state investigations. Conclusion: The results of this study indicate that in a regulatory process, it is necessary to observe the debates regarding government issues between non-governmental actors, and that complete self-regulation cannot be applied. The study also shows that an institutionalization process is included and visible in a regulatory process, and this process is the key factor in achieving sustainable behavioral change. Finally, it is stated that the debates between strong governmental and non-governmental actors are crucial in the initiation of an institutionalization and regulatory process which in turn achieves institutional change.

This study examined the relationship between 6-month old infants' orienting response to maternal arm-restraint (as measured by bradycardia), the quality of mother-infant communication at 6 and 9 months (as measured by the Relational Coding System) and attachment at 12 months (as measured by the Strange Situation Procedure). As positive mother-infant communication increases, the chances the infant will experience bradycardia increases. As negative mother-infant communication increases, the chances that the infant will experience bradycardia decreases. For mothers and infants who have more positive communication patterns, orienting response to the maternal arm-restraint suggests that maternal disruption of infant activity was a novel experience for them. This study suggests that mother infant interactions create an expected pattern of behavior for infants. When these expectations are violated, the infant has a physiological reaction that suggests increased attention to the disrupted interaction. Bradycardia at 6 months was not related to attachment at 12 months; however, considering both the physiology and environment of the infant, dyadic positive and negative interactions affect the quality of the mother-infant relationship several months later.

Mindfulness is a practice that has the potential to help counseling students build a variety of skills that are necessary for clinical efficacy, including therapeutic presence, attunement, empathy, cognitive flexibility, and non-reactivity. However, mindfulness is rarely taught to students in mental health training programs, which makes it an untapped possibility to improve counselor education. Additionally, rarely do researchers explore the role of counselor mindfulness and counselor trauma on clients' perceptions of therapeutic presence. Therefore, the purpose of this study is to explore the effects of a 15-week mindfulness training program for counseling students to understand its effect on client's perceptions of therapeutic presence, counselor state mindfulness development, and counselor trauma symptoms. Participants in this cluster-randomized controlled intervention were masters counseling students currently enrolled in clinical practicum accredited by the Counsel for the Accreditation of Counseling and Related Educational Programs (CACREP). Counselors provided data at three timepoints on their state mindfulness, trauma symptoms, and therapeutic presence. Clients provided data at three timepoints on their perceptions of their counselor's therapeutic presence. We analyzed data through repeated measures ANOVA and two-level longitudinal hierarchical linear models. Implications for counselor education, professional counselor development, and future research are offered and limitations are discussed.