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Meier, Tabea, Zilla Huber, Mike Martin, and Andrea Horn. "EMOTIONAL CO-REGULATION IN YOUNGER AND OLDER COUPLES’ DAILY LIVES: THE ROLE OF PSYCHOLOGICAL AVAILABILITY." Innovation in Aging 7, Supplement_1 (2023): 482. http://dx.doi.org/10.1093/geroni/igad104.1584.
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Abstract Close relationships represent an important context for aging. Romantic partners can provide important resources for day-to-day individual and relational functioning by regulating their emotions together. Emotional co-regulation attempts are, however, not always successful and may depend on situational factors such as psychological availability, i.e., an individual’s current ability to be open and attentive to their partner’s needs. The present study examined emotional co-regulation in the daily lives of younger (N=62; 18-33 years) and older (N=56; 57-87 years) couples, focusing on the particular role of psychological availability. In a 21-day experience-sampling study, both participating partners reported their momentary emotional experiences, perceived psychological availability, relationship quality and (co)-regulation strategies three times a day. Results from dyadic multilevel modeling revealed that older and younger participants did not differ in the strategies they used to regulate their own and their partners emotions, but older couples showed greater emotional synchrony (i.e., coordinated changes between partners’ emotional experiences) throughout the study. When partners experienced greater psychological availability, they used more adaptive (e.g., positive humor, responsive touch) and fewer maladaptive (e.g., ruminative brooding) emotion regulation strategies. They also experienced more positive emotions and greater relationship quality when they were more psychologically available, and these associations were particularly evident among younger couples. The findings suggest that older partners were more attuned to each other’s emotions, but that their co-regulation depended less on psychological availability. This potentially speaks to more automatic co-regulation among older couples and opens the door for further investigations of situational factors that impact successful co-regulation.
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Stříteský, Matěj. "Právní aspekty pracovně psychologické diagnostiky." TESTFÓRUM 6, no. 10 (2018): 23–31. http://dx.doi.org/10.5817/tf2018-10-179.
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Předkládaný článek se zamýšlí nad tím, zda existuje právní úprava, která reguluje používání psychologické diagnostiky v pracovněprávních vztazích. Článek dochází k závěru, že právní úprava pracovně psychologické diagnostiky existuje, protože se jedná o formu zjišťování informací o zaměstnancích nebo uchazečů o zaměstnání. Článek řeší např. otázku, jaké testy může pracovní psycholog používat, zda musí poskytnout výsledky testů testovanému, či zda existují sankce za porušení vyvozených pravidel. Na základě analýzy právní úpravy autor vyvozuje pravidla, pro používání psychologické diagnostiky v pracovně právních vztazích. Své závěry se autor snaží ověřovat dotazy na správní orgány, které vykonávají dohled nad dodržováním relevantní právní úpravy.The paper considers whether the Czech law includes any legal regulation of psychological testing in labour relations. The author argues that psychological testing in labour relations is indeed regulated by the law because psychological testing represents a type of obtaining information about an employee or a future employee. The paper proposes arguments why some tests should not be used for psychological testing in labour relations, why test takers have the right to access the results of testing. The paper also considers if there are any penalizations for not following the regulations. Based on the analysis of legal regulation the author proposes several rules for the use of psychological testing in labour relations. For the validation of his findings the author contacted legal authorities that enforce labour law.
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Benetti Zavorski, Eloel, Eliton Márcio Zanoni, Gracielle Fin, and Rudy José Nodari Júnior. "Regulações motivacionais para a prática de exercício físico e a relação com as necessidades psicológicas básicas." Cuerpo, Cultura y Movimiento 14, no. 2 (2024): 114–25. http://dx.doi.org/10.15332/2422474x.10286.
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To investigate and correlate the relationship between motivational regulation and the fulfilment of basic psychological needs among university students. A total of 329 university students took part in this study. The instruments used to analyze motivational regulation were the Physical Exercise Behaviour Regulation Questionnaire — 3 and the Basic Psychological Needs Satisfaction Scale. The Statistic Package for Social Sciences software was used. Basic psychological needs are positively related to the more internal constructs of motivational regulation (intrinsic and integrated), as well as to the self-determination index. The results show that there is a relationship between the constructs of the self-determination theory, since the higher the levels of satisfaction of basic psychological needs, the greater the more self-determined motivational regulations, favoring positive behavior with regard to physical exercise.
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Wangwongwiroj, Tarosh, and Kasidid Bumrabphan. "Self-Determination Theory: Statistical Correlations Between Motivational Regulations and Basic Psychological Needs." International Journal of Higher Education Pedagogies 2, no. 2 (2021): 53–58. http://dx.doi.org/10.33422/ijhep.v2i2.39.
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Self-determination theory has been predominantly used as a psychological framework to describe human motivation. It classifies three types of motivation with various forms of regulations, ranging from amotivation, extrinsic motivation (i.e., extrinsic regulation, introjected regulation, identified regulation, and integrated regulation), to intrinsic motivation. In addition, it points out three basic psychological needs (i.e., autonomy, relatedness, competence) which are essential components to enhance the process of internalisation, meaning motivations driven by identified, integrated and intrinsic regulations. This study aims to provide statistical evidence of statistical correlations among these factors and regulations. To achieve this, an online questionnaire with 9 close-ended statements based on 5-Likert scale was distributed to high-school students and school leavers in Thailand. A total of 206 responses were received. Overall, a correlational analysis showed a positive correlation between internalisation and the basic psychological needs (r = 0.4). Furthermore, there was a moderate positive correlation between integrated correlation and intrinsic motivation (r = 0.6) which support the described theoretical framework. In addition, there was a moderate positive correlation between autonomy and competence (r = 0.6) in the perspective of psychological needs. However, the statistical evidence shows a moderate relationship between identified regulation and external regulation (r = 0.6) which adds an insightful finding to our current understanding. It is suggested that in order to increase the level of internalisation, it is essential to provide a learning environment where students can feel the sense of success (competence), constructive relationship with others (relatedness), and a fair degree of self-regulated learning (autonomy).
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Lee, Woo-Kyoung, and Su-Lim Lee. "The Effects of Mother’s Covert Narcissism on Psychological Control of a child in Late Childhood: The Mediating Effect of Child-Based Self-Worth and the Difficulties in Emotion Regulation." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 5 (2025): 389–403. https://doi.org/10.22251/jlcci.2025.25.5.389.
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Objectives This study aimed to examine the impact of Mother’s Covert Narcissism on Psychological Control over their children in late childhood and to identify the mediating roles of Child-Based Self-Worth and Emotional Regulation Difficulties. Methods To achieve this, data from 329 mothers raising children aged 11 to 13 were analyzed using SPSS 21.0 and SPSS PROCESS Macro (ver. 3.5). Results First, Mother’s Covert Narcissism, Psychological Control, Child-Based Self-Worth, and Emotional Regulation Difficulties all showed significant positive correlations. Second, Mother’s Covert Narcissism directly influenced Psychological Control over their children, while also exerting an indirect effect through the mediating variables of child-involved self-worth and Emotional Regulation Difficulties. Third, it was confirmed that Child-Based Self-Worth and Emotional Regulation Difficulties sequentially mediated the relationship between Mother’s Covert Narcissism and Psychological Control. Conclusions Based on these findings, the study suggests the need to address Mother’s Covert Narcissism, Child-Based Self-Worth, and Emotional regulation in counseling settings to improve and prevent psychologically controlling parenting styles that hinder the development of autonomy in late childhood.
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Cipriano, João Pedro dos Santos, Olívia Dayse Leite Ferreira, Rafhael Barros Medeiros, Maria Denise Leite Ferreira, and Kay Francis Leal Vieira. "A FLEXIBILIDADE PSICOLÓGICA E A DIFICULDADE NA REGULAÇÃO EMOCIONAL EM ESTUDANTES UNIVERSITÁRIOS DA PARAÍBA." Psicologia e Saúde em Debate 10, no. 2 (2024): 599–614. http://dx.doi.org/10.22289/2446-922x.v10a2a37.
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The present study aimed to evaluate the association between measures of psychological flexibility and emotional deregulation in university students from the State of Paraíba. A cross-sectional, quantitative, descriptive field study was conducted, applied online, through a form generated by Google Forms. The data were analyzed using SPSS software (version 21.0), with Pearson's correlational analysis, Student's t-test and descriptive statistics of the means. The instruments used were the AAQ-II, the Emotional Regulation Difficulty Scale (DERS), and a sociodemographic questionnaire. The sample consisted of 288 participants, of both genders with a mean age of 25.4 years. The results showed that the students presented moderate levels for both Psychological Flexibility factor and Emotional Regulation, moreover, strong and positive correlations were observed between Psychological Inflexibility and Difficulty in Emotional Regulation, indicating the possibility of functionality of such transdiagnostic mechanisms in the maintenance of psychological distress. The group that reported having a psychiatric diagnosis showed higher scores on the measures of inflexibility and emotion dysregulation. Therefore, the relevance of strategies to maintain psychological flexibility and emotion regulation in the mental health of college students from Paraiba is perceived.
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Kartasheva, M., A. Prokhorov, A. Chernov, and M. Yusupov. "Mental regulation of students’ psychological states." European Psychiatry 65, S1 (2022): S627—S628. http://dx.doi.org/10.1192/j.eurpsy.2022.1608.
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Introduction The main scientific task of the study is at the intersection of two fundamental areas of psychology - self-regulation of human mental states and management of educational activities. In the context of these problems, we study the self-regulation of states in academic activities. Objectives The purpose of the study is to show the patterns of mental organization of the person that ensure the regulation of states. Methods The theoretical basis of the study is the system approach. The typical methods and techniques of self-regulation of states, as well as the influence of mental structures on students’ self-regulation have been studied. To solve the problems, standardized psychological tests have been used (23 methods, 303 indicators). The research involved 206 students. Results We have revealed the features of the relationship between the quality of students’ subject training, regulatory abilities and mental states. It indicates that the effectiveness of students’ mental states self-regulation significantly affects the productivity of the semester exam. It has been established the properties of the personality providing high efficiency of self-regulation (adequacy, awareness, independence and assertiveness). Students with high self-regulation efficiency use a wide range of regulatory means. Conclusions The study of the influence of the mental structures on self-regulation and regulatory abilities of students confirmed the hypothesis that characteristics of mental organization play the central role in the regulation of psychological states. The research has been carried out with the financial support of the RFBR, project No. 19-29-07072. Disclosure No significant relationships.
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Kartasheva, M., A. Klimanova, A. Prokhorov, A. Chernov, and M. Yusupov. "Self-regulation of students’ psychological states." European Psychiatry 64, S1 (2021): S728. http://dx.doi.org/10.1192/j.eurpsy.2021.1929.
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IntroductionA system model of self-regulation of students’ psychological states has been developed. As the main elements, the model includes the relationship between states and characteristics of consciousness, external factors and regulatory actions in a certain time range.ObjectivesTo study conscious and unconscious methods of regulation of states in the relevant sections of the educational activities of students.Methods98 students took part in this research, used different techniques of self-regulation and psychological states diagnosis.ResultsThe regulation of psychological states occurs unconsciously. The success of the applied methods is relative and depends on both educational and personal factors. The regulators of states are various personal qualities. These are reflection, metacognitive abilities, intelligence, as well as the general ability to self-regulate. We discovered the influence of the meaningfulness of life on the psychological states. In the structure of students’ states with a high level of meaningfulness of life an indicator of the general ability to self-regulation plays a central role.Indicators of emotional intelligence and locus of control characterize states of students with a low level of meaningfulness of life.ConclusionsIt has been found that the level of reflection of students plays a mediating role in the interaction of psychological states and adaptation processes. Emotional comfort, internal control, and self-acceptance have the greatest impact on states. The research confirmed the hypothesis of reflexive regulation of psychological states depending on various types of reflection during the performance of creative tasks. The research was carried out with the financial support of the RFBR; project No.19-013-00325.DisclosureNo significant relationships.
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Prokhorov, A. O. "Mental Mechanisms of Psychological States Regulation." Experimental Psychology (Russia) 14, no. 4 (2021): 182–204. http://dx.doi.org/10.17759/exppsy.2021140410.
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The article presents the analytical review of theories and studies of the psychological state regulation through the “self-processes — self-regulation” aspect. The main objective of the article is the analysis of concepts, mechanisms and the role of consciousness structures in the regulatory process. The theories of mental states self-regulation are analyzed: system-activity, system-functional and structures-functional. The specificity of each approach to the regulatory process is shown. It was found that the less developed area in presented theoretical constructions is the mental component of regulation: the contribution of the consciousness structures to the regulation of states, their significance and functions in the regulatory process, the specificity of the influence of individual structures on regulation and their synergy during self-regulation, etc. Review of the concepts of the mental states regulation’s mechanisms points the key role of the consciousness structures in the regulatory process. The consciousness structures are an integral part of the individual’s mental subjective experience. Subjective mental experience integrates meanings with categorical structures of consciousness, goal features, semantic structures of consciousness (personal meaning, values, semantic attitudes, etc.), reflection and its types, experiences, mental representations (imaginative characteristics), the self-system. The relationship between the consciousness structures in the process of mental states regulation is considered. It is shown that the integration of the consciousness components is aimed at the goal achieving — the regulation of the subject’s mental stateThe operational side of the regulatory process is associated with the actions of the subject, aimed at changing the state, feedback and time characteristics.
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Watson, David C., and Birenda Sinha. "Emotion regulation, coping, and psychological symptoms." International Journal of Stress Management 15, no. 3 (2008): 222–34. http://dx.doi.org/10.1037/1072-5245.15.3.222.
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Prokhorov, Alexander, Madina Kartasheva, and Mark Yusupov. "Mental regulation of students' psychological states." E3S Web of Conferences 420 (2023): 10008. http://dx.doi.org/10.1051/e3sconf/202342010008.
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The problem of regulation of mental activity is one of the fundamental problems of psychology and is a topical subject of study both in theoretical and practical terms. In the theoretical concepts of self-regulation the role of the “I” phenomenon, its contribution to changing the subject’s states, is the least studied. In this regard, the article aims at studying the role of the "I" system in the regulation of mental states. The organization of the study is based on a system-functional approach to the self-regulation of human mental states. The research procedure included measuring the regulatory properties of students, methods of regulation, characteristics of the "I" system, mental states in the conditions of lectures, seminars and exams. The results of the study showed that the most significant components of the "I" system in the structure of the regulatory profile of students are indicators of self-assessment of personal qualities, self-confidence and the cognitive component of self-attitude. We found that the level of effectiveness of self-regulation decreases with an increase in the complexity and significance of the learning situation. The highest indicators of the effectiveness of regulation are in the conditions of lectures, whereas in the conditions of exams they have a minimum value. Thus, we have shown the key role of the "I" system in the mental regulation of mental states. It is revealed through the organization of interactions with regulatory properties, the effectiveness of self-regulation, the choice of ways to regulate states in various situations of life.
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Pachón-Basallo, Mónica, Jesús de la Fuente, and María Carmen Gonzáles-Torres. "Regulation/Non-Regulation/Dys-Regulation of Health Behavior, Psychological Reactance, and Health of University Undergraduate Students." International Journal of Environmental Research and Public Health 18, no. 7 (2021): 3793. http://dx.doi.org/10.3390/ijerph18073793.
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The Self-Regulation vs. External-Regulation Theory (2017) has postulated a continuum of regulation/non-regulation/dys-regulation that is present both in the individual and in the individual’s context. This gives rise to a behavioral heuristic that can predict and explain other health-related variables, such as psychological reactance and student health. On a voluntary basis, 269 university students completed validated questionnaires on variables of regulation, reactance and health. Using an ex post facto design, we performed correlational analysis and structural linear regression to build a structural equations model (SEM) with acceptable statistical values. The results showed various predicted relationships: self-regulation was associated with and positively predicted self-regulated health behavior; external health-regulating contexts were associated with and positively predicted self-regulated health behavior; non-regulatory and dysregulatory contexts negatively predicted self-regulated health behavior and students’ health itself, as well as positively predicting psychological reactance behavior. Implications are established for explaining variability in general and health-related self-regulation, as well as for intervening in these variables in health programs.
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Liu, Zengxia, Min Li, Yong Jia, Shuo Wang, Cong Wang, and Li Chen. "Relationship between Mindfulness and Psychological Distress in Patients with Hepatocellular Carcinoma: The Mediation Effect of Self-regulation." American Journal of Health Behavior 45, no. 6 (2021): 1041–49. http://dx.doi.org/10.5993/ajhb.45.6.8.
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Objectives: In this study, we examine the relationship among mindfulness, psychological distress, and self-regulation, to determine whether self-regulation plays a mediating role in the relationship between mindfulness and psychological distress among patients with hepatocellular carcinoma (HCC). Methods:Participants completed questionnaires including the Hospital Anxiety and Depression Scale (HADS), the Five-facet Mindfulness Questionnaire (FFMQ), and the Self-regulation Scale (SRS). We used structural equation modeling to analyze the relationships among psychological distress, mindfulness, and self-regulation, with self-regulation as a mediator. Results:We found that psychological distress is negatively associated with both mindfulness (r = -0.687, p < .001) and self-regulation (r = -0.629, p < .001), and mindfulness is positively associated with self-regulation (r = 0.534, p < .001). The model indicates that mindfulness has direct impact on self-regulation (β = 0.570, p < .001) and psychological distress (β = -0.685, p < .001). Self-regulation asserts a certain mediation effect on the relationship between mindfulness and psychological distress. A bootstrap test suggests perceived stress has a mediation effect on mindfulness and psychological distress (95% CI: -0.299, -0.134, p < .001), accounting for 23.6% of total effect. Conclusions: Psychological distress is common in HCC patients. The mediation effect of self-regulation provides a reference for discussing possible correlations between mindfulness and psychological distress.
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Znoj, Hans J., and Peter Lude. "Regulation of emotion and psychological symptoms in people with spinal cord injury." Swiss Journal of Psychology 61, no. 4 (2002): 203–10. http://dx.doi.org/10.1024/1421-0185.61.4.203.
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This cross-sectional study examined the contribution of regulation of emotion on depression, symptoms of traumatic and general distress, perceived disability, and somatic symptoms following spinal cord injury. Depressed and non-depressed participants (N = 264, mean age = 46 years) differed in their use of adaptive and maladaptive ways of regulating emotions. In addition to somatic symptoms and symptoms of traumatic stress, maladaptive emotional regulation (avoidance and distortion of awareness) accounted for 8% of the total variance of depression. It is concluded that adaptive and maladaptive ways of regulating emotions are important factors in dealing with negative feelings. Regulation of emotion appears to influence perceived disability mainly via depression. Limitations of the study and implications for rehabilitation are discussed.
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Frumer, Lee, Hadar Marom Harel, and Danny Horesh. "Why Does It Hurt So Much? Emotion Regulation Mediates the Association between Fibromyalgia Symptoms and Psychological Distress." Healthcare 11, no. 10 (2023): 1368. http://dx.doi.org/10.3390/healthcare11101368.
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While it is known that fibromyalgia patients often suffer from depression and stress symptoms, there is inconclusive evidence as to why these symptoms occur. The aim of this study is to examine the role of emotion regulation in mental health symptoms among treatment-seeking individuals with fibromyalgia. Ninety-three (93) participants (mean age = 47.25, SD = 12.4) were recruited from one of Israel’s largest community healthcare providers. They were administered self-report questionnaires assessing fibromyalgia (FIQR), perceived stress (PSS), major depression (PHQ-9), and difficulties in emotion regulation (DERS). Associations were found between measures of fibromyalgia symptoms, psychological distress, and emotion regulation. Several sub-indices of emotion regulation showed significant correlations with psychological distress, with non-acceptance of emotional responses showing the strongest associations. Moreover, non-acceptance of emotion responses mediated the association between fibromyalgia symptoms and psychological distress. Our findings show that the connection between fibromyalgia symptoms and psychological distress is partially explained by difficulties in emotion regulation. Moreover, we show that specific emotion regulation strategies play a differential role in fibromyalgia patients’ distress, thereby highlighting the importance of identifying unique psychotherapeutic targets. Specifically, regulating emotions through acceptance of emotional responses seems to be particularly important for fibromyalgia patients, as they cope with stigma and a lack of validation.
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Bihun, Nelia, Olena Chorna, Liubov Kostyk, Olesia Ryhel, Ihor Hoian, and Oksana Fedyk. "Self-Sufficiency of the Personality as a Psychological Condition for the Development of Their Neuropsychological Self-Regulation in the Context of Practical Psychology." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 3 (2022): 16–29. http://dx.doi.org/10.18662/brain/13.3/351.
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The article presents a theoretical and methodological analysis of the study of self-sufficiency as a factor in the development of psychological self-regulation of the personality. It is proposed to define self-sufficiency as a complex personal formation, personality-regulatory property that has an effective system of influence on the activation of psychological self-regulation of the personality in ensuring subjective function in activities. The self-sufficiency of the personality as a psychological condition for the development of their psychological self-regulation in the context of practical psychology is considered. Self-sufficiency can be considered as a factor in the development of the system of psychological self-regulation of the personality and as a regulatory-personal property in the manifestations of self-sufficient character traits and conscious human activity. Neurobiological mechanisms of self-sufficiency and self-regulation have been considered. Under psychological self-regulation we can understand the process of development of self-sufficiency of the personality as the regulation of their activity in personal growth from “real self” to “ideal self”. Self-sufficiency as a personal potential of psychological self-regulation can have a developmental effect in the following coping strategies: self-help; cooperation; personal and professional growth; autonomy; self-acceptance. In case of deformation and imbalance of the self-regulation system, neuro-psychocorrection is offered. Socio-psychological trainings have been proposed for the development of personal growth and development of self-sufficiency as a personal potential of effective psychological self-regulation.
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Torres, Sandra, Ana Isabel Vieira, Filipa Mucha Vieira, et al. "A Comprehensive Study of Positive Body Image as a Predictor of Psychological Well-Being in Anorexia Nervosa." Nutrients 16, no. 11 (2024): 1787. http://dx.doi.org/10.3390/nu16111787.
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Recent data suggest a close association between positive body image (PBI) and eating disorder recovery. Nevertheless, the specific mechanisms through which PBI may facilitate recovery from anorexia nervosa (AN) remain unknown. To advance understanding of these mechanisms, this study examined core indices of PBI within AN, exploring its association with emotion regulation and well-being outcomes. Data were collected from 159 female participants, 64 with AN diagnosis and 95 healthy controls (HCs), who completed measures of PBI (body appreciation, functionality appreciation, and body responsiveness), emotion regulation, and psychological well-being (depression, anxiety, stress, and psychological quality of life). The AN group reported lower levels of PBI and psychological well-being, along with greater difficulties in regulating emotions, relative to HCs. PBI variables significantly predicted emotion regulation and psychological well-being in AN, accounting for 36% to 72% of the variance, with body appreciation emerging as the strongest predictor. These findings lend credence to the view that PBI can serve as a catalyst for psychological health. We hypothesize that enhancing PBI can improve interoceptive awareness, which is crucial for emotion regulation and reducing maladaptive food-related coping. Emphasizing a mind–body connection in lifestyle could be a relevant element to consider for both treating and preventing AN.
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Fei, Ang. "The Impact of Emotional Regulation Intervention in Group Psychological Counseling on Individual Emotional Regulation Ability." Journal of Humanities and Social Sciences Studies 7, no. 3 (2025): 93–98. https://doi.org/10.32996/jhsss.2025.7.3.9.
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As a core ability for individual mental health, emotional regulation is crucial for mental health. At the same time, group psychological counseling, as a widely used and economically efficient psychological intervention method in modern psychology, has shown unique advantages in improving individual emotional regulation abilities. This article focuses on the measurement methods of emotional regulation in group psychological counseling, intervention measures for individual emotional regulation ability, and theoretical models of emotional regulation. It systematically sorts out the impact of emotional regulation intervention in group psychological counseling on individual emotional regulation, and combines the limitations of existing research to look forward to future exploration directions, providing theoretical support and practical reference for emotional regulation.
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Yakushina, Anastasia, Sergey Leonov, Diana Pshenichnyuk, Evgeny Sedogin, and Irina Polikanova. "Psychological Self-Regulation and Its Importance for the Intrinsic Motivation, Psychological Well-Being and Performance in Sport." Психология. Журнал Высшей школы экономики 21, no. 1 (2024): 167–83. http://dx.doi.org/10.17323/1813-8918-2024-1-167-183.
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Self-regulation is one of the main resources contributing to the productive realization of activity and getting satisfaction from life. The aim of the study was to investigate the role of different aspects of self-regulation in the development of intrinsic motivation to practice sports and the level of life satisfaction in athletes. To study different aspects of self-regulation, the «Self-Government Test» of J. Kuhl and A. Fuhrman was used. To study the level of intrinsic motivation «The Sport Motivation Scale» was used. The «Life Satisfaction Scale» and «The Negative and Positive Emotion Scale» by E. Diener were used to test the degree of life satisfaction. The research involved 178 athletes aged from 17 to 33 years (M = 19,38; SD = 1,88), having titles from junior to Master of Sports International Class. Regression analysis showed that aspects of self-regulation such as planning, sensitivity to own values and emotional regulation in athletes contribute to a higher level of life satisfaction. A comparison of groups with different levels of self-regulation showed that athletes with higher levels of self-regulation skill are characterized by a more stable internal motivation to do sports and less expression of negative experiences; they experience positive emotions more often. In addition, it has been demonstrated that the most developed indicators of volitional regulation are characteristic of athletes at the initial and professional level of skill, as compared to those who are at the intermediate stage. Thus, self-regulation is one of the most important resources of athletes, important not only for their professional performance, but for a sense of well-being and life satisfaction.
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Salleh, Reben Ramadhan, Nik A. Hisham Hisham Ismail, and Faizah Idrus. "The Relationship Between Self-Regulation, Self-Efficacy, and Psychological Well-Being Among the Salahaddin University Undergraduate Students in Kurdistan." International Journal of Islamic Educational Psychology 2, no. 2 (2021): 105–26. http://dx.doi.org/10.18196/ijiep.v2i2.12572.
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Self-regulation, self-efficacy, and psychological well-being are essential requirements in the academic environment. Psychological well-being is indispensable for students’ emotional balance and healthy growth and development. The recent study investigated the relationship between self-regulation, self-efficacy, and psychological well-being among Kurdish students at Salahaddin University. The objectives of the research are as follows: (1) to examine the prevalence level of self-regulation, self-efficacy, and psychological well-being among the Salahaddin University undergraduate students; (2) to examine the relationship of self-regulation and self-efficacy with psychological well-being among the Salahaddin University undergraduate students; and (3) to examine the effect of self-regulation and self-efficacy on psychological well-being among the Salahaddin University undergraduate students. The study employed quota sampling, and there were 407 respondents selected for it. Analysis techniques were presented in descriptive, Pearson Correlation, and Multiple Regression Analysis (MRA). The research shows a low level of self-regulation and self-efficacy among the Salahaddin University undergraduate students. However, psychological well-being is high. The study further demonstrates a positive and statistically significant relationship between self-regulation, self-efficacy, and psychological well-being among the Salahaddin University undergraduate students. Finally, the study showed that only self-regulation significantly affected psychological well-being among the Salahaddin University undergraduate students.
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Wu, Xinxing, and Yun Lu. "MENTAL HEALTH STATUS AND EMOTIONAL BEHAVIOR REGULATIONOF SCI-TECH JOURNAL EDITORS AND ITS IMPACT ON JOURNAL QUALITY." International Journal of Neuropsychopharmacology 25, Supplement_1 (2022): A110—A111. http://dx.doi.org/10.1093/ijnp/pyac032.148.
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Abstract Background Psychological fatigue is a common psychological phenomenon among college journal editors. Emotion regulation is a process in which individuals use various factors and means to regulate and control their own emotions. Emotion regulation is an activity that serves personal purposes and is conducive to their own survival and development. Emotion regulation is the strategy and means that individuals use to regulate emotions when facing positive and negative emotions. It includes conscious strategies and unconscious emotion regulation mechanisms commonly used by individuals. Emotion regulation plays an important role in mental health. By studying the current situation and causes of psychological fatigue of college journal editors, we can formulate corresponding management countermeasures. This paper analyzes the various psychological pressures existing in the editors of scientific and technological journals, and discusses how to adjust their own psychology. This can reduce the editor's mental illness, promote mental health, and invest in the editor's work with a better mood and abundant energy. Emotion regulation can prevent and eliminate the adverse factors causing psychological fatigue, so as to improve the enthusiasm and creativity of editors and improve the quality of university journals. Subjects and methods On the basis of consulting a large number of relevant literature, this study compiled a questionnaire of emotion regulation style of scientific and technological editors with certain reliability and validity by using open-ended questionnaire. The emotion regulation mode of editors was measured by questionnaire, and the emotion regulation mode of sci-tech journal editors was understood. On this basis, this paper studies the relationship between emotion regulation and the editing quality of scientific and technological journals. 85 editors of sci-tech journals were tested with the symptom Checklist-90 and compared with the Chinese youth norm. After the intervention of emotion regulation, 37 people were randomly selected from the above 85 people, and the editors of scientific and technological journals were investigated by 90 symptom checklist and Eysenck Personality Questionnaire. Results The incidence of psychological problems of sci-tech journal editors was 15.79%. The incidence of psychological problems of responsible editors was significantly higher than that of General Editors (P &lt;0.05). The five factor scores of somatization, compulsion, interpersonal relationship, depression and anxiety of sci-tech journal editors were significantly higher than the National Youth norm (P &lt; 0.01). The editors of sci-tech periodicals have certain psychological problems, especially the psychological problems of responsible editors, which should be paid attention to by relevant departments and leaders. After the intervention of emotion regulation, the results show that the editor's mental health is good, and the stability of emotion is an important factor affecting his mental health. Therefore, editors of sci-tech journals should be good at controlling their emotions and maintaining their psychological integrity when facing various pressures. In the face of positive emotions, the emotional regulation methods used by journal editors from more to less are: emotional sharing, emotional disclosure, emotional maintenance, motivation, restraint and sublimation. The frequency of emotion used by editors is shifted from less emotional experience and less emotional stress to more emotional stress. Journal Editors mainly regulate positive emotions by means of emotional sharing and emotional disclosure, and regulate negative emotions by means of cognitive reappraisal and venting. There are professional, work intensity and gender differences in the emotional regulation of journal editors. There is a positive correlation between emotional sharing, motivation, restraint, emotional maintenance, emotional disclosure, distraction and cognitive reappraisal in positive emotion regulation and life satisfaction. However, there is a negative correlation between the ways of regulating the sublimation of positive emotions, the venting of negative emotions, depression, experiencing pain and relaxation and life satisfaction. Among the twelve emotion regulation factors that predict life satisfaction, the factors of positive emotion regulation and negative emotion regulation, such as venting, depression and experiencing pain, have significant predictive power on life satisfaction. Conclusion The psychological health and emotional stability of sci-tech journal editors are related to the quality of journal editors. Correct emotion regulation and guidance can dispel the editor's psychological fatigue and promote his emotional stability. The emotional stability of sci-tech periodical editors can improve the editing quality of sci-tech periodicals. Therefore, the competent department of sci-tech periodicals should pay attention to the mental health status of periodical editors, eliminate psychological fatigue and stabilize their emotions through psychological intervention.
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Zhu, Xinyi. "The Effect of Physical Exercise on Pilot Students' Emotional Regulation Ability: The Intermediary Role of Psychological Resilience." Journal of Education, Humanities and Social Sciences 26 (March 2, 2024): 19–28. http://dx.doi.org/10.54097/ecw6e229.
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The aim of this research was to explore the relations between physical exercises and emotion regulation ability of pilot students in the aftermath of an epidemic, and also to investigate the intermediary role of psychological tolerance, with the aim of further finding measures to prevent and intervene in the development of emotional problems in pilot students, to promote pilot students’ psychological well-being better, and to safeguard aviation safety. This study used a questionnaire to examine 391 flight cadets, and the measurement tools included Physical Exercise Rating Scale, psychological resilience scale, and Emotion Regulation Scale. The results showed that the amount of physical exercise was significantly and positively correlated with emotion regulation ability, and psychological resilience was substantially and positively in correlation to emotion regulation ability; psychological resilience mediated in part by physical activities and pilots' emotion regulation ability, and the effect percentage was 52.63%. In summary, it is concluded that: (1) Physical exercise positively predicts the emotional regulation skills of student pilots, physical exercise has a positive predictive effect on psychological resilience, and psychological resilience has a positive predictive effect on pilot students' emotion regulation ability; and (2) Psychological resilience plays a partially mediating role in the impact between physical exercise and pilot students' emotion regulation ability.
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Zhurov, V. V., N. A. Biienko, and L. V. Akhmedova. "ACTUALIZATION OF PRACTICAL ASPECTS OF PSYCHOLOGICAL SELF-REGULATION ACQUISITION OF JUVENILES." Scientific Herald of Sivershchyna. Series: Education. Social and Behavioural Sciences 2022, no. 2 (2022): 94–113. http://dx.doi.org/10.32755/sjeducation.2022.02.094.
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The article addresses to the study of the possibilities and necessity to acquire psychological self-regulation (PSR) skills by juveniles, as this period of ontogenesis is a crisis, which can be unstable, transitional, but at the same time it is a period of formation. Meanwhile, if the age-related physiological and psychological features of adolescence are sufficiently explained in the theoretical aspect, then the adolescent aspects of PSR have only just begun to be explored, and the motivational and practical components have not been developed in detail. All of the above mentioned can be determined as the actuality of the problem. The purpose of the article is to justify the need to master psychological self-regulation techniques for juveniles; to draw attention to this problem; to outline competent approaches to motivation and basic practical technologies. Research results. The article carries out a thorough analysis of the main works of leading foreign and national researchers of the adolescent period of ontogenesis, on the basis of which numerous factors are substantiated, which allow to assert that the acquisition by juveniles of psychological self-regulation skills of their own mental states is both possible and necessary for their formation, adaptability, socialization Moreover, adolescence can be considered as sensitive for this process. The article raises the issue of the need for psychological self-regulation during the specific course and manifestation of the juveniles’ crisis of talented schoolchildren. Conclusions. A proposed system of motivational measures for the juveniles to acquire psychological self-regulation skills. The authors provide a list of symptomatic areas of techniques, a description of some methods that can be basic in the process of psychological self-regulation is provided. Key words: adolescence period; psychological features of adolescence; psychological neoplasms of adolescence; psychological self-regulation; motivation of psychological self-regulation of juveniles; basic techniques of psychological self-regulation.
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Prokhorov, A., Albert Chernov, and Mark Yusupov. "Self-Regulation of Students' Psychological States: Its Mental Mechanisms." ARPHA Proceedings 5 (February 10, 2022): 1351–63. https://doi.org/10.3897/ap.5.e1351.
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The widespread use of online education all over the world inevitably leads to problems of self-regulation, since the effective development of online education is impossible without mastering the skills to control and correct one's activities. Conscious self-regulation is of particular importance for managing the learning process. The article aims at studying the mental mechanisms of self-regulation of students' states in the course of the educational process. The study revealed the typical characteristics of psychological states at lectures, seminars and exams, showed the specifics of the states, depending on the forms of education. We have shown that the effectiveness of self-regulation of students' mental states significantly affects the productivity of passing exams. Among the mental states of highly effective students, such cognitive states as interest, thoughtfulness and concentration are particularly important. The regulatory properties of the personality (adequacy, awareness, independence and assertiveness) ensure high efficiency of self-regulation. In addition, students with high self-regulation efficiency are more likely to turn to regulatory means. The study confirmed the original hypothesis about the central role of the characteristics of consciousness in the regulation of mental states. For students, regardless of the conditions of the educational activity (lecture, seminar, exam), we identified four leading factors that represent the characteristics of the mental states. The study of self-regulation of cognitive states will be useful for general and educational psychology. It can also find an application in the management of students' cognitive activity.
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Rahmania, Farra Anisa, Putri Tri Hutami, Fitria Dian Rahmayanti, and Rannisa Muslaini. "Emotional Regulation and Psychological Well-Being in Patients with Diabetes Mellitus." Volume 5 - 2020, Issue 8 - August 5, no. 8 (2020): 1652–55. http://dx.doi.org/10.38124/ijisrt20aug676.
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This study aims to determine the relationship between emotional regulation and the psychological well-being of diabetes mellitus patients in Yogyakarta, Indonesia. A total of 53 patients with diabetes mellitus participated in this study. This research uses the quantitative method. Psychological Well-being Scale and Emotion Regulation Questionnaire (ERQ) is used to measure the variables. Statistical analysis showed that emotion regulation had a positive significant correlation with psychological well-being. Coefficient correlation between emotion regulation and psychological wellbeing of r = 0.771 with p = 0.000 (p< 0.01). The relationship between the two variables showed that the higher the emotion regulation score, the higher the psychological well-being level.
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Wen, Juan Juan. "Simulation Model Design on AC Speed Regulation System Based on the Principle of Flux Regulation." Applied Mechanics and Materials 539 (July 2014): 639–43. http://dx.doi.org/10.4028/www.scientific.net/amm.539.639.
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In human life signs, there are many cycle characteristics or similar cycles which change with external input stimulating factors based on the body's own feedback mechanism and influence. Based on alternating current characteristics and the rhythm of human body signal characteristics, according to the AC speed control system we design the simulation of model, and analyze the flux regulation principle. On the basis we construct acquisition and analysis system of the psychological factors and prediction model based on VR. We use MATLAB7.0Simulink software to simulate biological stimuli and obtain psychological change under different conditions. After the model specification, the results show that the model can make a scientific prediction of the psychological changes in a certain extent, with strong practicability. It can provide sufficient basis for regulation in psychological intervention.
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Nelson, Niccole, Cindy Bergeman, and Nathan Rose. "Cognitive Enrichment Through Emotion Regulation: A Model of Successful Cognitive Aging." Innovation in Aging 4, Supplement_1 (2020): 607. http://dx.doi.org/10.1093/geroni/igaa057.2053.
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Abstract Cognitive Enrichment Through Emotion Regulation (CENTER) is a theoretical framework of development that emphasizes the role of individuals finding their proverbial “centers” in shaping their cognitive aging trajectories. Within the CENTER framework, dynamic interactions between emotion regulatory processes that occur in real time (i.e., micro-level time), and global psychological well-being that develops over several years (i.e., macro-level time), aid in the optimization of cognitive aging. Indeed, by successfully regulating emotional reactions to stress in real time, which is supported by global psychological well-being, individuals will minimize their accumulation of allostatic load across the lifespan. Such minimization of allostatic load is key to optimizing cognitive aging through emotion regulation under the CENTER framework. CENTER will be motivated by fusing research on cognitive aging, emotion regulation, stress-and-coping, allostatic load, and psychological well-being.
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Tang, Yuxi, and Weiguang He. "Emotion Regulation and Psychological Capital of Chinese University Students during the COVID-19 Pandemic: The Serial Mediation Effect of Learning Satisfaction and Learning Engagement." International Journal of Environmental Research and Public Health 19, no. 20 (2022): 13661. http://dx.doi.org/10.3390/ijerph192013661.
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The mediating mechanism between the emotion regulation and psychological capital of university students is currently unclear. This study analyzed the serial mediation of learning satisfaction and learning engagement on the relationship between the emotion regulation and psychological capital of university students during the coronavirus disease 2019 (COVID-19) pandemic. A total of 328 undergraduates and postgraduates from universities in different regions of China were surveyed through an online questionnaire. The tools used in the study were the emotion regulation questionnaire, university student learning satisfaction questionnaire, learning engagement questionnaire, and psychological capital questionnaire. The analysis revealed both direct and indirect mediation effects. It was found that emotion regulation can positively predict psychological capital. Further, learning satisfaction and learning engagement can act as mediating variables between emotion regulation and psychological capital, respectively. Learning satisfaction and learning engagement can also have a serial mediation effect between emotion regulation and psychological capital. The results show that learning support should be strengthened to improve the learning satisfaction and learning engagement of students and, consequently, enhance their psychological capital.
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Morf, Carolyn C., and Walter Mischel. "Self-Concept, Self-Regulation, and Psychological Vulnerability." Self and Identity 1, no. 2 (2002): 103–4. http://dx.doi.org/10.1080/152988602317319267.
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刘, 恩祈. "Pregame Psychological Regulation Strategies for Basketball Players." Advances in Physical Sciences 12, no. 03 (2024): 483–87. http://dx.doi.org/10.12677/aps.2024.123070.
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Mead, Rosalind. "Regulation and governance of the psychological therapies." Journal of Mental Health Training, Education and Practice 1, no. 2 (2006): 27–33. http://dx.doi.org/10.1108/17556228200600014.
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Reed, Emily, Tatlock Lauten, Amelia Clopp, Cassandra Moshfegh, Safwan Elkhatib, and Adam Case. "Mitochondrial Regulation of Inflammation after Psychological Trauma." Free Radical Biology and Medicine 192 (November 2022): 33–34. http://dx.doi.org/10.1016/j.freeradbiomed.2022.10.043.
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Polyakova, O. B., and A. V. Paleckiy. "The Influence of Psychological Defenses on the Psychological Masks of Military Personnel." Uchenye Zapiski RGSU 19, no. 3 (2020): 23–31. http://dx.doi.org/10.17922/2071-5323-2020-19-3-23-31.
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the article proves that the use of active forms of work (exercises and games) aimed at relieving tension, increasing self-regulation and self-knowledge, developing communication skills, empathy and reflection, and techniques for relieving situational tension and regulating emotional states contributes to the leveling of maladaptive psychological defenses, but does not significantly affect the use of psychological masks. In the experimental group, after a course of training aimed at the formation of adaptive psychological defenses of servicemen, it was revealed: reduction to a low level of such psychological defenses as avoidance, isolation, hypochondria, maladaptive psychological defenses, denial, passive aggression, behavioral response, primitive idealization, restraint, fantasy, reaction formation; raising to the average level of avoidance as the dominant strategy of psychological defense in communication; raising to a high level of such psychological defenses as foresight, rationalization, sublimation.
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Morosanova, Varvara I., Tatiana G. Fomina, and Irina N. Bondarenko. "Conscious Self-Regulation as a Meta-Resource of Academic Achievement and Psychological Well-Being of Young Adolescents." Psychology in Russia: State of the Art 16, no. 3 (2023): 168–88. http://dx.doi.org/10.11621/pir.2023.0312.
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Background. The role of conscious self-regulation in determining students’ psychological well-being and academic performance is considered in the context of the fundamental problem of the regularities of young adolescents’ development. Objective. To reveal the role of meta-resources of conscious self-regulation in determining young adolescents' psychological well-being and academic performance. Design. Sample: 500 students in 4th- to 6th grade (10-12) in general schools, 149 of whom participated in a three-year longitudinal study. The Self-Regulation Profile of Learning Activity and the Well-Being Manifestation scales were used. Results. Conscious self-regulation and academic performance increase significantly in fifth grade and decrease in sixth grade. On the contrary, psychological well-being is characterized by a systemic positive dynamic. A typological analysis identified the levels of psychological well-being of students growing, stable, and declining during the transition period. It was found that the general level of conscious self-regulation made a significant positive contribution and is a universal resource for students' psychological well-being and academic performance. Special regulatory resources for academic performance are described, depending on the trajectory of changes in psychological well-being. Increased well-being is determined by the regulatory competencies of Planning and Evaluation of results and its stability by Planning, Modelling, Flexibility, and Responsibility. The general level of self-regulation, regulatory competencies, Planning, Programming and Responsibility mediate in the relationship between student psychological well-being and academic performance. A longitudinal study found that self-regulation has a long-term positive effect on student psychological well-being and academic performance. Conclusion. Conscious self-regulation is a meta-resource that makes a significant contribution to both the psychological well-being and academic performance. Mediator and prognostic effects of self-regulation on these properties create a psychological basis for practical work.
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O’Shea, Deirdre, Finian Buckley, and Jonathon Halbesleben. "Self-regulation in entrepreneurs." Organizational Psychology Review 7, no. 3 (2017): 250–78. http://dx.doi.org/10.1177/2041386617705434.
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Psychological processes (e.g., cognition, motivation, emotions) have emerged as key to understanding entrepreneurial actions and success. Currently, we do not know enough about specific entrepreneurial psychological processes and particularly lack knowledge about their cumulative or interactive effects. Self-regulation offers some promise in understanding these issues. However, self-regulation in entrepreneurship has not been fully explored, which limits our understanding. We address this by introducing an integrated model of episodic self-regulation (the A-CEM-A model) to map the reciprocal regulatory effects of action, cognition, emotion, and motivation in entrepreneurship research and isolate a series of propositions stemming from the model. We further explore the resource implications of the A-CEM-A model for entrepreneurs managing several self-regulatory processes simultaneously. The A-CEM-A model offers a novel and unique insight into entrepreneurial action and psychological processes, and presents a roadmap for future researchers interested in adopting an episodic process perspective in entrepreneurship research.
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Gardanova, Zh R., and V. A. Manina. "Analysis of relationship of the level of behavioral self-regulation and ability to overcome psychological barriers among students." PERSONALITY IN A CHANGING WORLD: HEALTH, ADAPTATION, DEVELOPMENT 9, no. 1 (32) (2021): 67–75. http://dx.doi.org/10.23888/humj2021167-75.
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The purpose of the article was a theoretical analysis and experimental research of the problem of the relationship between the level of behavioural self-regulation and the ability to overcome psychological barriers among students. In the theoretical part of study was considered works such scientists as V. Morosanova, N. Podymov, R. Shakurov et al. Authors concluded previous studies have indicated influence of the level of self-regulation on an ability to overcome psychological barriers. The study involved 75 people and was carried out in two stages. The experimental research allows authors to make a conclusion about the influence of the level of behavioural self-regulation and its components, on the ability of students to overcome psychological barriers. This influence consists in the fact that low level of self-regulation of students' behavior and its components inhibits overcoming of psychological barriers among students. The analysis of correlations between the availability of psychological barriers and the features of self-regulation was carried out by means of Spearman's rank correlation coefficient. Statistical analysis showed significant correlations between some components of self-regulation as planning, modeling, programming, appraisal of results, the general level of self-regulation and the ability to overcome psychological barriers among students. The results can be applied when developing the system of psychological assistance to students in the formation of the ability to overcome psychological barriers by increasing the skills of behavioural self-regulation. The research data can be introduced into the work of a practical psychologist in education, for drafting of psychocorrection programs aimed at developing students' ability to overcome psychological barriers.
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Ruda, Natalia, and Oleksandra Nikolina. "The relationship between voluntary self-regulation and psychological preparation of teachers for blended learning." Scientific Visnyk V.O. Sukhomlynskyi Mykolaiv National University. Psychological Sciences, no. 1(20) (2020): 29–34. http://dx.doi.org/10.33310/2078-2128-2020-20-1-29-34.
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The article deals with the problem of teachers’ psychological preparation to the blended learning. The readiness of the teacher is one of the main issues that need psychological support and development. The problem of the psychological readiness of teachers to engage in an occupation has always been acute. However, the modern environment forces teachers to adapt to all challenges. One of such conditions was the forced passage to a blended learning. As far as this issue is concerned, the issue of psychological preparation of teachers for all the challenges of today is still unresolved, as well as the role of voluntary self-regulation in the structure of psychological preparation of teachers. The study of the phenomenon of psychological preparedness for the use of blended learning in teachers' professional activities involves concentrating on a number of issues. These factors further complicate the training of psychological preparation. The purpose of the study is to identify the relationship between voluntary self-regulation and psychological ability to work in blended learning. The article discusses the theoretical aspects of teachers' psychological preparation for blended learning, particularly the voluntary component. The article deals with the empirical results of the study of the structure of psychological readiness of school teachers to use blended learning technologies. The research involved 30 teachers of different age and representing different levels of education. A questionnaire aimed at diagnosing the psychological readiness of the use of blended learning technologies is developed. One of the components of teachers' psychological readiness for a blended form of learning is studied - volitional self-regulation, which includes indicators of persistence and self-control and its connectedness with the psychological readiness of the teacher. The study of the volitional component revealed that the levels of self-mastery and perseverance of most teachers are at medium and low levels. However, the results of the study showed that most teachers subjectively define themselves as psychologically ready for a blended form of education. It is submitted that the subjective indicators do not coincide with the results of the objective study. The study has become the basis for the development of a set of exercises to augment the components of psychological preparedness.
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Kılıç, Ceren, Raziye Yüksel Doğan, and Emine Nilgün Metin. "Exploring the Relationship between Turkish Mothers’ Parenting and Psychological Well-Being in Early Childhood: The Role of Child Emotion Regulation and Dysregulation." Behavioral Sciences 14, no. 6 (2024): 426. http://dx.doi.org/10.3390/bs14060426.
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Although the importance of psychological well-being in early childhood is emphasized, the number of studies conducted with children and adolescents in this field is less than those carried out with adults. The present study aimed to explore the role of child emotion regulation in the relationship between parenting and psychological well-being among a sample of Turkish preschoolers aged 5–6. It further examines the mediating role of emotion regulation. The sample consisted of 416 mothers with children aged 5–6 (Mage = 5.38, SD = 0.48; 50% girls-boys). We collected the data using the Multidimensional Assessment of Parenting Scale (MAPS), the Emotion Regulation Checklist (ERC), and the Psychological Well-Being Scale for Children (PWBS-C). The findings revealed significant relationships among parenting practices (positive/negative), the child’s emotion regulation/dysregulation, and the child’s psychological well-being. Moreover, the findings revealed that positive parenting, directly and indirectly, affects children’s psychological well-being through children’s emotion regulation. On the other hand, findings disclosed that negative parenting has both a direct and indirect impact on children’s psychological well-being through children’s emotion regulation. Overall, the study may shed light on a possible process in which positive parenting boosts a child’s emotional regulation and psychological well-being among preschoolers.
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Dehnashi, Delaram. "Predicting Children’s Mental Well-Being During COVID-19 Pandemic Based on Maternal Cognitive Emotion Regulation." Psychology and Behavioral Sciences 13, no. 5 (2024): 129–36. http://dx.doi.org/10.11648/j.pbs.20241305.14.
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Background: During the COVID-19 pandemic, the lack of warm, supportive, and positive relationships caused behavioral and psychological problems in children. This study aimed to predict the psychological well-being of primary school students during the COVID-19 pandemic based on parental self-efficacy and cognitive emotion regulation in mothers based on the mediating role of the parent-child relationship. Methods: The present applied research used a descriptive correlation in terms of data collection and analysis. This research was conducted on 385 cases, including students and their parents, who were selected using a random sampling method. The research instruments included the Reef&apos;s psychological well-being questionnaire (18 questions), Johnston and Mash parenting sense of competence scale, Garnefski&apos;s cognitive emotion regulation questionnaire, and Fine&apos;s parent-child relationship scale. Two psychology experts assessed the face validity of the questionnaires. Reliability of the questionnaires was measured using Cronbach’s alpha coefficients. SPSS software was used to analyze the data. Results: The average total scores of psychological well-being, parenting sense of competence, parent-child relationship, and cognitive emotion regulation were 68, 58.3, 72.1, and 61.4, respectively. Maternal cognitive emotion regulation was a significant predictor of the parent-child relationship (p&lt; 0.01). We found that parenting sense of competence and maternal cognitive emotion regulation were able to predict students&apos; psychological well-being through parent-child relationship during the COVID-19 pandemic. Conclusion: Increasing the level of parenting sense of competence and regulating parental emotions can improve the relationship between parents and their children.
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Purnomo, Reza Asep Adi, and Miftakhul Jannah. "The role of emotional regulation in predicting psychological well-being among physical education teachers." Journal Sport Area 10, no. 1 (2025): 97–108. https://doi.org/10.25299/sportarea.2025.vol10(1).20023.
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Background Problems: Physical education teachers play an important role in instilling an active lifestyle and social values. In relation to this important role, teachers need to have good emotional regulation and psychological well-being to support their teaching. There is a need for research that examines the involvement of emotional regulation in shaping the psychological well-being of physical education teachers. Research Objectives: The purpose of this research is to predict the role of emotion regulation on the psychological well-being of physical education teachers. Methods: Quantitative research was chosen as the research method with data processed using simple regression analysis. Research data were obtained from physical education teachers who are undergoing pre-service teacher training at a higher education institution. The questionnaire obtained data from 74 respondents and was processed on SPSS 26.0.0. Finding/Results: Based on the findings, it was discovered that emotional regulation negatively predicts psychological well-being. The meaning of these results is that the higher the emotional regulation, the lower the psychological well-being of physical education teachers. Conclusion: It is concluded that the negative coefficient of emotion regulation is able to predict the psychological well-being of physical education teachers. These findings differ from several previous studies. The results of this study, on the other hand, are also able to contribute to relevant parties by providing emotion regulation training strategies to enhance psychological well-being. In addition, the new findings recommend to other researchers to explore what types of emotion regulation strategies may lead to a decline in psychological well-being.
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Kim, Hyungjin. "The Structural Relationship among Communication Competences, Adaptive Cognitive Emotion Regulation Strategies and Psychological Happiness for Active Senior Golf Participants." Korean Society for Leisure Sciences 14, no. 2 (2023): 11–20. http://dx.doi.org/10.37408/kjls.2023.14.2.11.
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This study investigates the relationship among communication competences, adaptive cognitive emotion regulation strategies and psychological happiness for active senior golf participants. To achieve the goal of this study, frequency analysis, reliability analysis, confirmatory factor analysis, correlation analysis, and structural equating modeling were conducted in order to analyze data by using Windows SPSS 18.0 and AMOS 21.0. Main findings were as follows: First communication competences had a positive effect on adaptive cognitive emotion regulation strategies. Second, adaptive cognitive emotion regulation strategies had a positive effect on psychological happiness. Third, communication competences had a positive effect on psychological happiness. Fourth, adaptive cognitive emotion regulation strategies mediated the relationship between communication competences and psychological happiness. Therefore, in order to promote the psychological happiness of active seniors participating in golf, it is judged that it is important to create various exchange venues to improve communication skills, and furthermore, through the search and application of various psychological support programs, positive cognition can be achieved. Appropriate emotion regulation strategies should be converged.
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Büyüköksüz, Engin, and Rana Kayaalp-pehlivan. "Psychological Inflexibility, Mindfulness, Emotion Regulation, Self-compassion, and Anxiety in Adults: A Serial Mediation Model." Muğla Sıtkı Koçman Üniversitesi Eğitim Fakültesi Dergisi 12, no. 1 (2025): 107–34. https://doi.org/10.21666/muefd.1643883.
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This study examines the mediating roles of mindfulness, emotion regulation, and self-compassion in the relationship between psychological inflexibility and anxiety in adults. The research was conducted within the scope of a quantitative study using a cross-sectional design, and data were collected from 443 university students. Participants completed validated measurement instruments assessing psychological inflexibility, mindfulness, emotion regulation, self-compassion, and anxiety. Mediation analyses revealed that psychological inflexibility significantly predicted higher levels of anxiety and that this relationship was partially mediated by mindfulness, emotion regulation, and self-compassion. Specifically, psychological inflexibility was found to increase difficulties in emotion regulation and negatively affect mindfulness and self-compassion, which in turn contributed to higher anxiety levels. These findings highlight the importance of targeting psychological flexibility, mindfulness, emotion regulation, and self-compassion in clinical interventions aimed at reducing anxiety. The results provide empirical support for acceptance-based interventions, such as Acceptance and Commitment Therapy, in promoting psychological well-being.
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Ahn, I.-Hyeon, and Seyoung Kim. "The Mediating Effect of Emotion Regulation on the Relationship between Perceived Parental Psychological Support and Interpersonal Competence in College Students." Korean Journal of the Human Development 30, no. 4 (2023): 151–64. http://dx.doi.org/10.15284/kjhd.2023.30.4.151.
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The aims of this study are to verify the relationship between perceived parental psychological support, emotion regulation, and interpersonal competence in college students, and to confirm the mediating effect of emotion regulation in the relationship between pa-rental psychological support and interpersonal competency. The questionnaire used in the study included measures of perceived parental psychological support, interpersonal com-petence, and emotion regulation, and data were collected from 211 participants through an online survey. As a result of the study, a significant positive correlation was con-firmedbetween perceived parental psychological support, emotional regulation, and in-terpersonal competency(relationship building competency, leadership competency, and cooperation competency) in college students. Also, emotion regulation was confirmed to fully mediate the relationship between perceived parental psychological support and in-terpersonal relationship competencies(relationship building competency, leadership competency, and cooperation competency) in college students. Considering the results of this study, counseling or educational intervention to strengthen emotion regulation can be an effective strategy for improving college students' interpersonal competence.
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Pedersen, Darhl M. "Correlates of Privacy Regulation." Perceptual and Motor Skills 66, no. 2 (1988): 595–601. http://dx.doi.org/10.2466/pms.1988.66.2.595.
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The California Psychological Inventory and a Privacy Regulation Rating Scale were administered to 35 men and 40 women college students to estimate correlations between personality characteristics and attained privacy. The California Psychological Inventory measured 18 personality traits, and the rating scale assessed the amount of desired privacy actually achieved for six kinds of privacy: Reserve, Isolation, Solitude, Intimacy with Friends, Intimacy with Family, and Anonymity. Pearson product-moment correlations between the two sets of variables indicated distinct and meaningful personality profiles for people who were dissatisfied with their customary attainment of each kind of privacy. The profiles for men and women were dissimilar.
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Bakhmutova, Larysa. "Peculiarities of introducing self-regulation techniques into the training of Ukrainian Antarctic expedition members." Організаційна психологія Економічна психологія 2-3, no. 23 (2021): 7–17. http://dx.doi.org/10.31108/2.2021.2.23.1.
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Introduction. Extreme work and life conditions and a long stay in a small group working in a confined space critically affect the Ukrainian Antarctic expedition members' physical and psychological state, as well as the effectiveness of the entire expedition. To respond to these challenges, Antarctic expedition members need to be trained using special group and individual psychological techniques. Aim: to analyze the peculiarities of using self-regulation techniques during the Ukrainian Antarctic expedition members' psychological training. Methods: physical and psychological self-regulation techniques for Ukrainian Antarctic expedition members' psychological training. Results. The author has analyzed the content and features of physical and psychological self-regulation techniques, which are part of the complex training program «Psychological support for Ukrainian Antarctic Expedition members»and are included in the first training session «Individual psychological characteristics and physical and psychological conditions of candidates for long-term work in extreme environmental conditions and social isolation». Conclusions. The use of certain physical and psychological self-regulation techniques makes it possible to effectively prepare Antarctic station staff for long-term activities in the Antarctic conditions and maintain their physical and psychological health.
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Kozhan, A., and O. B. Tapalova. "COGNITIVE BASIS OF STUDENTS MOTIVATION AND PSYCHOLOGICAL STABILITY." BULLETIN Series Psychology 65, no. 4 (2020): 186–90. http://dx.doi.org/10.51889/2020-4.1728-7847.36.
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This article presents the study an achievement motivation and psychological stability their impact on development of the personal cognitive abilities in students of pedagogical high school. The analysis of the results shows that steady cognitive interest forms a stable motivation. The students with expressed achievement motivation preferred to work under the conditions of maximum stimulation of the achievement motive and strived to search for more effective methods of problem solutions. The importance of this research consists in that the relation, revealed between achievement motivations and cognitive interest of the students in general mechanism of mental regulation of training and education allows a teacher to identify the reference points of psychological training and education regulation, to have a psychologically reasoned impact on formation and perspectives
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Prokhorov, Aleksander O. "Situational aspects of mental regulation of psychic states." Theoretical and experimental psychology 16, no. 4 (2023): 13–27. http://dx.doi.org/10.11621/tep-23-26.
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Background. The study of psychological mechanisms and patterns of "conscious" regulation of psychic states turns us to the structures of consciousness and their functions in the regulatory process. These structures and mechanisms remain the least studied to date, while the need to understand the psychological mechanisms of self-regulation of states is extremely relevant, and knowledge about them is in demand in various situations of a subject’s life. Objective. The presented analytical article analyzes the concept of "situation" (approaches, principles, structure, levels, etc.) considered as a "psychological situation" and investigates its role in the actualization of the mental regulation of psychic states. Results. It is shown that psychological situation, through the formation of an impression, which is a cognitive-affective complex, “launches” the regulatory process, actualizing the structures of consciousness constituted by semantic, reflective, representative structures, experiences, and the Self system. The article provides an analysis of results of the situational conditioning of self-regulation of states among the employees of government institutions, in the process of teaching students, in difficult life situations (reversible and irreversible) as well as its impact on the activation of consciousness structures and, accordingly, on the operational means of regulation. Consideration is also given to the relationships between mental structures in the process of regulating the subject's states. Conclusion. The formation of functional structures "situation - mental structures - regulatory means - mental states" occurs in the process of psychic states regulation. The actualization of functional structures is due to the purpose of regulation - the need to change the state in accordance with requirements of the situation of the subject's life activity. Activation of the consciousness structures mediating the choice of operational means of regulation and their use leads to a change in the psychic state.
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Volzhentseva, I. V. "STRUCTURALLY-PSYCHOLOGICAL TRANSITION FROM REGULATION TO THE SELF-REGULATION OF PERSON’ MENTAL STATES BY EMOTION-GENIC MEANS." Innovative Solution in Modern Science 7, no. 34 (2019): 57. http://dx.doi.org/10.26886/2414-634x.7(34)2019.5.
Full textAbstract:
Polyfunctional regulation of students mental conditions are offered passively and actively reacting to stress in the emotionally-painted period of educational activity. The importance of transition tested from external regulation to self-regulation is emphasized. The process of structurally-psychological transition from mental states regulation by emotion-genic means to self-regulation is given. Essence and influence of destructive mental states for efficiency of intellectual activity within considered research is characterized. Process scheme of structurally-psychological transition from mental station regulation by emotion-genic means to self-regulation is offered and revealed. Conceptual device is specified, the essence and structurization of psychological phenomenon- emotion-genic self-regulation is revealed. Key words: technology innovation, polyfunctional regulation, destructive states, interoceptive and exteroceptive senses, emotional brain, the limbic system, hypothalamus, emotional self-regulation.
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Dork, Jennifer, Erin Mangan, Lawrence Burns, and Eugene Dimenstein. "Affective Instability: Impact of Fluctuating Emotions on Regulation and Psychological Well-Being." Behavioral Sciences 14, no. 9 (2024): 783. http://dx.doi.org/10.3390/bs14090783.
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Previous research has focused on understanding the occurrence of intense and fluctuating emotions and the ability to manage these emotions and affective states. These phenomena have been, respectively, labeled as affective instability and emotion regulation and have been studied among individuals diagnosed with borderline personality disorder (BPD), attention-deficit/hyperactivity disorder (ADHD), bipolar disorder (BD), and post-traumatic stress disorder (PTSD). Previous findings suggest that affective instability may be associated with poorer psychological well-being. The present study aims to investigate the general tendency of affective instability and capacity for emotional regulation among college students, regardless of a previous psychological diagnosis, and to understand the relationship between these processes and psychological well-being. Three questionnaires were administered to measure levels of affective instability, the ability to manage fluctuating affective states, and overall psychological well-being. The findings suggest that (1) individuals with diagnoses experience affective lability and difficulty regulating emotions at a greater rate than those without, (2) higher affective lability scores are consistent with more significant emotion dysregulation and lower overall psychological well-being, and (3) scores on the Affective lability Scale (ALS) and the Difficulties in Emotional Regulation Scale (DERS) are reliable predictors of one’s estimated Global Assessment of Functioning (GAF) scores. Although causation has not been established, the evidence suggests that individuals with diagnoses experience greater difficulty in regulating their emotions, have greater affective lability, and experience diminished psychological well-being and day-to-day functionality. Certain anecdotal evidence suggests that emotional lability can be endogenous and affect multiple aspects of an individual’s social, occupational, and personal life. By revising the existing literature and the present findings, the authors provide insights into the significance of endogenous factors in the context of affective lability and offer suggestions for future research.
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Nelia, BIHUN, CHORNA Olena, KOSTYK Liubov, RYHEL Olesia, HOIAN Ihor, and FEDYK Oksana. "Self-Sufficiency of the Personality as a Psychological Condition for the Development of Their Neuropsychological Self-Regulation in the Context of Practical Psychology." BRAIN. Broad Research in Artificial Intelligence and Neuroscience 13, no. 2 (2024): 16–29. https://doi.org/10.18662/brain/13.3/351.
Full textAbstract:
<em>The article presents a theoretical and methodological analysis of the study of self-sufficiency as a factor in the development of psychological self-regulation of the personality. It is proposed to define selfsufficiency as a complex personal formation, personality-regulatory property that has an effective system of influence on the activation of psychological self-regulation of the personality in ensuring subjective function in activities. The self-sufficiency of the personality as a psychological condition for the development of their psychological selfregulation in the context of practical psychology is considered. Selfsufficiency can be considered as a factor in the development of the system of psychological self-regulation of the personality and as a regulatory-personal property in the manifestations of self-sufficient character traits and conscious human activity. Neurobiological mechanisms of self-sufficiency and self-regulation have been considered. Under psychological selfregulation we can understand the process of development of self-sufficiency of the personality as the regulation of their activity in personal growth from “real self” to “ideal self”. Self-sufficiency as a personal potential of psychological self-regulation can have a developmental effect in the following coping strategies: self-help; cooperation; personal and professional growth; autonomy; self-acceptance. In case of deformation and imbalance of the self-regulation system, neuro-psychocorrection is offered. Sociopsychological trainings have been proposed for the development of personal growth and development of self-sufficiency as a personal potential of effective psychological self-regulation. </em>