Distinguishing Emotion Regulation Success in Daily Life From Maladaptive Regulation and Dysregulation

ACADEMIC ABSTRACT

This paper aims to motivate research on emotion regulation success in naturalistic settings. We define emotion regulation success as achieving one's emotion regulation goal and differentiate it from related concepts (i.e., maladaptive regulation and dysregulation). As goals vary across individuals and situations, it is insufficient to conceptualize emotion regulation success as maximizing positive affect and minimizing negative affect. Instead, emotion regulation success can be measured through novel approaches targeting the achievement of emotion regulation goals. In addition to utilizing novel data analytic tools (e.g., response surface analyses), future research can make use of informant reports and observing ambulatory behavior or physiology. Considering emotion regulation goals when measuring daily emotion regulation success has the potential to answer key questions about personality, development, and mental health.

PUBLIC ABSTRACT

People differ in how they want to feel in daily situations (e.g., excited) and why they want to feel that way (e.g., to make others feel better), depending on factors such as culture or age. Although people manage their emotions to reach these goals, most research assessing emotion regulation success has not taken individual goals into account. When assessing if people successfully regulate their emotions, most research in daily life has been focused on whether people feel more positive or less negative. To help study emotion regulation success in a more thoughtful and inclusive way, we propose a new approach to conceptualizing emotion regulation success that incorporates individual differences in what motivates people to regulate and discuss future research directions and applications.

A Latent Profile Analysis of the Consensual and Non-Consensual Sexting Experiences among Canadian Adolescents

Different patterns of sexting behaviors were examined to provide a more nuanced understanding of the context in which sexting occurs among adolescents. Participants were 1,000 Canadian adolescents (50.2% girls) between 12 and 18 years (Mage = 15.21, SD = 2.00) who completed measures of sexting, cyber bullying and victimization, problematic social media use, self-regulation, and demographics. Contrary to our hypotheses, three latent profiles of sexting represented the frequency of sexting rather than whether the sexting was consensual versus non-consensual or with a partner versus non-partner. Participants in the moderate and high sexting profiles representing one fifth of youth, reported less self-regulation, experienced more cyber victimization, and engaged in more cyber bullying and problematic social media use than those in the no/low sexting profile. Our findings support the normalcy approach to education, which considers some sexting among healthy developmental behaviors.

Impulsivity, self-regulation, and response withholding in university-student drinkers

This study was designed to determine how impulsivity, self-regulation, and response withholding are related to one another and to university students' drinking behavior. Participants (N = 108) completed measures of impulsivity, self-regulation, and alcohol consumption. In addition, a computerized Go/No Go task and a backward memory task were used to measure participants' behavioral impulsivity and their memory capacity. The aim was to determine whether (a) light/moderate and heavy drinkers would respond differently when the task stimuli were alcohol-related compared to when they were alcohol-unrelated and (b) whether the accuracy of participants' responses was related to their cognitive ability. Compared to light/moderate drinkers, heavy drinkers were low in self-regulation and high in impulsivity. Heavy drinkers and those with lower memory capacity were also poorer at withholding responses on No Go trials. These findings point to personality/cognitive characteristics that influence university students' alcohol consumption.

Associations between Sleep Disturbances, Personality Traits and Self-Regulation in a Sample of Healthy Adults

Background: Scientific evidence and everyday experience show that sleep disturbances and self-regulation as a proxy of stress reactivity are linked. Particular personality traits such as neuroticism, internalizing and externalizing problems are also associated with sleep disturbances. Here, we combined self-regulation and personality traits and associated these variables with subjective sleep disturbances. Methods: A total of 846 adults (mean age: 33.7 years; 78.7% females) completed questionnaires covering sleep disturbances, self-regulation and personality traits. Results: Higher scores for sleep disturbances were associated with higher scores for externalization, internalization, and instability and with lower scores for stability (all trait variables) and with poorer self-regulation (state variable). The regression model showed that higher scores for externalization and internalization (traits), and lower scores for self-regulation (state) predicted higher scores for sleep disturbance. Next, self-regulation had both a direct effect on sleep disturbance, and an indirect effect via personality traits. Conclusions: Sleep disturbances were related to both state (i.e., self-regulation) and trait (e.g., internalization and instability) dimensions. The current data analysis leapfrogs the state-trait dichotomy discussion and reconciles the state-and-trait approach in the prediction of poor sleep, though self-regulation appeared to have both direct and indirect effects on sleep disturbances.

Temperament and emotional overeating: the mediating role of caregiver response to children's negative emotions

Objective

This study aimed to investigate the mediating effects of caregiver responses to a child's negative emotions on the associations between infant temperament and emotional overeating in preschool children.

Method

A sample of 358 children and their caregivers enrolled in the STRONG Kids 2 (SK2) birth cohort study (N = 468) provided data for this analysis. Caregivers completed questionnaires assessing child temperament at 3 months, caregiver response to negative emotions at 18 months, and child emotional overeating at 36 months. Structural Equation Modeling was conducted using the lavaan package in RStudio to test hypothesized models examining whether the relations between early temperament and subsequent emotional eating were mediated by caregiver responses to a child's emotions.

Results

Findings revealed that infant temperamental orienting/regulation predicted the later development of emotional overeating through supportive caregiver responses to a child's negative emotions. Lower levels of orienting/regulation were associated with greater emotional overeating, explained by less supportive caregiver responses to the child's emotions. Moreover, infant surgency had a positive direct influence on emotional overeating at 36 months. Both supportive and non-supportive caregiver responses to a child's negative emotions had significant direct influences on emotional overeating.

Conclusion

The results highlight the importance of caregiver response to a child's negative emotions as a mediator between infant temperament and emotional overeating in preschool children. Intervention strategies can be implemented to support caregivers in adopting supportive responses to their child's negative emotions to promote healthy eating behaviors from early childhood. Future studies are needed to explore these pathways of influences throughout child development.

Personality systems interactions theory: an integrative framework complementing the study of the motivational and volitional dynamics underlying adjustment to chronic pain

In the endeavor to advance our understanding of interindividual differences in dealing with chronic pain, numerous motivational theories have been invoked in the past decade. As they focus on relevant, yet different aspects of the dynamic, multilevel processes involved in human voluntary action control, research findings seem fragmented and inconsistent. Here we present Personality Systems Interactions theory as an integrative meta-framework elucidating how different motivational and volitional processes work in concert under varying contextual conditions. PSI theory explains experience and behavior by the relative activation of four cognitive systems that take over different psychological functions during goal pursuit. In this way, it may complement existing content-related explanations of clinical phenomena by introducing a functional, third-person perspective on flexible goal management, pain acceptance and goal maintenance despite pain. In line with emerging evidence on the central role of emotion regulation in chronic pain, PSI theory delineates how the self-regulation of positive and negative affect impacts whether behavior is determined by rigid stimulus-response associations (i.e., habits) or by more abstract motives and values which afford more behavioral flexibility. Along with testable hypotheses, multimodal interventions expected to address intuitive emotion regulation as a central process mediating successful adaptation to chronic pain are discussed.

On the relation between oral contraceptive use and self-control

In two studies we examined the relation between oral contraceptive (OC) use and self-reported levels of self-control in undergraduate women using OCs (Study 1: OC group N = 399, Study 2: OC group N = 288) and naturally cycling women not using any form of hormonal contraceptives (Study 1: Non-OC group N = 964, Study 2: Non-OC group N = 997). We assessed the self-overriding aspect of self-control using the Brief Self-Control Scale (BSCS) and strategies for self-regulation using the Regulatory Mode Scale (RMS), which separately measures the tendency to assess one's progress towards a goal (assessment), and the tendency to engage in activities that move one towards an end goal (locomotion). In Study 1, we found no significant differences between OC and non-OC groups in their levels of self-overriding or self-regulatory assessment. However, we found that those in the OC group reported significantly greater levels of self-regulatory locomotion compared to those in the non-OC group, even after controlling for depression symptoms and the semester of data collection. The findings from Study 2 replicated the findings from Study 1 in a different sample of participants, with the exception that OC use was also related to higher levels of assessment in Study 2. These results indicate that OC use is related to increases in self-regulatory actions in service of goal pursuit and perhaps the tendency to evaluate progress towards goals.

The Mediating Role of Rumination and Self-Regulation Between Self-Generated Stress and Psychological Well-Being

In this study, we aimed to examine the relationships between self-generated stress (SGS) and psychological well-being (PWB) and the mediating role of self-critical rumination (SCR) and self-regulation in this relationship. In this direction, the Self-Generated Stress Scale (SGSS) was adapted into Turkish in the first study. In the second study, we tested the mediating role of SCR and self-regulation in the relationship between SGS and PWB in university students. The findings showed that the Self-Generated Stress Scale is a valid and reliable measurement tool for Turkish culture and PWB and self-regulation have partial mediating roles in the relationship between SGS and PWB. These results contribute to a better understanding of the association between SGS and PWB.

Annual Research Review: 'There, the dance is - at the still point of the turning world' - dynamic systems perspectives on coregulation and dysregulation during early development

During development we transition from coregulation (where regulatory processes are shared between child and caregiver) to self-regulation. Most early coregulatory interactions aim to manage fluctuations in the infant's arousal and alertness; but over time, coregulatory processes become progressively elaborated to encompass other functions such as sociocommunicative development, attention and executive control. The fundamental aim of coregulation is to help maintain an optimal 'critical state' between hypo- and hyperactivity. Here, we present a dynamic framework for understanding child-caregiver coregulatory interactions in the context of psychopathology. Early coregulatory processes involve both passive entrainment, through which a child's state entrains to the caregiver's, and active contingent responsiveness, through which the caregiver changes their behaviour in response to behaviours from the child. Similar principles, of interactive but asymmetric contingency, drive joint attention and the maintenance of epistemic states as well as arousal/alertness, emotion regulation and sociocommunicative development. We describe three ways in which active child-caregiver regulation can develop atypically, in conditions such as Autism, ADHD, anxiety and depression. The most well-known of these is insufficient contingent responsiveness, leading to reduced synchrony, which has been shown across a range of modalities in different disorders, and which is the target of most current interventions. We also present evidence that excessive contingent responsiveness and excessive synchrony can develop in some circumstances. And we show that positive feedback interactions can develop, which are contingent but mutually amplificatory child-caregiver interactions that drive the child further from their critical state. We discuss implications of these findings for future intervention research, and directions for future work.

Effects of Two Online Mindfulness-Based Interventions for Early Adolescents for Attentional, Emotional, and Behavioral Self-Regulation

(1) Background: Mindfulness-based interventions (MBIs) have shown interesting preliminary effects on self-regulation processes in early adolescence. However, programs have typically combined different types of interventions with no understanding of the specific effect of each intervention type on attentional, emotional, and behavioral regulation. The objective of this research was to evaluate the effect of two MBIs-one focused on classic attentional practices and another focused on the recognition and expression of emotions-on attentional, emotional, and behavioral self-regulation in early adolescents. (2) Method: An experimental paradigm was used. A sample of 74 children aged between 8 and 12 years old were randomly assigned to three experimental conditions: (1) an MBI with a focus on attentional practices, (2) an MBI with a focus on recognition and expression of emotions, and (3) a control group. The interventions lasted 8 weeks, with a weekly, 1 h online synchronous session plus home practices. Children were evaluated before starting the intervention and at the end of the 8-week period. The assessed outcomes were (1) mindfulness; (2) emotional regulation; (3) attentional regulation, and (4) behavioral regulation. (3) Results: Children who participated in both intervention programs increased their mindfulness and emotional and behavioral regulation scores. Only children who participated in the MBI with a focus on attention showed significant changes in their ability to self-regulate attention. (4) Conclusions: The use of online MBIs, with attention to external and internal stimuli practices, can be a good strategy to strengthen self-regulation skills for attention, emotions, and behavior in early adolescence.

Mindfulness, self-efficacy, and self-regulation as predictors of psychological well-being in EFL learners

Introduction

Mindfulness, self-efficacy, and self-regulation play vital roles in shaping the psychological well-being of English as a Foreign Language (EFL) learners. This study investigates the interconnections among these constructs and their implications for the psychological well-being of 527 Chinese EFL learners.

Methods

A cross-sectional study was conducted among Chinese EFL learners enrolled in a university in China. Participants were recruited through a non-probability convenience sampling method from English language courses. They completed validated self-report questionnaires assessing mindfulness, self-efficacy, self-regulation, and psychological well-being. Structural Equation Modeling (SEM) and mediation analysis were employed to explore the relationships among these constructs.

Results

The study found that mindfulness and self-efficacy independently and directly predicted psychological well-being among Chinese EFL learners. Additionally, self-regulation emerged as a significant mediator in the relationship between mindfulness and psychological well-being, suggesting that mindfulness enhances well-being indirectly through improved self-regulation skills.

Discussion

These findings underscore the critical roles of mindfulness practices, self-efficacy beliefs, and self-regulation skills in promoting psychological well-being among EFL learners. The implications of this study extend to mindfulness-based interventions and programs designed. However, the study's cross-sectional design limits causal inference, and the use of self-report measures may introduce biases. Moreover, the sample's limited diversity and homogeneous demographic profile, attributed to the convenience sampling from a single university, may constrain the generalizability of the findings. Future research could adopt longitudinal designs and diverse participant samples to further elucidate these relationships and enhance the robustness of the findings.

Validation of the Self-Report Version of the German Strengths and Weaknesses of ADHD Symptoms and Normal Behavior Scale (SWAN-DE-SB)

Adults with attention-deficit/hyperactivity disorder (ADHD) experience impairing levels of inattention and/or hyperactivity-impulsivity, while individuals without ADHD experience these symptoms to a lesser extent. Yet, ADHD self-report scales so far hardly captured continuous distributions across the general population. In addition, they focused on weaknesses and ignored strengths. To address these shortcomings, we present here the Strengths and Weaknesses of ADHD and Normal-Behavior Scale Self-Report (SWAN-DE-SB). The normal distribution of the data collected and the scale's internal consistency, and factorial and convergent validity were assessed using data from a general population sample. Its clinical utility was evaluated by comparing scores from a clinical sample and a sample of individuals without ADHD and by calculating optimal cut-off values for specificity and sensitivity. The SWAN-DE-SB demonstrated normal distribution of the data collected, high internal consistency, and factorial and convergent validity. It reliably discriminated individuals with and without ADHD, with high specificity and sensitivity. It should therefore be considered a psychometrically convincing measure to assess strengths and weaknesses of ADHD symptoms and normal behavior in clinical and general population samples.

Stiffness Modulation and Pulsatile Release in Dual Responsive Hydrogels

Inspired by nature, self-regulation can be introduced in synthetic hydrogels by incorporating chemo-mechanical signals or coupled chemical reactions to maintain or adapt the material's physico-chemical properties when exposed to external triggers. In this work, we present redox and light dual stimuli responsive hydrogels capable of rapidly adapting the polymer crosslinking network while maintaining hydrogel stability. Upon irradiation with UV light, polymer hydrogels containing redox responsive disulfide crosslinks and light responsive ortho-nitrobenzyl moieties show a release of payload accompanied by adaptation of the hydrogel network towards higher stiffness due to in situ crosslinking by S-nitrosylation. Whereas the hydrogel design allows the network to either become softer in presence of reducing agent glutathione or stiffer upon UV irradiation, simultaneous application of both stimuli induces network self-regulation resulting in a pulsatile form of payload release from the hydrogel. Finally, adaptive stiffness was used to make tunable hydrogels as substrates for different cell lines.

Shyness and academic procrastination among Chinese adolescents: a moderated mediation model of self-regulation and self-focused attention

Academic procrastination is a common concern among adolescents, but the correlation between shyness and academic procrastination and the internal mechanisms have not yet been thoroughly investigated. Based on a questionnaire survey with 1,279 Chinese middle school students, this study examined the effect of shyness on academic procrastination and its underlying mechanism of self-regulation and self-focused attention. Results revealed that: (1) shyness significantly predicted academic procrastination. (2) Self-regulation mediated the relationship between shyness and academic procrastination. (3) Self-focused attention played a moderating role in the first half of this mediation process. Specifically, higher level of self-focused attention strengthened the predictive effect of shyness on self-regulation. These results underscored the latent risks and protective factors associated with shyness, self-regulation, and self-focused attention in adolescent academic procrastination. In future research and interventions, attention may be directed towards improving individual internal factors to assist adolescents in effectively addressing issues related to academic procrastination.

Maternal Education and Child Self-Regulation: Do Maternal Self-Regulation and Responsiveness Mediate the Association?

OBJECTIVE

To examine the mediating role of observed maternal responsiveness and maternal self-regulation on the association between maternal education and children's self-regulation.

METHODS

English-speaking mother-child dyads (n = 189) were recruited from a previous study and were eligible if the child was kindergarten eligible at the start of the 2020 to 2021 or 2021 to 2022 school year. Key measures included: Difficulties in Emotion Regulation Scale-Short Form for maternal emotional self-regulation, Culturally Affirming and Responsive Experiences for maternal responsiveness, and the Head-Toes-Knees-Shoulders for child self-regulation. The association between years of maternal education and child self-regulation was examined with linear regression, and the mediation analyses utilized 4 subsequent steps examining their relations. These steps were checked through a series of linear regressions, and beta weights were used to describe associations. Each potential mediator was examined separately.

RESULTS

Children of mothers with higher education had significantly higher self-regulation, slope of 1.3 (95% confidence interval 0.3, 2.4, P = 0.015, beta = 0.18). Further, mothers with higher education had significantly higher observed responsiveness. The beta-weight of 0.34 (P < 0.001) supported maternal responsiveness as a mediator. Finally, in the test for direct and indirect effects, observed maternal responsiveness explained 29% (95% confidence interval 3.3%, 115%) of the association between maternal education and child self-regulation.

CONCLUSIONS

This study highlights a key mechanism related to children's self-regulation skills and the significant role of observed maternal responsiveness in explaining the association between maternal education and child self-regulation.

Some habits are more work than others: Deliberate self-regulation strategy use increases with behavioral complexity, even for established habits

OBJECTIVE

We tested the hypothesis that complex behaviors are commonly supported by self-regulation strategies, even when those behaviors are supported by strong instigation habits.

BACKGROUND

Goal-directed and habit-mediated processes arise from separable systems that have been suggested to seldomly interact.

RESULTS

Self-regulation strategy use was lower for habitually instigated simple behaviors compared to nonhabitually instigated simple behaviors. However, participants' use of self-regulation strategies increased with the increasing complexity of behaviors, even when complex behaviors were habitually instigated. The difference in the extent of strategy use between habitually and nonhabitually instigated actions was absent when behavioral complexity was particularly high.

CONCLUSION

These results point to a qualitative distinction-while simple behaviors may progress in a relatively automatic and unthinking manner, complex behaviors receive frequent support from self-regulation strategies, even if they are instigated habitually.

Interoception and self-regulation of eating behaviors and weight status in college students

OBJECTIVE

To determine the associations between interoception, self-regulation, eating behaviors, and weight status among college students.

PARTICIPANTS

229 female undergraduates, predominantly classified as Juniors (51.1%) and identified as Hispanic/Latinx (75%) with a mean age of 23.4 (SD = 6.3), were examined.

METHODS

Cross-sectional data using baseline measures from a larger, longitudinal study, were examined. Confirmatory factor analyses and structural equation modeling were conducted to test hypotheses.

RESULTS

Interoception was directly associated to self-regulation. Interoception and self-regulation were inversely associated with non-purposeful eating. Non-purposeful eating was directly associated with weight status.

CONCLUSION

This study provided empirical evidence on the associations between interoception, self-regulation, eating behaviors, and weight status. Our results support the need for programs that target college students' cognitive skills to reduce unhealthy eating behaviors and optimize weight status. Future interventions are needed to enhance interoception and self-regulation skills so that college students can be more purposeful in their eating habits.

Drivers of the socio-economic disadvantage gap in England: Sequential pathways that include the home learning environment and self-regulation as mediators

BACKGROUND

Socio-economic status (SES) is a powerful predictor of attainment. Research has identified multiple mechanisms that underpin the effect of SES on attainment. For example, self-regulation (processes through which individuals direct and control their attention, emotion and behaviour) has been identified as one mechanism mediating the SES attainment gap. However, previous studies have not directly tested the statistical pathways by which children from lower SES backgrounds develop low self-regulation skills and subsequently poor attainment at the end of primary school. Adding the home learning environment, which is associated with both SES and self-regulation, further fleshes out the longitudinal pathways.

AIMS

We propose and test a new model where the relationship between SES and school attainment is sequentially mediated by the family home learning environment and the child's self-regulation.

SAMPLE

This study uses the Effective Pre-school, Primary and Secondary Education data set to study 2311 English children.

METHODS

We measured SES (via socio-economic disadvantage) based on an index of low parental education, occupation and income at age 3+. The home learning environment was measured by the Home Learning Environment Index at age 3+; self-regulation was a teacher report on the Child Social Behaviour Questionnaire at age 4+ and attainment was measured via scores on national assessments of English and Maths at age 11.

RESULTS

Our measure of disadvantage predicted attainment. The home learning environment predicted children's self-regulation skills. The relationship between disadvantage and attainment was sequentially mediated by the home learning environment and self-regulation.

CONCLUSIONS

These findings suggest that home learning environment and self-regulation may play a sequential role in perpetuating socio-economic disparities in education.

Household chaos and parenting: The effect of household chaos does not depend on sensory-processing sensitivity and self-regulation

Previous studies have found evidence for a causal effect of household chaos on parenting and suggest that this effect may be stronger for parents with higher sensory-processing sensitivity (SPS) or lower self-regulation. This study investigates whether primary caregivers of children around age 1.5-2 years show greater improvement in parenting after a decrease in household chaos if parents have higher SPS or lower self-regulation. The study employs a randomized controlled trial (RCT) design with an intervention aimed at reducing household chaos. A total of 125 parents of toddlers participated in the study. All participants were living in the Netherlands at the time of the study, 89% identified with the Dutch ethnicity and 11% with a non-Dutch ethnicity. Self-report as well as objective measures were used, including videotaped parent-child interactions and home observations. The effect of the intervention on parenting did not depend on SPS or self-regulation. When studying the relation between change in measures of household chaos and posttest parenting, decreased self-reported household chaos was related to less harsh discipline in parents with higher self-regulation, and to more harsh discipline in parents with lower self-regulation. However, this is a tentative finding that should be further explored in future research.

Preschoolers' Self-Regulation and Behavior Problems in the Midst of Caregiver Depression and Chaos

OBJECTIVES

Preschoolers' self-regulation is partially developed through home and child care routines. COVID-19-related child care closures increased caregiver depressive symptoms, household chaos, and children's behavior problems. This longitudinal study examined how preschoolers' prepandemic self-regulation was related to behavior problems early in the pandemic, including buffering against the adverse effects of caregiver depressive symptoms and household chaos.

METHODS

A sample of 264 caregivers of preschoolers reported on their children's self-regulation (Behavior Rating Inventory of Executive Function-Preschool Version Inhibitory Self Control Index) before the pandemic and caregiver depressive symptoms (Center for Epidemiological Studies), household chaos (Confusion, Hubbub, and Order Scale), and children's behavior problems (Behavior Rating Index for Children) during the pandemic. We used linear mixed models to examine predictors of children's behavior problems, including prepandemic self-regulation, and further examined moderation by pandemic-related caregiver depressive symptoms and household chaos.

RESULTS

Children were 64% non-Hispanic White and 24% non-Hispanic Black, with mean pandemic age 5.9 years. Prepandemic self-regulation significantly predicted early pandemic behavior problems (β = -0.38 [95% confidence interval, -0.69 to -0.07]). This association was moderated by pandemic-related caregiver depressive symptoms and household chaos; the protective association was maintained at high levels of caregiver depressive symptoms or household chaos, although the association diminished when these co-occurred.

CONCLUSION

The protective association between prepandemic self-regulation and subsequent behavior problems suggests longitudinal benefits of preschoolers' inhibitory and emotional control. Despite reduced protection associated with co-occurring caregiver and household challenges, self-regulation continued to demonstrate protection against subsequent behavior problems, even in the midst of a pandemic.

Effects of chronic home radon exposure on cognitive, behavioral, and mental health in developing children and adolescents

Introduction

It is well-established that chronic exposure to environmental toxins can have adverse effects on neuropsychological health, particularly in developing youths. However, home radon, a ubiquitous radiotoxin, has been seldom studied in this context. In the present study, we investigated the degree to which chronic everyday home radon exposure was associated with alterations in transdiagnostic mental health outcomes.

Methods

A total of 59 children and adolescents ages 6- to 14-years-old (M = 10.47 years, SD = 2.58; 28 males) completed the study. Parents completed questionnaires detailing aspects of attention and executive function. We used a principal components analysis to derive three domains of neuropsychological functioning: 1) task-based executive function skills, 2) self-and emotion-regulation abilities, and 3) inhibitory control. Additionally, parents completed a home radon test kit and provided information on how long their child had lived in the tested home. We computed a radon exposure index per person based on the duration of time that the child had lived in the home and their measured home radon concentration. Youths were divided into terciles based on their radon exposure index score. Using a MANCOVA design, we determined whether there were differences in neuropsychological domain scores across the three groups, controlling for age, sex, and socioeconomic status.

Results

There was a significant multivariate effect of radon group on neuropsychological dysfunction (λ = 0.77, F = 2.32, p = 0.038, ηp2 = 0.12). Examination of univariate effects revealed specific increases in self-and emotion-regulation dysfunction among the youths with the greatest degree of chronic home radon exposure (F = 7.21, p = 0.002, ηp2 = 0.21). There were no significant differences by group in the other tested domains.

Discussion

The data suggest potential specificity in the neurotoxic effects of everyday home radon exposure in developing youths, with significant aberrations in self-and emotion-regulation faculties. These findings support the need for better public awareness and public health policy surrounding home radon safety and mitigation strategies.

The protein phosphatase qGL3/OsPPKL1 self-regulates its degradation to orchestrate brassinosteroid signaling in rice

Brassinosteroids (BRs) are a class of phytohormones that regulate plant growth and development. In previous studies, we cloned and identified PROTEIN PHOSPHATASE WITH KELCH-LIKE1 (OsPPKL1) as the causal gene for the quantitative trait locus GRAIN LENGHT3 (qGL3) in rice (Oryza sativa). We also showed that qGL3/OsPPKL1 is mainly located in the cytoplasm and nucleus and negatively regulates BR signaling and grain length. Since qGL3 is a negative regulator of BR signaling, its turnover is critical to rapidly respond to changes in BRs. Here, we demonstrate that a WD40 domain-containing protein WD40-REPEAT PROTEIN48 (OsWDR48), which contains a nucleus export signal (NES). The NES signal is crucial for the cytosolic localization of OsWDR48 and also functions in the self-turnover of qGL3. We show that OsWDR48 physically interacts with and genetically acts through qGL3 to modulate BR signaling. Moreover, qGL3 may indirectly promote the phosphorylation of OsWDR48 at Ser-379 and Ser-386 sites. The substitutions of both phosphorylation sites in OsWDR48 to non-phosphorylatable alanine enhanced the strength of the OsWDR48-qGL3 interaction. Furthermore, we found brassinolide could promote the accumulation of non-phosphorylated OsWDR48, leading to strong interaction intensity between qGL3 and OsWDR48. Taken together, OsWDR48 facilitates qGL3 retention and induces degradation of qGL3 in the cytoplasm. These findings suggest that qGL3 self-modulates its turnover by binding to OsWDR48 to regulate its cytoplasmic location and stability, leading to an efficient orchestration of BR signal transduction in rice.

Carry-Over of Exercise-Related Self-Regulation to Eating-Related Self-Regulation in Women Participating in Behavioral Obesity Treatments

Purpose: Because obesity has not responded well to instructing affected adults in healthier eating behaviors and increased physical activity/exercise, enhanced research on psychosocial determinants of those behavioral changes is needed. Intervention foci on self-regulation have been suggested, but targeted research is required. Method: Women with obesity participated in community-based treatments that were either self-regulation-focused (self-regulation emphasis group; n = 52) or typical instruction-based (education [treatment-as-usual] group; n = 54). Results: There were overall significant increases in exercise-related self-regulation, physical activity/exercise, exercise-related self-efficacy, and eating-related self-regulation that were each significantly more pronounced in the self-regulation emphasis group. Increase in exercise-related self-regulation over 3 months predicted eating-related self-regulation over 6 months; however, sequential entry of changes in physical activity and exercise-related self-efficacy significantly mediated that relationship. However, only the path from changes in exercise-related self-regulation to exercise self-efficacy to eating-related self-regulation was significant. In a revised model where change in exercise self-efficacy was the sole mediator, treatment group did not significantly moderate the exercise self-regulation to eating self-regulation change relationship, but full mediation of that relationship occurred. Conclusion: Findings indicated salience for perceived ability/self-efficacy for physical activity, over actual physical activity progress, and its role in the transfer of self-regulatory skills from an exercise to eating context. Increased eating self-regulation significantly predicted weight loss over 6, 12, and 24 months. In the self-regulation emphasis group that translated to meaningful weight loss/weight-loss maintenance of greater than 5% of initial weight. Findings contributed to an increased understanding of psychosocial-change processes within obesity treatment research.

Does Self-Efficacy for Affect Regulation Predict Lower Neuroticism?

In social cognitive theory, belief in the ability to manage emotions renders these emotions less aversive. Reduced emotional reactions to stress and greater self-regulation have been linked to lower neuroticism. The purpose of this study was to ascertain whether self-efficacy for regulation of distress/despondency (SEDes) and anger (SEAng) and self-efficacy for experiencing and expressing positive emotions (SEPos) predicted lower subsequent neuroticism. A second purpose was to determine whether these forms of self-efficacy buffered the relationship between perceived stress and subsequent neuroticism. Among 251 university students in the United States, perceived stress predicted 8% of the variance, and SEAng negatively predicted 2% of the variance, in time 2 neuroticism over 3-4 weeks. Contrary to hypotheses, high SEDes and SEPos did not protect against higher time 2 neuroticism when stress was high, but low levels of these forms of self-efficacy were risk factors for modestly higher time 2 neuroticism when stress was low.

Metamotivation in medical education: The 4F conceptual framework

INTRODUCTION

Several models and frameworks have been developed in the past two decades to explain motivation regulation in different fields. However, a comprehensive framework that explains the dimensions of metamotivation in medical education is lacking. This study aims to address this gap by presenting a conceptual framework to understand metamotivation in medical education.

METHOD

This study was conducted at Tehran University of Medical Sciences in 2022-2023. We applied Crawford's guidance on developing a conceptual framework via collecting data from three sources: experience, literature, and theory. We developed the initial draft of the conceptual framework by identifying gaps in existing models. A panel of experts reviewed the draft and provided feedback on the framework's generation, explanation, and argumentation. The final model was designed in the form of a graphical presentation.

FINDINGS

The study's conceptual framework clearly distinguishes between motivational challenges and motivational problems, and outlines four phases that explain each phase's importance, components, and implementation process. The first phase focuses on promoting metamotivational knowledge among learners. In the second phase, learners face motivational challenges and aim to manage them optimally to prevent motivational problems. The third phase occurs when a motivational problem arises, and learners use motivational regulation strategies to resolve it. In the fourth and final phase, learners use psychological skills to stabilize and strengthen the metamotivational process.

CONCLUSION

This study's conceptual framework focuses specifically on the context of medical education to provide guidance for future research and interventions on metamotivation. By presenting this framework, we aim to capture the attention of researchers toward the topic of metamotivation and encourage further exploration of its dimensions.

Resilience: supporting children's self-regulation in infant and toddler classrooms

Introduction

Resilience is a process that develops as a complex transaction as children experience and shape their social-ecological contexts. The dynamic development of self-regulation is an aspect of resilience that has received increased attention as a key mechanism predicting a variety of important short- and long-term outcomes. The current study examined how the self-regulation skills of infants and toddlers in a classroom could potentially shape classroom interactions and quality which, in turn, could potentially shape the development of self-regulation skills of the individual infants and toddlers enrolled in the classroom across an early childhood program year. The unique contribution of this study is the focus on a critical component of resilience, self-regulation, in an understudied age group, infants and toddlers, in an important and understudied context, the infant-toddler early childhood classroom.

Methods

Data are from a statewide evaluation of early childhood programs serving children birth to age 3 growing up in low-income contexts. Multi-level mediation models were employed to examine the mediation effect of classroom quality between classroom-level self-regulation and individual children's gain in self-regulation over a year.

Results

We found a significant indirect path. The results showed that classroom-level self-regulation skills demonstrated by infants and toddlers in the fall predicted higher levels of teachers' implementation of three important aspects of classroom quality - support for social-emotional, cognitive, and language development - in the winter. We also found that higher levels of teachers' support for social-emotional, cognitive, and language development associated with children's increased growth in self-regulation skills from fall to spring. The direct path from classroom-level self-regulation demonstrated in the fall to individual children's gain in self-regulation was not significant.

Discussion

These findings, unique due to the focus on infants and toddlers in a classroom context, are discussed within the larger body of existing self-regulation research conducted with older children and prevalent theories outlining developmental mechanisms. Implications for both infant-toddler classroom practices and future research are addressed. Relative to practice, our findings have implications for informing how the development of self-regulation, an important component of resilience, can be supported in the youngest children, infants and toddlers, specifically those enrolled in center-based classrooms serving young children growing up in families with low incomes. We focus on the need to improve the support and professional development of infant-toddler teachers which, in turn, can improve classroom quality and foster resilience in infants and toddlers. Relative to research, our use of a relatively new measure of infant-toddler classroom quality, the Quality of Care for Infants and Toddlers (QCIT), shows how this tool can expand infant-toddler research, a need in the current literature. Future research using different measures, designs, analytical strategies, and diverse samples and contexts is needed to further explain very young children's development of self-regulation, a critical component of resilience.

Exploring the benefits and costs of a growth mindset in a digital app weight management program

We explored the potential benefits and costs of believing one can change their weight (i.e. growth mindset) in the context of a digital weight management program. We investigated mechanisms by which growth mindsets relate to weight loss achievement and body shame. Among participants seeking to lose weight (N = 1626; 74.7% female; 77.9% White; Mage = 45.7), stronger growth mindsets indirectly predicted greater weight loss achievement through positive offset expectations and subsequent increased program engagement. Additionally, stronger growth mindsets predicted less body shame through positive offset expectations but predicted more body shame through increased onset responsibility, replicating the double-edged sword model of growth mindsets. We conclude with applications that leverage growth mindsets for optimal behavior change while mitigating costs such as body shame.

Goal Length (Short or Long Term) Interacts with Goal Scheduling Strategy (Clock Time or Event Time) for Optimal Achievement

There are two strategies for scheduling personal goals: (i) clock-time, based on time passage; and (ii) event-time, based on the progress made. Neither strategy is always superior to the other; rather it is necessary to consider the environment and other conditions such as whether the goal is long or short term. We focused on goal lengthas an important factor for determining the best scheduling strategy, hypothesizing that clock-time and event-time strategies would differentially activate higher performance for long-term and short-term goals, respectively. Thus, we conducted a two-part laboratory experiment (Part 1: n = 63, Part 2: n = 86 ) in which we manipulated both goal length and scheduling strategy. Subsequently, we examined the effects of each combination of goal length and scheduling strategy on task performance (i.e., completion of a mathematical problem). Although our two studies were designed identically in most respects, they differed in the number of task problems, task time limits, and question content. Our data supported our hypothesis that clock-time scheduling was optimal for long-term goals while event-time scheduling was optimal for short-term goals.

The Dual Systems Model-Impulsivity and Narcissism as the Reflexive System and Self-Regulation as the Reflective System-of Smartphone Addiction

The exploration of underlying mechanisms leading to the development of smartphone addiction has been limited, with only a few studies incorporating theories to provide explanations. Drawing upon the Dual Systems Model, this study tested the hypothesis that the reflective system of self-regulation would mediate the relation between the reflexive system of impulsivity and narcissism, and smartphone addiction in a sample of 298 undergraduate students. Participants completed a self-administrated web-based questionnaire containing measures of impulsivity (the Barratt Impulsiveness Scale), narcissism (the Narcissistic Personality Inventory), self-regulation (the Self-Regulation Scale), and smartphone addiction (the Smartphone Addiction Inventory). The findings from structural equation modeling revealed that self-regulation served as a significant mediator between impulsivity and smartphone addiction, as well as between narcissism and smartphone addiction. These findings offer insights that can contribute to the development of interventions and strategies that target impulsivity and narcissism by enhancing self-regulation skills.

The relationships among executive functions, self-regulation, and physical exercise in children with autism spectrum disorder

LAY ABSTRACT

This study examined the impacts of two types of physical exercises (two-wheel cycling vs stationary cycling) on cognition and self-regulation among 64 children with autism spectrum disorder. It also explored the role of social, emotional, and physical needs of an individual in the relationship between exercise, cognition, and self-regulation. Results showed that participants in the two-wheel cycling group showed significant improvements in their cognition and that the two exercise groups also enhanced their self-regulation. Moreover, this study also revealed that the social need is crucial in mediating the relationship between exercise and self-regulation. This study strengthens the notion that cognitively engaging exercise is more beneficial than the non-cognitively engaging exercise in enhancing cognition in children with autism spectrum disorder.

Examining the relationship between bedtime procrastination and personality traits in Chinese college students: the mediating role of self-regulation skills

Objective: Personality traits are commonly used to explain individual differences in procrastinatory behavior. This study aims to examine the relationship between bedtime procrastination (BP) and personality traits, and to understand the role of self-regulation skills in this relationship. Participants: We recruited 294 college students. Methods: Data were collected through standardized questionnaires to evaluate BP, personality traits, and self-control (a main indicator of self-regulation skills). Results: Correlation analysis showed that BP was positively correlated with the psychoticism and neuroticism dimensions of Eysenck's personality. Hierarchical regression and structural equation modeling analyses further revealed that psychoticism and neuroticism predicted BP directly and indirectly via self-control. Conclusions: BP has a significant relationship with Eysenck's personality traits, particularly, with some dimensions that directly and indirectly predict BP through self-regulation skills. Therefore, individualized intervention strategies based on personality traits and self-regulation skills should be integrated in measures used to reduce BP behaviors among college students.

The indirect effects of self-regulation on the association of social support with increased protective drinking behavior and decreased alcohol problems in a predominantly Hispanic college student sample

BACKGROUND

Research suggests that self-regulation, which refers to one's ability to manage a behavior, and social support are related to alcohol use. Other research suggests that social support may serve as a precursor to self-regulation and health-promoting behaviors. We examined whether self-regulation has an indirect effect on the association between social support and both protective drinking behaviors and alcohol problems.

METHODS

A random sample of students at a Hispanic Serving Institution completed an online survey, which included sociodemographic questions, the Multidimensional Perceived Social Support Scale, the Short Self-Regulation Questionnaire, the Protective Behavioral Strategies (PBS) Scale, and the Rutgers Alcohol Problem Index. Undergraduate students (n = 192) who reported drinking in the last month were included in the analysis. A path analysis using Mplus8 was conducted to investigate the relationships among social support, self-regulation, PBS, and alcohol-related problems.

RESULTS

The sample was mostly female (58.9) and of Hispanic ethnicity (89.6). Analyses showed that social support had a significant positive association with PBS and a significant negative association with alcohol-related problems. When self-regulation was added to the models, these associations were no longer significant, and self-regulation had a significant indirect effect on the relationship between social support and both PBS and alcohol-related problems.

CONCLUSIONS

The results of the current cross-sectional study suggest that a viable hypothesis in future longitudinal studies is that self-regulation is a mechanism by which social support increases PBS and reduces alcohol problems. Future research should assess longitudinally both the mediating effects of self-regulation between social support and drinking outcomes and potential moderators, such as ethnicity.

Why we don't eat as intended: Moderators of the short-term intention-behaviour relation in food intake

OBJECTIVES

A healthy diet is essential for preventing chronic disease and promoting overall health. Translating one's intention to eat healthy into actual behaviour has, however, proven difficult with a range of internal and contextual factors identified as driving eating behaviour.

DESIGN

We leverage Temporal Self-Regulation Theory to examine these momentary determinants' direct and moderating effects on the intention-behaviour relation with Ecological Momentary Assessment (EMA).

METHODS

Eighty-seven healthy participants (mage  = 24.1 years; 59 women, 28 men) reported, 5 times daily for 10 weekdays, their intentions to stick to a self-set dietary restriction goal for the next 3 hr, the goal congruency of their eating behaviour in the past 3 hr, and a range of factors potentially influencing food intake, such as stress, emotions and environmental eating cues.

RESULTS

Two-part multilevel modelling revealed that craving, availability of goal-incongruent foods, social eating cues, giving in to other temptations and weaker momentary intentions directly increased the risk and severity of goal-incongruent intake within the next 3 hr. Social cues, stress and craving further influence behaviour through altering intention implementation.

CONCLUSIONS

Results imply that people regularly fail to implement intentions for 3-hr periods and that a range of factors influences this, both directly and by disrupting intentional processes. While for some barriers, fostering strong intentions throughout the day could be beneficial, others require different strategies for dietary adherence.

Biomedical students' satisfaction with and engagement in laboratory e-learning support are related to their self-regulation

Laboratory e-learning support tools can assist students' learning while preparing for laboratory classes. To successfully work in such virtual experimental environments (VEEs) outside class, students require self-regulated learning (SRL) skills. A deeper understanding of the continuous reciprocal interactions between SRL, satisfaction, and online engagement is needed to develop more effective online learning experiences. This study therefore aimed to explore the interconnection between students' satisfaction with, effort/importance and engagement in an exemplary VEE, and to relate this to their perceived SRL and learning outcomes. Based on surveys in 79 university students, SRL was related to VEE engagement, effort/importance, and satisfaction. VEE engagement and satisfaction were not related to learning outcomes, while SRL and effort were. Students with different SRL also tended to interact differently with the VEE and experienced differing degrees of procedural and feedback support by the e-environment. We conclude that, for optimal learning experience and outcomes, students' effort regulation and SRL need to be supported while interacting with the VEE, preferably by interventions that integrate personalized and adaptive features. This study has implications for designing and optimizing VEEs and indicates that future research should focus on VEEs taking students' SRL and effort regulation into account to support individual learners effectively.

Death Anxiety is Associated With Less Health Behavior for Individuals Low in Action Orientation

Research has shown that death anxiety relates to less health behavior. The present study proposes that action orientation moderates this association. That is, it is hypothesized that death anxiety and health behavior relate negatively only in individuals low in action orientation. German adults (N = 187; aged 19-86) provided self-reports on health behavior, action orientation, death anxiety, social desirability, and sociodemographics. Analyses yielded a significant moderation effect of action orientation on the link between death anxiety and health behavior over and above significant relationships of action orientation, social desirability, age, and gender, respectively, with health behavior. As hypothesized, a significantly negative association of death anxiety and health behavior was found only given low action orientation but not among high action orientation individuals. This suggests that self-regulation plays a decisive role in whether death anxiety and health behavior relate to each other.

Relationships between Self-Talk, Inner Speech, Mind Wandering, Mindfulness, Self-Concept Clarity, and Self-Regulation in University Students

In this study, the researchers explored novel relationships between the self-related processes of self-talk, inner speech, self-concept clarity, mindfulness, mind wandering, and self-regulation. Using self-report questionnaires (n = 227), we found a small positive association between inner speech use and mind wandering, as well as a medium positive association of mindfulness with self-regulation, in accordance with claims made in the literature. We found a medium positive relationship between mindfulness awareness and inner speech responses, potentially because mindfulness awareness represents an active state of self-focus, requiring verbal self-directed probes. Conversely, the correlations between reports of inner speech use and mindfulness acceptance were medium and negatively associated, perhaps because self-acceptance is a less active process that does not require as much self-directed speech as acquiring self-awareness, or perhaps self-acceptance consists of silencing the mind. Furthermore, the mindfulness-acceptance responses were negatively associated with mind wandering but positively correlated with self-concept clarity and self-regulation (all significant and of medium strength). Another noteworthy result was that mind wandering was negatively correlated with self-concept clarity and self-regulation, in accordance with the view that mind wandering represents a self-escape mechanism and thus impedes the transparency of one's self-view and efforts at controlling oneself. This study pieces together what has been presented in the literature, examining variables that are typically studied in isolation. Further, these results have implications for the future study of self-regulation in that self-focused attention, self-acceptance, and self-concept clarity may be mediators on the paths between self-talk or inner speech use and self-regulation.

Effects of Game-Related Tasks for the Diagnosis and Classification of Gaming Disorder

Gaming disorder (GD) is an addictive behavior characterized by an insatiable need to play video games and shares similar symptoms with the failure of self-control due to a decline in cognitive function. Current GD diagnostic and screening tools rely on questionnaires and behavioral observations related to cognitive functions to assess an individual's capacity to maintain self-control in everyday life. However, current GD screening approaches rely on subjective symptoms, and a reliable diagnosis requires long-term clinical follow-up. Recent studies have measured biosignals along with cognitive functional tasks to provide objectivity to GD diagnosis and to acquire immediate results. However, people with GD are hypersensitive to game-related cues, so their responses may vary depending on the type of stimuli, and the difference in response to stimuli might manifest as a difference in the degree of change in the biosignal. Therefore, it is critical to choose the correct stimulus type when performing GD diagnostic tasks. In this study, we investigated the task dependence of cognitive decline in GD by comparing two cognitive functional tasks: a continuous performance task (CPT) and video game play. For this study, 69 young male adults were classified into either the gaming disorder group (GD, n = 39) or a healthy control group (HC, n = 30). CPT score, EEG signal (theta, alpha, and beta), and HRV-HF power were assessed. We observed differences in the left frontal region (LF) of the brain between the GD and HC groups during online video game play. The GD group also showed a significant difference in HF power of HRV between CPT and online video gaming. Furthermore, LF and HRV-HF significantly correlated with Young's Internet Addiction Test (Y-IAT) score, which is positively associated with impulsivity score. The amount of change in theta band activity in LF and HRV-HF-both biomarkers for changes in cognitive function-during online video game play suggests that people with GD express task-dependent cognitive decline compared with HC. Our results demonstrate the feasibility of quantifying individual self-regulation ability for gaming and underscore its importance for GD classification.

Proposing an integrative, dynamic and transdiagnostic model for addictions: dysregulation phenomena of the three main modes of the predostatic mind

Several theories have been proposed to explain the complex diagnostic aspects related to addiction disorders and their development. Recent frameworks tend to focus on dimensional perspectives of symptoms rather than categorical systems, since substance use disorders are frequently comorbid with other psychiatric and especially personality disorders. However, useful transdiagnostic models that could integrate clinical evaluation derived from neuroscientific theories are lacking. In the present manuscript, the authors propose a model based on a new paradigm, in an attempt to better explain this complex, multifaceted phenomenon. The new paradigm presupposes that emotions and behavior are a response to risk prediction. Individuals make choices and engage in actions to manage potential risks/rewards in order to seek or maintain homeostasis in their internal and external environments - a mechanism that the authors call predostatic (predictive mechanism with homeostatic purpose). The model considers three main modes of the predostatic mind: (1) Alarm Mode, activated by high and/or imminent risk prediction; (2) Seek Mode, activated by long-term risk or reward prediction; and (3) Balance Mode, a self-regulating state of mind related to low risk prediction, a soothing system and a calm state. Addiction is seen as a chronic dysregulation of organism systems leading to internalizing or externalizing phenomena mainly related to the Seek and Alarm Modes, which are persistently activated by reward and risk prediction, respectively, thus hindering Balance. Addiction neuroscience research has shown that chronic drug use or engagement in addictive behaviors can lead to neuroadaptations in the brain reward circuitry, disrupting normal balance and the regulation of reward processes. This dysregulation can contribute to persistent drug-seeking/addictive behaviors despite negative consequences. This newly proposed dynamic and integrative model, named dysregulation based on externalizing and internalizing phenomena of the three main modes of the predostatic mind (DREXI3), proposes six dysregulation dimensions with basic emotional and behavioral symptoms, such as neurophysiological alterations, impulsivity, compulsion, cognitive impairment/psychosis, mood, and anxiety/anger. In this paper, the authors explain the rationale behind DREXI3 and present some hypothetical clinical examples to better illustrate the use of the model in clinical practice. The development of this innovative model could possibly guide tailored treatment interventions in the addiction field.

HTKS-Kids: A tablet-based self-regulation measure to equitably assess young children's school readiness

Background

Technology advances make it increasingly possible to adapt direct behavioral assessments for classroom use. This study examined children's scores on HTKS-Kids, a new, largely child-led version of the established individual research assessment of self-regulation, Head-Toes-Knees-Shoulders-Revised task (HTKS-R). For the HTKS-Kids tablet-based assessment, which was facilitated by children's preschool teachers, we examined (1) preliminary reliability and validity; (2) variation in scores predicted by child age and background characteristics; and (3) indication that HTKS-Kids provides different information from teacher ratings of children.

Method

Participants included n = 79 4-year-old children from two urban areas in upstate New York, USA. Average parent education was 12.5 years, ranging 3-20. A researcher administered the HTKS-R to individual children, and teachers (eight white, two Latino) were trained to use the HTKS-Kids tablet-based assessment and asked to play once with each study child. Teachers also rated each child on 10 Child Behavior Rating Scale (CBRS) items about classroom self-regulation.

Results

We found evidence that (1) the HTKS-Kids captures variation in children's self-regulation and correlates positively with established measures, (2) parent education was the best predictor of HTKS-Kids scores, and (3) teachers rated Black children significantly worse and white children better on the CBRS, with the magnitude of group differences similar to the contribution of parent education. In contrast, Black and white children showed no score differences on HTKS-Kids.

Implications

The HTKS-Kids is a promising new tablet-based assessment of self-regulation that could replace or supplement traditional teacher ratings, which are often subject to implicit bias.

Bidirectional Relationship between Positive Parenting Behavior and Children's Self-Regulation: A Three-Wave Longitudinal Study

In this study, we used a cross-lagged design to explore the relationship between children's self-regulation and positive parenting behaviors. Children aged 3 years (N = 84) were tested individually three times a year for their hot and cool self-regulation, while their parents' positive parenting behaviors (warmth, structure, and autonomy support) were collected through questionnaires. In the structural equation panel model, bidirectional relations between children's inhibitory control and parental positive parenting were found. Children's inhibitory control and positive parenting predicted changes in each other for the first six months. Such a reciprocal relationship also existed between parental autonomy support and children's inhibitory control. There was a cross-lagged effect between parental warmth and children' inhibitory control rather than a simultaneous relation. Children's inhibitory control positively predicted parental structural behaviors rather than vice versa. Children's delayed waiting and positive parenting (autonomy support) were only positively correlated, rather than having a lagging effect. All the relationships faded over time.

Integration of limbic self-neuromodulation with psychotherapy for complex post-traumatic stress disorder: treatment rationale and case study

Treatment Rationale: Exposure to repeated sexual trauma, particularly during childhood, often leads to protracted mental health problems. Childhood adversity is specifically associated with complex posttraumatic stress disorder (PTSD) presentation, which is particularly tenacious and treatment refractory, and features severe emotion dysregulation. Augmentation approaches have been suggested to enhance treatment efficacy in PTSD thus integrating first-line psychotherapy with mechanistically informed self-neuromodulation procedures (i.e. neurofeedback) may pave the way to enhanced clinical outcomes. A central neural mechanism of PTSD and emotion dysregulation involves amygdala hyperactivity that can be volitionally regulated by neurofeedback. We outline a treatment rationale that includes a detailed justification for the potential of combining psychotherapy and NF and delineate mechanisms of change. We illustrate key processes of reciprocal interactions between neurofeedback engagement and therapeutic goals.Case Study: We describe a clinical case of a woman with complex PTSD due to early and repetitive childhood sexual abuse using adjunctive neurofeedback as an augmentation to an ongoing, stable, traditional treatment plan. The woman participated in (a) ten sessions of neurofeedback by the use of an fMRI-inspired EEG model of limbic related activity (Amygdala Electrical-Finger-Print; AmygEFP-NF), (b) traditional weekly individual psychotherapy, (c) skills group. Before and after NF training period patient was blindly assessed for PTSD symptoms, followed by a 1, 3- and 6-months self-report follow-up. We demonstrate mechanisms of change as well as the clinical effectiveness of adjunctive treatment as indicated by reduced PTSD symptoms and improved daily functioning within this single case.Conclusions: We outline an integrative neuropsychological framework for understanding the unique mechanisms of change conferring value to conjoining NF applications with trauma-focused psychotherapy in complex PTSD.

The Effects of Childhood Adversity and Self-Regulation on the Well-Being of Adults with Delinquency Histories: A Mediation Model

PURPOSE

Most youth with delinquency histories experience childhood adversity leaving them vulnerable to poor adult well-being. Previous research indicates that self-regulation difficulties could explain how childhood adversity affects adult well-being. Yet, very few studies target adult self-regulation intervention. Therefore, this study examined the intervening effects of emerging adult self-regulation on the association between childhood adversity and adult well-being.

METHOD

Using data from the first four waves of the Add Health Study, the researchers conducted structural equation modeling for mediation with bootstrapping. The researchers tested the mediation effects of emerging adult self-regulation on the association between childhood adversity (child maltreatment and violent victimization) and later adult well-being (mental health problems, alcohol and drug use, criminal behaviors) among people with delinquency histories and/or arrest prior to age 18 (N = 1,792).

RESULTS

Several significant direct effects and one partial mediation effect were found. For example, child maltreatment significantly predicted adult mental health problems and criminal behaviors. Self-regulation (via the dissatisfaction with life and self subscale) mediated the association between child maltreatment and adult mental health problems.

DISCUSSION

Findings highlight the need for social workers to focus on prevention services and trauma-informed treatment for people with delinquency histories. In addition, evidence-based practice requires self-regulation interventions for adults with histories of childhood adversity and delinquency to focus on their emotional and cognitive functioning as well as self-esteem.

CONCLUSION

Implementing self-regulation interventions during emerging adulthood can be useful to mitigate later adult mental health problems among people with histories of childhood adversity and delinquency.

The role of emotional dysregulation in the association between family-of-origin conflict and romantic relationship maintenance

Family-of-origin systems are consequential for the emotional well-being of offspring. These influences are likely to last into adulthood, affecting adult children's romantic relationships. The mechanisms by which family-of-origin environments influence adult romantic relationships are not fully understood. In a sample of 118 different-sex couples, we tested the effects of negative family-of-origin conflict on adult offspring's provision of relationship maintenance to their romantic partner using structural equation modeling. We evaluated emotional dysregulation as a mediator of this effect, using two measures of emotional dysregulation. Results from structural models demonstrated a negative effect of family-of-origin conflict on the provision of relationship maintenance via higher levels of emotional dysregulation. Our results highlight emotional self-regulation as a valuable intervention point for couple therapists.

A Pilot Trial of a Home-Based Parenting Intervention for High-Risk Infants: Effects on and Moderating Role of Effortful Control

Despite the important developmental outcomes associated with effortful control (EC), there is limited research demonstrating the efficacy of early interventions for improving EC and assessing the extent to which a child's level of baseline EC impacts the outcome of intervention on externalizing problems. This study aims to fill these gaps in the literature by assessing the efficacy of the Infant Behavior Program (IBP), a parenting intervention for infants with elevated levels of behavior problems, in improving infant EC and the moderating effect of baseline infant EC on intervention outcomes. Participants included 60 high-risk 12- to 15-month-old infants and their mothers. Families were randomized to receive the IBP or standard pediatric primary care. Parent-report measures of infant behavior and compliance were examined at baseline, post-intervention, and 3- and 6-month follow-up assessments. Results showed infants who received the IBP displayed significantly higher levels of EC at the post-intervention assessment compared to infants in the control group. Additionally, moderation analyses showed initial levels of EC moderated the effect of the IBP on externalizing problems and compliance, such that infants with higher levels of baseline EC displayed greater decreases in externalizing problems at post-intervention and greater increases in compliance at the 6-month follow-up. While these findings did not survive a false discovery rate correction, they offer preliminary support for the efficacy of the IBP in improving infants' EC and highlight the importance of considering EC as a factor associated with early intervention outcomes for externalizing problems.

Big ideas series: self-regulation shift theory: trauma, suicide, and violence

BACKGROUND

Traumatic stress, suicide, and impulsive violence arguably are three of the most consequential problems facing societies today. Self-regulation shift theory is introduced to capture the underlying coping dynamics involved in these three grave challenges.

OBJECTIVES

Self-regulation shift theory, based in a nonlinear dynamical systems framework, focuses on critical psychological self-regulation thresholds and the role of cognitive self-appraisals in human adaptation to help understand these three significant societal challenges.

METHODS

This essay reviews existing evidence within the posttraumatic adaptation process utilizing SRST for understanding dynamic self-regulation. This is followed by integrating SRST within existing current theoretical models for suicidal behaviors and violent outbursts.

CONCLUSIONS

The essay concludes with methodological suggestions for future research applying SRST and how this research offers important opportunities to develop early warning systems that promote hope when hope seems impossible.

Ball possessions and game rhythm in basketball games involving players with and without intellectual impairments

BACKGROUND

Ball possessions and game rhythm are promising variables to better understand teams' collective behaviour during a basketball game. However, the role of these variables is not well documented in teams with intellectual impairments (II). This study aimed to explore ball possession and game rhythm differences between II and non-II basketball games.

METHODS

Data were obtained through video observations (53 II games) and the International Basketball Federation records (53 non-II games).

RESULTS

Independent t-tests (P ≤ 0.05) revealed that the number of ball possessions was higher and game rhythm was faster in II games. Two-way repeated-measures analysis of variance (P ≤ 0.05) showed that ball possessions and game rhythm developed differently throughout the II games compared with the non-II games.

CONCLUSIONS

The differences may be due to the decision-making, tactical and self-regulatory limitations of players with II. These limitations adequately explain why players with II respond differently to the environmental cues and monitor insufficiently their actions compared with players without II. Additionally, the higher number of ball possessions and the faster game rhythm in II games could be an indicator of more intuitive, and thus faster, game-related decision-making. In conclusion, the study provides further understanding of the role of cognition in basketball and contributes to better explain the differences between II and non-II games.

Different Mechanisms Link Internalized Racism to Externalizing Symptomology Among Black American Adolescent Boys and Girls

OBJECTIVE

Emerging research and theory suggests that the internalization of racist ideas and attitudes, internalized racism, poses a significant threat to Black American adolescents' and increases their risk of externalizing symptomology. Prospective, empirical research linking internalized racism to externalizing symptoms among Black American adolescents and the mechanisms explaining this link is scarce. We hypothesize that internalized racism will forecast externalizing symptoms indirectly, via effects on poor self-regulation and depressive symptoms. We also examine potential sex differences in the pathways linking internalized racism to externalizing symptoms.

METHOD

A random sample of 445 Black American adolescents and their primary caregivers were recruited from 8 counties in rural Georgia. Participants provided survey data annually when adolescents were aged 13, 14, 15, and 16 years. Direct, indirect, and multigroup hypotheses were tested with structural equation modeling.

RESULTS

Internalized racism assessed at ages 13 and 14 years forecast increased externalizing at age 16, both directly, and indirectly, via increases in poor self-regulation and depressive symptoms. Sex moderated the indirect pathways linking internalized racism and externalizing. Poor self-regulation significantly mediated the path between internalized racism and externalizing symptoms among Black American male youth. Depressive symptoms significantly mediated the pathway between internalized racism and externalizing symptoms among Black American female adolescents.

CONCLUSION

Findings suggest behavioral treatment directions for male and female Black American adolescents experiencing depressive symptoms.

Shorter Goals for the Faster Life: Childhood Unpredictability Is Associated With Shorter Motivational Time Horizons

Models of adaptive calibration provide an overarching theoretical framework for understanding the developmental roots of psychological and behavioral outcomes in adulthood. An adaptive calibration framework was used to examine an important dimension of motivation: goal timing. Across two studies, we saw mixed support for the hypothesis that unpredictability experienced in childhood would be negatively associated with the time horizons people use to set their goals, such that people who reported experiencing more unpredictability in their childhood tended to set goals on relatively shorter time horizons. The association was observed based on independent ratings of goal timing, but not based on participants' self-reported ratings of goal timing, and was statistically mediated by people's tendency to consider the short- versus long-term future consequences of their actions. These studies isolate a key component of childhood adversity-unpredictability-potentially underlying the time horizons people use to set, prioritize, and pursue their goals.

Pretend play as the space for development of self-regulation: cultural-historical perspective

Self-regulated behavior is a prerequisite for learning and success in life. Considerable research confirms that mature forms of play support the development of self-regulation in the early years. This study explores the relationship between (3-6-year-olds) children's pretend play and self-regulation skills. Teachers filled out a child's play and self-regulation checklist evaluating the level of children's play and self-regulation skills. The findings revealed that the levels of children's play and self-regulation skills are statistically significantly linked: the better the child performs an assumed role in play activity, the higher the level of their self-regulation. The results also suggest that a child's playing skills, gender, and age predict children's self-regulation skills manifested in play activity.

Self-Controlled Video Feedback Facilitates the Learning of Tactical Skills in Tennis

Purpose: This study aimed to examine the effect of self-controlled video feedback on the learning of tactical motor skills in tennis, and additionally, whether this was affected by learners' self-efficacy and self-regulative skills. Method: Twenty-three intermediately skilled tennis players were assigned to either a self-controlled group that was provided video feedback on request or a yoked group that received an identical, externally controlled video feedback schedule. In three training sessions participants practiced serve and volley play. Video feedback with attentional cueing and transitional statements that focused solely on individual tactical gameplay was provided by a licensed tennis coach. Individual tactical performance was measured with a custom designed Tactical Tennis Tool (TTT) in a pretest, posttest and in a one-week retention test. Before each test self-efficacy was measured, and a questionnaire was administered to measure self-regulative skills. Results: Analyses revealed significantly larger improvements in tactical performance relative to the pretest for the self-controlled group than for the yoked group in both the posttest and the one-week retention test. No differences were found in self-efficacy. Finally, the improvements in tactical performance were not predicted by self-efficacy and/or self-regulative skills. Conclusion: The advantage of self-controlled video feedback extends to the learning of a complex tactical task in tennis. Future research should verify the observed benefits of a self-controlled learning environment in comparison to a coach-controlled learning environment.