The Experts below are selected from a list of 360 Experts worldwide ranked by ideXlab platform
Rudi De Raedt - One of the best experts on this subject based on the ideXlab platform.
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testing the neurocognitive framework for regulation expectation the relationship between actual ideal self esteem and proactive reactive autonomic stress regulation
Journal of Behavior Therapy and Experimental Psychiatry, 2020Co-Authors: Selene Nasso, Marieanne Vanderhasselt, Rudi De RaedtAbstract:Abstract Background and objectives According to the Neurocognitive Framework for Regulation Expectation (NFRE), actual and ideal self-esteem are related to how individuals anticipate and respond to a stressful event. Based on this framework, we investigated whether in individuals with low ideal self-esteem (moderator), a positive relationship between actual self-esteem and reactive autonomic regulation would be mediated by the amount of anticipatory autonomic regulation. Methods Forty-five healthy females prepared a speech (i.e., anticipation) and performed it in front of a camera (i.e., stressor). Actual and ideal self-esteem were measured with the Implicit Relational Assessment Procedure. Anticipatory and reactive autonomic stress regulation were indexed by heart rate variability, and affective responses were assessed via self-report. Results Results were in line with predictions based on the NFRE: when ideal self-esteem was low, higher actual self-esteem was associated with higher reactive autonomic regulation, and this association was mediated by higher anticipatory autonomic regulation. Limitations Because only female undergraduates were recruited, replication within a more heterogeneous sample is necessary to further generalize these findings. Conclusions These results support the hypothesis, based on the NFRE, that actual and ideal self-esteem interact in predicting the relationship between anticipatory and reactive stress regulation, and are a step forward in the understanding of the mechanisms underlying successful stress regulation.
Selene Nasso - One of the best experts on this subject based on the ideXlab platform.
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testing the neurocognitive framework for regulation expectation the relationship between actual ideal self esteem and proactive reactive autonomic stress regulation
Journal of Behavior Therapy and Experimental Psychiatry, 2020Co-Authors: Selene Nasso, Marieanne Vanderhasselt, Rudi De RaedtAbstract:Abstract Background and objectives According to the Neurocognitive Framework for Regulation Expectation (NFRE), actual and ideal self-esteem are related to how individuals anticipate and respond to a stressful event. Based on this framework, we investigated whether in individuals with low ideal self-esteem (moderator), a positive relationship between actual self-esteem and reactive autonomic regulation would be mediated by the amount of anticipatory autonomic regulation. Methods Forty-five healthy females prepared a speech (i.e., anticipation) and performed it in front of a camera (i.e., stressor). Actual and ideal self-esteem were measured with the Implicit Relational Assessment Procedure. Anticipatory and reactive autonomic stress regulation were indexed by heart rate variability, and affective responses were assessed via self-report. Results Results were in line with predictions based on the NFRE: when ideal self-esteem was low, higher actual self-esteem was associated with higher reactive autonomic regulation, and this association was mediated by higher anticipatory autonomic regulation. Limitations Because only female undergraduates were recruited, replication within a more heterogeneous sample is necessary to further generalize these findings. Conclusions These results support the hypothesis, based on the NFRE, that actual and ideal self-esteem interact in predicting the relationship between anticipatory and reactive stress regulation, and are a step forward in the understanding of the mechanisms underlying successful stress regulation.
Marieanne Vanderhasselt - One of the best experts on this subject based on the ideXlab platform.
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testing the neurocognitive framework for regulation expectation the relationship between actual ideal self esteem and proactive reactive autonomic stress regulation
Journal of Behavior Therapy and Experimental Psychiatry, 2020Co-Authors: Selene Nasso, Marieanne Vanderhasselt, Rudi De RaedtAbstract:Abstract Background and objectives According to the Neurocognitive Framework for Regulation Expectation (NFRE), actual and ideal self-esteem are related to how individuals anticipate and respond to a stressful event. Based on this framework, we investigated whether in individuals with low ideal self-esteem (moderator), a positive relationship between actual self-esteem and reactive autonomic regulation would be mediated by the amount of anticipatory autonomic regulation. Methods Forty-five healthy females prepared a speech (i.e., anticipation) and performed it in front of a camera (i.e., stressor). Actual and ideal self-esteem were measured with the Implicit Relational Assessment Procedure. Anticipatory and reactive autonomic stress regulation were indexed by heart rate variability, and affective responses were assessed via self-report. Results Results were in line with predictions based on the NFRE: when ideal self-esteem was low, higher actual self-esteem was associated with higher reactive autonomic regulation, and this association was mediated by higher anticipatory autonomic regulation. Limitations Because only female undergraduates were recruited, replication within a more heterogeneous sample is necessary to further generalize these findings. Conclusions These results support the hypothesis, based on the NFRE, that actual and ideal self-esteem interact in predicting the relationship between anticipatory and reactive stress regulation, and are a step forward in the understanding of the mechanisms underlying successful stress regulation.
Frederick J Morrison - One of the best experts on this subject based on the ideXlab platform.
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self regulation and the development of literacy and language achievement from preschool through second grade
Early Childhood Research Quarterly, 2019Co-Authors: Lori E Skibbe, Ryan P Bowles, Janelle J Montroy, Frederick J MorrisonAbstract:Abstract Previous research has established that higher levels of behavioral Self-Regulation are associated with higher levels of language and literacy. In this study, we take a more developmental perspective by considering how trajectories of Self-Regulation development (early, intermediate, late) predict the way literacy and language skills develop from preschool through second grade. Children (n = 351) were assessed twice per year for up to four years on indicators of decoding, reading comprehension, phonological awareness, and vocabulary. Using non-linear growth curve models, we found that children who demonstrated Self-Regulation earlier had higher language and literacy skills throughout preschool to second grade. More specifically, earlier Self-Regulation trajectories were associated with both higher levels and earlier development of both decoding and reading comprehension, but not faster development. Children with early Self-Regulation trajectories developed phonological awareness earlier than those with late Self-Regulation trajectories. Finally, children with early Self-Regulation trajectories had higher levels of vocabulary than children with intermediate trajectories, but did not differ on the rate or timing of vocabulary development. Findings point to the enduring and interconnected nature of Self-Regulation and children’s language and literacy development.
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the development of self regulation across early childhood
Developmental Psychology, 2016Co-Authors: Janelle J Montroy, Ryan P Bowles, Lori E Skibbe, Megan M Mcclelland, Frederick J MorrisonAbstract:The development of early childhood Self-Regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of Self-Regulation development across children. This study investigates the development of behavioral Self-Regulation between the ages of 3 and 7 years, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral Self-Regulation trajectories. Across 3 diverse samples, 1,386 children were assessed on behavioral Self-Regulation from preschool through first grade. Results indicated that majority of children develop Self-Regulation rapidly during early childhood, and that children follow 3 distinct developmental patterns of growth. These 3 trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how Self-Regulation unfolds, with implications for offering individualized support across children. (PsycINFO Database Record
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first graders literacy and self regulation gains the effect of individualizing student instruction
Journal of School Psychology, 2010Co-Authors: Carol Mcdonald Connor, Claire Cameron Ponitz, Beth M Phillips, Monet Q Travis, Stephanie Glasney, Frederick J MorrisonAbstract:Abstract We examined the effect of individualizing student instruction (ISI; N = 445 students, 46 classrooms) on first graders' Self-Regulation gains compared to a business-as-usual control group. Self-Regulation, conceptualized as a constellation of executive skills, was positively associated with academic development. We hypothesized that the ISI intervention's emphasis on teacher planning and organization, classroom management, and the opportunity for students to work independently and in small groups would promote students' Self-Regulation. We found no main effect of ISI on Self-Regulation gains. However, for students with weaker initial Self-Regulation, ISI was associated with greater Self-Regulation gains compared to peers in control classrooms. The ISI effect on Self-Regulation was greater when the intervention was more fully implemented.
Jose Vicente Pestana - One of the best experts on this subject based on the ideXlab platform.
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young university students academic self regulation profiles and their associated procrastination autonomous functioning requires self regulated operations
Frontiers in Psychology, 2020Co-Authors: Rafael Valenzuela, Nuria Codina, Isabel Castillo, Jose Vicente PestanaAbstract:: Students' autonomous Self-Regulation requires not only self-motivation but also volition or transforming motivation into specific behavioral intentions and following through. Self-Regulation includes self-motivation (i.e., goal setting, learning from mistakes) and volitional regulation (i.e., strategic decision making). Furthermore, individual differences, like trait-level perseverance, significantly influence both motivation and volition. Procrastination has been defined as a volitional Self-Regulation problem, which involves delaying what one had intended to do, in spite of being motivated, and regardless of anticipating adverse consequences. Thus, it is a tendency toward dysregulated behavior - which may stabilize with age - in which subpar Self-Regulation may lead to procrastination. As a form of dysregulation, procrastination adversely affects young people's autonomy and well-being by limiting their personal growth. Previous research has confirmed a negative relationship between Self-Regulation and procrastination. However, more precision is demanded in: (a) examining the intertwined roles of motivational and volitional aspects of Self-Regulation for procrastination, and (b) distinguishing between different medium, and between medium and high levels of Self-Regulation. Consequently, it has been suggested that this could be accomplished by means of person-centered analyses, aimed at identifying distinct naturally occurring students' Self-Regulation profiles. These profiles would inform differentiated pedagogical approaches to promote Self-Regulation strategies counteracting procrastination tendencies. We used cluster analysis to identify academic Self-Regulation profiles and analyze their relationships with procrastination. Participants were 994 young university students from one public and one private university in Catalonia (41.0% men, 58.4% women, and 0.5% non-binary gender). Their age ranged from 18 to 24 years (M = 19.69, SD = 1.41). Sampling method was intentional, with proportional quotas by sex, academic year, and area of knowledge. The instrument used for data collection incorporated the Short Spanish Self-Regulation Questionnaire (SSSRQ), which includes four dimensions: perseverance, learning from mistakes, goal setting, and decision making; and the Pure Procrastination Scale (PPS), which considers three dimensions: decisional procrastination, implemental delay and lateness. Results obtained by means of cluster analysis distinguished between high and low academic Self-Regulation profiles, and also between these and two different medium Self-Regulation profiles, each with specific emphases on particular volitional shortcomings (i.e., weaknesses in decision-making skills and perseverance). These profiles and their relations with procrastination dimensions allow a joint evaluation via structural equation modeling (SEM) to test cognitive motivational strategies (goal setting, decision making, learning from mistakes, and decisional procrastination) together with behavioral aspects (perseverance, implemental delay), considered in the constructs of academic Self-Regulation and pure procrastination. From this joint evaluation, guidelines are suggested for promoting autonomy among young university students to the detriment of procrastination, thereby - and in accordance with previous research - enhancing students' well-being and growth.
