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Browsing by Subject "self-regulation"

Now showing 1 - 3 of 3
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    The Effects of Work-Family Conflict and Enrichment on Self-Regulation, Networking, and the Creation of Social Networks
    (2015-05) Dahm, Patricia
    In two studies, I employ theories of self-regulation to examine how work-family conflict and family-to-work enrichment affect self-regulation processes necessary for networking behaviors; in turn, networking behaviors affect the size and diversity of professional social networks ("the pattern of ties linking a defined set of persons or social actors;" Siebert, Kramer, & Liden, 2001). I hypothesize that work-family conflict depletes self-regulatory and energy resources and primes a self-regulatory prevention focus, while family-to-work enrichment enhances resources and primes a self-regulatory promotion focus, affecting networking behaviors. A ten-day experience sampling study (Study 1) reveals that on days when family-to-work conflict is high, employees report lower levels of self-regulatory promotion focus and are less likely to engage in network investing behaviors. On days when family-to-work enrichment is high, employees report higher levels of self-regulatory promotion focus, and engage in more network investing behaviors. An ego network study (Study 2) explores between-person effects of work-family conflict, family-to-work enrichment, self-regulation, and networking on employee social networks and career outcomes. Study 2 reveals that family-to-work enrichment and investing and restoring networking behaviors positively relate to network size and diversity; family-to-work enrichment positively relates to advancement potential through increased network size. Self-regulatory promotion focus also positively relates to network size and diversity through effects on investing behaviors.
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    A Randomized-Controlled Trial of Mindfulness and Executive Function Trainings to Promote Self-Regulation in Internationally Adopted Children
    (2015-08) Lawler, Jamie
    While children adopted internationally show remarkable recovery once placed in families, as a group these children continue to show delays in certain aspects of development years after adoption. In particular, the area that seems to show the most lasting, and sometimes profound deficits is children’s self-regulation. The current study uses a randomized, controlled trial to evaluate the effects of mindfulness-based and executive function trainings on internationally adopted (IA) children’s self-regulation, including inhibitory control, attention, and emotion regulation. Seventy-two IA children ages 6-10 were randomized into Mindfulness training (MT), Executive Function training (EF), or no intervention (NI) groups. The MT and EF groups attended 12 one-hour group sessions. Children in both intervention groups showed fewer hyperactivity and attention problems and showed better emotion regulation in the classroom, as rated by teachers blind to group status. The EF training was more successful in improving inhibitory control, while the MT group may have improved in delay of gratification. Both interventions improved selective attention in children with poor baseline regulatory functioning. Parent-reported behavior did not significantly change in any domain. Contrary to expectations, the mindfulness intervention did not improve perspective taking skills or prosocial behavior. Implications and future directions are discussed.
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    The Relation between Parent Involvement and the Development of Kindergarten Self-Regulation and Literacy Skills
    (2018-01) Hays, Amber S.
    Since the turn of this century, improving school readiness for young children has been a central tenet of research, practice, and public policy at the local, state, and national levels (Blair, 2002; Boethel, 2004; Hair, Halle, Terry-Humen, Lavelle, & Calkins, 2006; Konald & Pianta, 2005; Nores, Belfled, Barnett, & Schweinhart, 2005; Rolnick & Grunewald, 2003; Shonkoff & Phillips, 2000; Snow, 2006; Zigler & Hall, 2000). At the same time, the academic and behavioral expectations for young children in kindergarten have skyrocketed (Bassok & Latham, 2017). Thus, it comes as no surprise that a plethora of early childhood programs supporting the development of behavioral self-regulation are currently under development and evaluation (e.g., Bierman et al., 2008; Bodrova & Leong, 2007; Raver et al., 2008). The most promising of these programs target social and emotional competence, classroom quality, and parent scaffolding support for learning. Yet, very little is known about self-regulation development after the transition to formal schooling or how to promote growth in academic-focused kindergarten programs. The present study explores relations between parent involvement, one potential method, and growth in literacy and self-regulation skills. Thirty-seven kindergarten children were recruited from six classrooms in a rural consolidated school district. Direct assessments of literacy skills and self-regulation skills were collected in the fall and spring. Teachers reported on children’s self-regulated learning behavior in the winter. Parents reported on their involvement in education as well as several demographic characteristics. Multiple linear regression analyses were used to examine the relation between parent involvement and growth in literacy and self-regulation skills after controlling for relevant demographic variables and school readiness skills. Results indicated that parent involvement was not a significant predictor of either spring outcome. In addition, self-regulated learning was not significantly associated with spring literacy or self-regulation skills and could not be explored as a potential mediator. Instead, school readiness skills remained the most robust predictors of success in kindergarten. Implications for future research are discussed.