Academic literature on the topic 'Self-regulatory strategies'
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Journal articles on the topic "Self-regulatory strategies"
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Robinson, Stephanie A., Elizabeth H. Rickenbach, and Margie E. Lachman. "Self-regulatory strategies in daily life." International Journal of Behavioral Development 40, no. 2 (2015): 126–36. http://dx.doi.org/10.1177/0165025415592187.
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The effective use of self-regulatory strategies, such as selection, optimization, and compensation (SOC) requires resources. However, it is theorized that SOC use is most advantageous for those experiencing losses and diminishing resources. The present study explored this seeming paradox within the context of limitations or constraints due to aging, low cognitive resources, and daily stress in relation to everyday memory problems. We examined whether SOC usage varied by age and level of constraints, and if the relationship between cognitive resources and memory problems was mitigated by SOC usage. A daily diary paradigm was used to explore day-to-day fluctuations in these relationships. Participants ( n=145, ages 22 to 94) completed a baseline interview and a daily diary for seven consecutive days. Multilevel models examined between- and within-person relationships between daily SOC use, daily stressors, cognitive resources, and everyday memory problems. Middle-aged adults had the highest SOC usage, although older adults also showed high SOC use if they had high cognitive resources. More SOC strategies were used on high-stress compared to low-stress days. Moreover, the relationship between daily stress and memory problems was buffered by daily SOC use, such that on high-stress days, those who used more SOC strategies reported fewer memory problems than participants who used fewer SOC strategies. The paradox of resources and SOC use can be qualified by the type of resource-limitation. Deficits in global (cognitive) resources were not tied to SOC usage or benefits. Conversely, under daily constraints tied to stress, the use of SOC increased and led to fewer memory problems.
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Dr., V. Sreekumar* &. Dr. Suprabha K**. "SELF-REGULATORY LEARNING STRATEGIES FOR SCIENCE LEARNING." International Journal of Interdisciplinary Research in Arts and Humanities (IJIRAH) 7, no. 1 (2022): 57–60. https://doi.org/10.5281/zenodo.7951304.
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Self- regulation of learning is a fundamental element for learning. Self-regulated learners engage in actions, thoughts and behaviours in order to pursue determined tasks. According to Bandura, self-regulation encompassed an essential component of humanness with self-control of individuals over their situations, environment and contexts. Individuals are not subjected to stimulus control; rather they exercise cognitive, emotional, and behavioural power over their surroundings. The key issue defining learning as self-regulated is not whether it is socially isolated, but rather whether the learner displays personal initiative, perseverance, and adaptive skill in pursuing it. A self-regulated learning perspective shifts the focus of educational analyses from student learning abilities and environments at school or home as fixed entities to students personally initiated strategies designed to improve learning outcomes and environments.
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Hennecke, Marie, Thomas Czikmantori, and Veronika Brandstätter. "Doing despite Disliking: Self–Regulatory Strategies in Everyday Aversive Activities." European Journal of Personality 33, no. 1 (2019): 104–28. http://dx.doi.org/10.1002/per.2182.
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We investigated the self–regulatory strategies people spontaneously use in their everyday lives to regulate their persistence during aversive activities. In pilot studies (pooled N = 794), we identified self–regulatory strategies from self–reports and generated hypotheses about individual differences in trait self–control predicting their use. Next, deploying ambulatory assessment ( N = 264, 1940 reports of aversive/challenging activities), we investigated predictors of the strategies’ self–reported use and effectiveness (trait self–control and demand types). The popularity of strategies varied across demands. In addition, people higher in trait self–control were more likely to focus on the positive consequences of a given activity, set goals, and use emotion regulation. Focusing on positive consequences, focusing on negative consequences (of not performing the activity), thinking of the near finish, and emotion regulation increased perceived self–regulatory success across demands, whereas distracting oneself from the aversive activity decreased it. None of these strategies, however, accounted for the beneficial effects of trait self–control on perceived self–regulatory success. Hence, trait self–control and strategy use appear to represent separate routes to good self–regulation. By considering trait– and process–approaches these findings promote a more comprehensive understanding of self–regulatory success and failure during people's daily attempts to regulate their persistence. © 2018 European Association of Personality Psychology
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Medico, Lorelyn, and Jennelyn Lacar-Raymundo. "Self-regulatory Writing Strategies of ESL Pre-service Teachers." International Journal of Linguistics, Literature and Translation 8, no. 5 (2025): 743–73. https://doi.org/10.32996/ijllt.2025.8.5.27.
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In the context of post-pandemic education, teachers are implementing novel pedagogical methodologies to enhance the support provided to learners in cultivating vital English communication competencies, particularly in the domain of writing. The acquisition of a second language (L2) writing remains a multifaceted skill, and recent declines in writing proficiency of college students, primarily ascribed to the constraints and inconsistencies inherent in online learning environments, have exacerbated these formidable challenges. Hence, the investigation of self-regulatory writing strategies is imperative, as these strategies are instrumental in facilitating learners' progression towards becoming autonomous, reflective, and proficient writers—specifically within an L2 setting. This study examined the level of utilization and the differences in self-regulatory writing strategies among 230 ESL pre-service teachers across four campuses of Isabela State University, based on their profile variables. Employing a descriptive-comparative design, the data were gathered through validated questionnaires and substantiated by semi-structured interviews and document analysis. The outcomes indicated that sex did not significantly influence the overall self-regulatory writing strategies, although it affected certain specific strategies, suggesting that while instructional approaches do not necessarily need to be differentiated broadly based on sex, there are values in addressing nuanced preferences in particular strategies utilized by male and female students. In contrast, year level showed significant differences in the application of various self-regulatory practices, highlighting that strategies are progressively introduced and reinforced to match students’ developmental phases and academic demands. Ultimately, the students exhibited a generally positive engagement with self-regulatory strategies, though domains such as peer learning and artificial intelligence integration remained underutilized, which posited a critical area for improvement in writing pedagogy.
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BOWN, JENNIFER. "Self-Regulatory Strategies and Agency in Self-Instructed Language Learning: A Situated View." Modern Language Journal 93, no. 4 (2009): 570–83. http://dx.doi.org/10.1111/j.1540-4781.2009.00965.x.
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Nureeva, Liliya, Karen Brunsø, and Liisa Lähteenmäki. "Exploring self-regulatory strategies for eating behaviour in Danish adolescents." Young Consumers 17, no. 2 (2016): 155–67. http://dx.doi.org/10.1108/yc-10-2015-00565.
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Purpose Healthy eating behaviour in adolescence may be negatively affected by lack of self-regulation. The purpose of this paper is to discuss strategies for regulating eating behaviour as formulated by adolescents themselves. Design/methodology/approach Self-regulatory strategies were elicited with concept mapping, which is a group-based method. Three meetings were conducted with each of four school classes in Denmark. Participants in the 12-15-year age group were recruited for the study. At the first meeting, participants had to complete the phrase “Things I can do to ensure my healthy eating are: […]”. At the second meeting, participants had to group the statements. At the third meeting, the results were discussed with participants. Findings The results suggest that adolescents’ knowledge about healthy and unhealthy eating is in line with the official guidelines provided by health organisations. Adolescents made 142 statements about things they could do to ensure healthy eating; the statements were grouped by adolescents, and 12 strategies were formulated: following nutrition recommendations, developing own rules, making healthy deals with oneself, ensuring the right balance and regularity of food intake, awareness: remember to eat healthy, thinking of consequences, good advice for shopping and cooking, seeking help from parents, influencing family and others, avoiding temptations, replacing unhealthy food with a healthier option and reducing the amounts of unhealthy food in diet. Practical implications Focusing on improving adolescents’ self-regulatory skills in the domain of eating behaviour is a promising approach in developing future interventions. Originality/value The present article explores self-regulatory strategies for eating behaviour in adolescence and discusses their relevance.
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Sassenberg, Kai, Paige C. Brazy, Kai J. Jonas, and James Y. Shah. "When Gender Fits Self-Regulatory Preferences." Social Psychology 44, no. 1 (2013): 4–15. http://dx.doi.org/10.1027/1864-9335/a000095.
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Females are perceived to have less power than males. These differences in perceived power might render different self-regulatory strategies appropriate: Women should (as members of other low-power groups) care about security, whereas men should (as members of other high-power groups) strive for accomplishment. These regulatory implications of gender provide the basis for regulatory fit between individuals’ gender and their regulatory focus. Higher fit should lead to stronger gender-based ingroup favoritism: Prevention-focused females and promotion-focused males were expected to show more ingroup favoritism than both sexes in the respective other regulatory focus. According to the regulatory fit hypothesis, this effect should occur for evaluative- but not for stereotype-based ingroup favoritism. Three studies supported these hypotheses.
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GÜRSEL, Gamze, Filiz Tuba DIKKARTIN ÖVEZ, and Gülcan ÖZTÜRK. "High school students’ level of mathematics anxiety and use of self-regulatory learning strategies." Acta Didactica Napocensia 16, no. 1 (2023): 170–81. http://dx.doi.org/10.24193/adn.16.1.12.
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"We aimed to examine high school students’ level of mathematics anxiety and use of self-regulatory learning strategies as a function of different variables and to examine the correlation between these variables. The sample consisted of 330 students at 11th and 12th grades from three different high schools in the west of Turkey. We used the Revised Mathematics Anxiety Rating Scale, Self‐Regulatory Strategies Scale, and a personal information form. We found that female students’ level of mathematics anxiety and use of self‐regulatory learning strategies were higher than male students. Moreover, we found that 11th grade students had higher mathematics anxiety than 12th grade students and that there is a significant difference in students’ level of mathematics anxiety by mathematics achievement. In contrast, use of self-regulatory learning strategies did not demonstrate a significant difference by mathematics achievement scores. We found no correlation between students’ level of mathematics anxiety and use of selfregulatory learning strategies."
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Nursyarah, Vera, Nur Arifah Drajati, and Ngadiso Ngadiso. "EFL Student-Teachers' Voice in Using Self-Regulated Behavior Strategies in Extensive Listening Activities." EDULANGUE 2, no. 2 (2019): 98–116. http://dx.doi.org/10.20414/edulangue.v2i2.1246.
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Self-regulated learning skills are essential for students since self-regulated learners are more responsible for their own learning. Drawing on Zimmerman’s (2000) framework regarding self-regulation, this narrative study looked closely into self-regulatory behaviors of English student-teachers and the ways they regulated their Extensive Listening activities. The data were gathered from students’ learning journals and semi-structured interview. Two EFL student-teachers from an English department of an Indonesian University who were successfully managing their consistency in their Extensive Listening activities were selected as the participants. The findings showed that EFL student teachers used their self-regulatory behavior strategies in different cyclical phases (forethought, performance or volitional control, and self-reflection) in Extensive Listening activities. By experiencing and knowing what self-regulatory behavior strategies they use and how they are used, English student-teachers are expected to be able to transmit their knowledge of self-regulation in learning to their students in the future of ELT teaching.
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Olha, Ihumnova. "EMPIRICAL STUDY OF COPING-BEHAVIOR STRATEGIES AND SELF-REGULATORY STUDENTS-PSYCHOLOGISTS." Scientic Bulletin of Kherson State University. Series Psychological Sciences, no. 2 (September 22, 2019): 57–64. http://dx.doi.org/10.32999/ksu2312-3206/2019-2-8.
Full textDissertations / Theses on the topic "Self-regulatory strategies"
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Bednall, Timothy Colin Psychology Faculty of Science UNSW. "Effects of self-regulatory aids on autonomous study." Publisher:University of New South Wales. Psychology, 2009. http://handle.unsw.edu.au/1959.4/43360.
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The experiments described in this thesis tested whether encouraging the use of self-regulatory learning strategies enhances the effectiveness of autonomous study for novices in a learning domain. Previous research and theory have suggested that high-achieving students are proficient at self-regulating their learning, and they do so using a range of learning strategies for planning their study, monitoring the effectiveness of their efforts and elaborating their knowledge. Information processing theories of instructional design suggest that learning is optimal when working memory load is managed effectively. Accordingly, methods have been devised for reducing load associated with unnecessary task requirements, as well as dedicating additional capacity to the construction and automation of knowledge schemas. Less is known, however, about instructional methods for encouraging self-regulatory learning strategies. Experiments 1, 2 and 4 examined the effect of encouraging participants to reflect on their understanding of topics they had been taught previously. Although these participants were able to accurately estimate their level of understanding in some situations, they failed to consistently use this knowledge to guide their study of topics they had previously understood poorly. In light of this finding, Experiments 3 and 5 examined the effect of encouraging participants to plan a free study period, with the direction to prioritise the topics that they had understood the least well. This intervention had a modest positive effect on post-test performance. Experiment 6 examined the effect of encouraging two elaborative strategies, namely explanation generation and summarisation. The former benefited performance, whereas the effectiveness of the latter depended on the comprehensiveness of the summaries produced by the participants. Finally, Experiment 7 examined the effect of providing broad-spectrum instruction in learning strategies, with minimal requirements to engage in specific strategies. This intervention resulted in an overall benefit to performance. Overall, the results of this dissertation suggest that certain instructional aids for self-regulation yield benefits to the autonomous study by domain novices without overburdening working memory.
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Homewood, Helen. "An investigation of the relationship between levels of uncertainty, illness representations, coping strategies, psychological and physical functioning in chronic illness." Thesis, University of East Anglia, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368283.
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Objectives: Theoretical models have helped conceptualise how individuals appraise and make sense of chronic illness and its psychological impact. Little attention has been given to the impact of uncertainty on this process. The objective was to investigate the relationship between levels of uncertainty, illness representations, coping, psychological and physical functioning in two chronic illnesses. The Self-Regulatory Model (SRM, Leventhal, Meyer & Nerenz, 1980) was used as a theoretical framework. Design: A cross-sectional design was used. It was hypothesised that a clear medical diagnosis would reduce levels of uncertainty and increase illness representations regarding control of symptoms. It was also hypothesised that high levels of uncertainty would independently predict increased psychological distress. Method: Patients suffering from chronic spinal pain and rheumatoid arthritis were recruited from local clinical departments. The levels of uncertainty, illness representations, coping strategies, mood and physical functioning of 85 participants were assessed using standardised questionnaires. Results: Chronic pain patients were found to have greater levels of uncertainty and psychological distress than rheumatoid arthritis patients. Rheumatoid arthritis patients had stronger beliefs about control of their condition. Uncertainty was not found to be a significant independent predictor of anxiety or depression. However, there appeared to be a degree of overlap between the variables of uncertainty and control beliefs. Conclusions: The findings highlight a complex relationship between the aspects of the SRM and uncertainty, with many components impacting on each other. Although levels of uncertainty were not found to be predictive of psychological distress, it is an area that warrants further investigation in order to understand how patients manage uncertainty. Within a clinical setting, issues of uncertainty should be addressed at all levels of care, maximising the patient's control beliefs, reducing the impact of uncertainty on their cognitive, emotional and physical functioning.
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Agafonoff, Annabel, and n/a. "The encouragement of reflective writing through the development of self-regulation in planning and producing text." University of Canberra. Professional & Community Education, 1997. http://erl.canberra.edu.au./public/adt-AUC20060529.155349.
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The dual problem space model of writing (Scardamalia, Bereiter and Steinbach,
1984) shows how writers develop their knowledge and understanding of the world
by reflecting on problems of substance and problems of presentation in planning a
composition. Reflective thought is attributed to a two-way communication
between a content problem space and a rhetorical problem space. The content
space involves the development of ideas, while the rhetorical space is concerned
with achieving various purposes in composition.
This thesis reports an instructional experiment comparing alternative approaches to
teaching the self-regulatory strategies required for the two-way process of
reflection. The experiment compared the dialogue approach of current practice,
which relies on the teacher to provide the linking operations between the two
problem spaces, with two experimental approaches which promote development of
self-regulatory strategies of reflection, so that students are able to sustain such a
two-way process independently. The experimental approaches are described as a
guided discovery approach proposed by Evans (1991) and an approach described
as cognitive apprenticeship developed by Scardamalia, Bereiter and Steinbach
(1984).
Three instructional programs were prepared by the author to represent the three
alternative approaches examined in the present study. The control program utilised
the dialogue approach of current practice in which the dialectical process is carried
on between teacher and student. The two experimental programs focused on promoting processes of self-questioning rather than questioning by an external
agent such as a teacher. The guided discovery program consisted of activities
which prompted self-questioning processes. The cognitive apprenticeship program
employed scaffolding in the form of procedural facilitation cues to stimulate the
self-questioning process.
A pre-test and post-test control group design was used involving three groups, two
experimental (guided discovery and cognitive apprenticeship) and one control
(dialogue), with instructional method as the independent variable and rated
reflectiveness of writing as the dependent variable. Instruction was concentrated on
teaching the two-way problem formulating and problem solving strategies of the
reflective process for opinion essays and factual exposition essays. The experiment
compared the effectiveness of programs by measuring changes in overall
reflectiveness of writing. Significant improvements were obtained for the
experimental teaching methods withrespect to opinion essays. This research
provided some support for the hypothesis that instruction which fosters self-regulation
of the planning process through processes of reflection results in more
reflective writing than instruction in which such regulation is prompted by the
teacher.
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Proudfoot, Candice. "An analysis of the relationship between writing skills and Short Messaging Service language : a self–regulatory perspective / Candice Proudfoot." Thesis, North-West University, 2011. http://hdl.handle.net/10394/4937.
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Self–regulation in writing is viewed as critically important in order to be a good writer. With the
advent of cellular telephony, what passes as ‘good’ writing is being challenged with the
introduction of the abbreviated form of SMS (Short Messaging Service) language. The
purpose of this study was to determine the nature of the changes in SMS spelling and
whether or not these changes affected the participants’ spelling age and their ability to write
formally within the context of a formal SMS and the English language class. This study also
aimed to determine whether a relationship exists between self–regulatory skills and writing in
SMS.
A sequential explanatory mixed–method research design was selected in order to address
the research questions which had been posed. The study examined the nature of Short
Messaging Service (SMS) language and the relationship between self–regulation and SMS,
using a dominant quantitative survey design which was followed by a qualitative phase which
explored and explained the phenomena which had been exposed in the quantitative phase of
this study.
The results of this study indicated that SMS language is an abbreviated form of digital
writing, which is colloquial and informal in nature. SMS language is used in SMS text
messages and within the forum of the chatroom MXit. The results also indicated that the
participants in this study use the self–regulatory strategies of goal setting, strategic planning,
self–recording, self–evaluation and self–reaction when writing SMS text messages that are
more formal in nature. Furthermore, no evidence of SMS language could be found in an
analysis of writing portfolios, indicating that SMS language does not affect the academic
writing skills of the participants in this study.
The main conclusion was that although this study was completed on a very small scale and
that it would be inappropriate to generalise, the implementation of and research regarding
the nature of SMS and self–regulation in SMS writing, require attention in order to ensure that
the self–regulatory skills possessed by learners in our schools are used optimally in order to
promote literacy and good writing practices.<br>Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.
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Kehl, Valerie A. "A study to examine the relationship between self-regulatory resource management strategies and academic achievement in student veterans with PTSD symptoms." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1602387.
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<p> This study was conducted to investigate the relationship between the use of self-regulatory resource management strategies and academic achievement in student veterans with PTSD symptoms. There have been several studies conducted pertaining to the transitional issues veterans face while enrolling in education and self-reports of veteran’s perceived support from faculty and the adequacy of campus resources. There have not been any studies performed to evaluate why some veteran students excel in post secondary education while others fail to succeed. </p><p> Twenty-five veterans were recruited through email to participate in a three-part questionnaire survey. In veterans students it can be concluded that there is a correlation between individual questions related to GPA and the Resource Management Strategies, combat experiences and PTSD symptoms, number of deployments and PTSD symptoms, combat experience, number of deployments, and PTSD symptoms. However, there is no significant correlation between the average of the Resource Management Strategies and GPA.</p>
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Sassenrath, Claudia Chantal [Verfasser], and Kai [Akademischer Betreuer] Sassenberg. "Difference matters! How Different Self-Regulatory Strategies and a Bodily Grounded Experience Enhance Perspective Taking Performance by Facilitating Self-Other Differentiation / Claudia Chantal Sassenrath ; Betreuer: Kai Sassenberg." Tübingen : Universitätsbibliothek Tübingen, 2012. http://d-nb.info/1162699574/34.
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Sharpe, Rebecca E. B. "To be or not to be, is loyalty the question? Self-regulatory strategies and their effect on goal striving and intent: A customer loyalty programme perspective." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/111564/1/Rebecca_Sharpe_Thesis.pdf.
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Building upon extant research regarding goal intentions, implementation intentions and the self-regulation construct of action orientation, this thesis explored their collective application to a previously unresearched domain; that of customer loyalty programmes. This was done by introducing, and testing, how individuals are effected on their path to loyalty programme rewards achievement by factors, both in and out of their control. In doing so, the role of intentions, as a protagonist of loyalty programmes, was considered both academically and practically. Recommendations for future research and practice were made.
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Torres, Núñez Pablo Enrique. "The culturally adaptive functionality of self-regulation : explorations of children's behavioural strategies and motivational attitudes." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/275666.
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The present study aimed to explore the culture specificity of student self-regulation and its supporting motivational attitudes. Specifically, it enquired about similarities and differences between Chilean and English 8 to 9 year-old students in terms of their expression of self-regulatory behaviours, the psychological factors underlying these behaviours, and the functionality of these behaviours for task performance. It also compared student adoption of achievement motivational attitudes as well as the functionality of these attitudes for investment of effort and self-regulatory activity between cultures. Finally, the role of classroom cultures for self-regulation was studied. In particular, it examined the effects of classrooms and the quality of teacher talk (teacher-to-student communicative interactions/demands), such as teacher ‘regulatory talk’ and ‘socio-motivational talk’, on student self-regulation. A quantitative approach to the analysis of qualitative data (i.e. videos of student behaviour engaged in 11 to 13 experimental tasks, semi-structured interviews, videoed literacy lessons) was adopted. Eight classrooms situated in different schools from Chile and England were part of the study. In total, 8 teachers and 49 students – one teacher and six to seven students per classroom – took active part in the study. Qualitative data was primarily analysed using observational scales (for student behaviour), thematic analysis (for interview data), as well as socio-cultural discourse analysis (for videoed lessons). Statistical techniques, such as Mann Whitney U test, Factor Analysis, Multinomial logistic regressions, and Multilevel regressions were then applied on numerical transformations of the data. Overall, results suggest that self-regulation and achievement motivational attitudes vary to important extents according to culture. Most interestingly, these varied between cultures not so much in terms of the degree to which children used or adopted them, but rather in terms of their functionality. Some key findings supporting this conclusion were: i) Strong similarities between English and Chilean children’s levels of self-regulatory behaviours; ii) substantial differences across country samples in relation to the psychological factors underlying the expression of specific self-regulatory behaviours; iii) the finding of evaluative actions being self-regulatory in England but not in Chile; iv) a higher variety of self-regulatory behaviours being predictive of task performance in England than in Chile; v) the fact that learned self-regulatory behaviours accounted for effects of effective metacognitive control on task performance in England but not Chile; vi) some important differences in the achievement motivational attitudes expressed by Chilean and English students; and vii) culture-specific functionalities of various achievement motivational attitudes with respect to student effort and self-regulatory behaviours. Moreover, results suggest that some aspects of children’s self-regulation and motivational attitudes develop as tools to adapt to classroom cultures, specifically to the learning interactions/demands socially afforded by teacher talk. Among key findings supporting this conclusion were: i) effects of classrooms on children’s cognitive, social, and motivational self-regulation behavioural strategies, and ii) clear effects of teacher ‘regulatory talk’ (e.g., teacher ‘self-regulatory talk’ predicting more planning and asking for clarifications in students) and ‘socio-motivational talk’ (e.g., teacher ‘talk against self-efficacy’ predicting higher dependency-oriented help-seeking in students) on those behaviours with respect to which classrooms were found to matter. Thus a theory about the culturally adaptive functionality (CAF) of self-regulation and motivational attitudes supporting self-regulation is developed throughout the thesis.
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Glaser, Cornelia. "Förderung der Schreibkompetenz bei Grundschülern : Effekte einer integrierten Vermittlung kognitiver Schreibstrategien und selbstregulatorischer Fertigkeiten." Phd thesis, Universität Potsdam, 2004. http://opus.kobv.de/ubp/volltexte/2005/217/.
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In Anlehnung an das Self-Regulated-Strategy-Development-Modell von Harris und Graham (1996) wurde das Selbstregulatorische Aufsatztraining (SAT) zur Förderung der Schreibkompetenz bei Grundschülern der 4. und 5. Klasse entwickelt. SAT integriert die Vermittlung von Schreibstrategien (hier: „Erzählendes Schreiben“) mit Merkmalen selbstgesteuerten Lernens (Zielsetzung, strategisches Planen, Selbstbewertung und Selbstkorrektur).
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Die Wirksamkeit des Trainings wurde in drei Studien untersucht: 1. Eine Pilotstudie diente der Überprüfung der prinzipiellen Eignung von SAT zur Förderung von Schreibleistungen bei Grundschülern der 5. Klassen (N = 42) und der Optimierung seiner Teilkomponenten und Vorgehensweisen. 2. In der Hauptuntersuchung wurden die Effektivität und Nachhaltigkeit des SAT-Programms bei Schülern der 4. Klasse (N = 154) im Vergleich zu zwei Bedingungen getestet: (a) der isolierten Einübung von Schreibstrategien (Aufsatztraining) und (b) konventionellem Aufsatzunterricht (Unterrichtskontrollgruppe). 3. In einer weiteren Studie wurde die Wirksamkeit des Trainings speziell bei Schülern mit ungünstigen Lernvoraussetzungen überprüft; die Studie diente zudem der Illustration des dabei gewählten Vorgehens am Einzelfall (N = 6).
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Die ermittelten Befunde sprechen übereinstimmend dafür, dass die Kombination aus strategischem plus selbstregulatorischem Training (SAT) die stärksten und nachhaltigsten Effekte auf die Schreibleistung erzielt. Der Trainingseffekt generalisiert zudem auf die Erinnerungsleistung bei der freien Wiedergabe einer Kurzgeschichte. Schüler mit schwachen Aufsatzleistungen und ungünstigen Lernvoraussetzungen profitieren von dem SAT-Programm in besonderem Maße.
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In der Diskussion werden Aufgaben für die zukünftige Forschung erörtert. Forschungsbedarf besteht u.a. hinsichtlich (a) einer stärkeren Verknüpfung von Schreibtrainings mit der kognitionspsychologischen Forschung; (b) der Dekomposition und gezielten Überprüfung der einzelnen Trainingskomponenten; (c) der Ausweitung des SAT-Programms auf andere Textgenre; (d) der Integration verfeinerter Revisionsstrategien in das Förderprogramm; und (e) dessen Implementierung in den Regelunterricht.<br>Extending on Harris and Graham′s (1996) Self-Regulated-Strategy-Development-Model, I designed an curriculum-integrated intervention program (SAT) to promote the composition skills of elementary school-age students. SAT combines the instruction of task strategies required to write good narratives with the explicit instruction of self-regulation procedures (goal setting, strategic planning, self-evaluation, self-correction).
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Three studies examined the effectiveness of the training: 1. A pilot study investigated the viability of the SAT-program among 5th graders (N = 42) and served to refine its components and procedures. 2. In a sample of 4th graders (N = 154), the main study tested the strength and stability of the SAT effects in relation to two comparison groups: (a) Students who were taught the same set of task strategies but received no instruction in self-regulation procedures (strategy-only condition); (b) students who received conventional classroom teaching in composing (control condition). (3.) A third study served to examine the effectiveness of the SAT-program in a group of low achieving 5th graders and to illustrate its instructional steps in a number of single cases (N = 6).
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Results obtained from these studies converge in showing that a writing program that conjointly addresses both task strategies and self-regulation procedures (SAT) is most effective in producing strong and lasting effects on elementary school students′ composing skills and generalization performance. Among all students, low achievers were most likely to benefit from the SAT-program.
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The discussion highlights a number of issues for future research on writing. Specifically, it is argued that there is a need to (a) further explore the cognitive and meta-cognitive processes underlying good writing, (b) examine the effectiveness of specific training components incorporated in the present version of SAT, (c) crossvalidate the reported SAT effects with respect to various writing genre, (d) incorporate more elaborated revision strategies into the training program, and (e) implement components and procedures specified in SAT into conventional classroom teaching.
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Urmanbetova, Asel. "Three essays on evolving regulatory climates and market adjustment strategies." Diss., Georgia Institute of Technology, 2015. http://hdl.handle.net/1853/53949.
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This dissertation consists of three empirical analyses examining the interactive and evolving nature of government regulations and how the regulated industries respond to the changes in the regulatory climate. Using the U.S. pulp and paper mills as an example, the three essays bring together a number of strands of literature in environmental economics and policy studies discussing how changes in the U.S. environmental policy are shaped by industry concerns and which strategies firms choose in order to adjust to the changes in policy. Essay 1 examines if, in addition to the standard input factors, indirect costs associated with tax and environmental policies affect papermakers’ ‘stay put’ investment decisions. The findings suggest that state environmental stringency has a negative impact on investments, but it is statistically insignificant and higher taxes do not deter investments. The Essay 2 studies whether voluntary abatement and prevention efforts at pulp and paper mills affects regulatory stringency they face. The analysis tests the hypotheses of ‘responsive regulation’ and whether regulators are driven by numerical pollution targets or budgetary constraints. The findings suggest that voluntary pollution abatement and prevention have greater impact on regulatory stringency than government budgets. Finally, Essay 3 analyzes the relationship between pollution prevention (P2) policy instruments and adoption of P2 modifications. The study tests the hypotheses of whether P2 policy instruments have positive impact on P2 adoptions. The results suggest that the policy instruments have different effects on different types of P2 modifications and that regulatory and political threat is a strong predictor of P2 adoptions.
Books on the topic "Self-regulatory strategies"
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Helena, Seli, ed. Motivation and learning strategies for college success: A self-regulatory approach. 4th ed. Routledge, 2012.
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van Hooft, Edwin. Self-Regulatory Perspectives in the Theory of Planned Job Search Behavior: Deliberate and Automatic Self-Regulation Strategies to Facilitate Job Seeking. Edited by Ute-Christine Klehe and Edwin van Hooft. Oxford University Press, 2016. http://dx.doi.org/10.1093/oxfordhb/9780199764921.013.31.
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Because job search often is a lengthy process accompanied by complexities, disruptions, rejections, and other adversities, job seekers need self-regulation to initiate and maintain job search behaviors for obtaining employment goals. This chapter reviews goal/intention properties (e.g., specificity, proximity, conflicts, motivation type) and skills, beliefs, strategies, and capacities (e.g., self-monitoring skills and type, trait and momentary self-control capacity, nonlimited willpower beliefs, implementation intentions, goal-shielding and goal maintenance strategies) that facilitate self-regulation and as such may moderate the relationship between job search intentions and job search behavior. For each moderator, a theoretical rationale is developed based on self-regulation theory linked to the theory of planned job search behavior, available empirical support is reviewed, and future research recommendations are provided. The importance of irrationality and nonconscious processes is discussed; examples are given of hypoegoic self-regulation strategies that reduce the need for deliberate self-regulation and conscious control by automatizing job search behaviors.
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Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2017.
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Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2018.
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Hiller, Suzanne E. Mastering Science with Metacognitive and Self-Regulatory Strategies: A Teacher-Researcher Dialogue of Practical Applications for Adolescent Students. Nova Science Publishers, Incorporated, 2020.
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Alexander, Patricia A., Emily M. Grossnickle, Denis Dumas, and Courtney Hattan. A Retrospective and Prospective Examination of Cognitive Strategies and Academic Development. Edited by Angela O'Donnell. Oxford University Press, 2018. http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.23.
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This article offers a retrospective and prospective analysis of the role of cognitive strategies in students’ academic development over the past 25 years. The focus is on those processes that individuals employ to advance their own learning and understanding (learning strategies) and, to a lesser degree, those procedures applied to regulate and monitor that learning and understanding (metacognitive or self-regulatory strategies). Drawing on a groundbreaking review from 1988, the article examines how students’ epistemic beliefs—their beliefs about knowing and knowledge—may affect strategic engagement. It also considers students’ motivations or emotions that accompany learning and academic development and, therefore, strategic processing. Finally, it describes strategies associated with online learning, the barriers to being strategic in classrooms, and situations in which teachers and students can foster strategic thinking.
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3rd, De Keesee Wen. Bioscience Regulatory Law: Procedures and Strategies. International Society of Law & the Biosciences Inc., 2021.
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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602482.001.0001.
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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have shown that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST. It includes worksheets to aid therapists in treatment planning. Detailed descriptions of the core SST interventions, which are conducted during a 16-week course of therapy, are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples; it includes worksheets that can be used by the client to enhance learning and at-home application of the skills.
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Eddington, Kari M., Timothy J. Strauman, Angela Z. Vieth, and Gregory G. Kolden. Self-System Therapy for Depression. Oxford University Press, 2017. http://dx.doi.org/10.1093/med-psych/9780190602512.001.0001.
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Self-system therapy (SST) for depression is a structured, short-term, evidence-based treatment approach that targets motivational deficits in depression. The treatment is grounded in an extensive research literature on self-regulation, and it translates that empirical work into therapeutic strategies aimed at enhancing effective goal pursuit in clients with depression. Studies have demonstrated that SST is superior to cognitive therapy for depressed clients with specific self-regulatory deficits and have shown that SST works in part by restoring adaptive self-regulation. Presented in a simplified format, the Therapist Guide provides clinicians with the critical theoretical background that forms the foundation of SST and includes worksheets to aid in treatment planning. The core SST interventions are presented within a 16-week course of therapy. Detailed descriptions of these interventions are provided along with an optional module for managing perfectionism, which is prevalent among clients with depression. The accompanying Client Workbook explains the core SST concepts using concrete examples and includes worksheets that can be used to enhance learning and at-home application of the skills.
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Brunzell, Tom, and Jacolyn Norrish. Creating Trauma-Informed, Strengths-Based Classrooms. Jessica Kingsley Publishers, 2021. https://doi.org/10.5040/9781805015543.
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With accessible strategies grounded in trauma-informed education and positive psychology, this book equips teachers to support all students, particularly the most vulnerable. It will help them to build their resilience, increase their motivation and engagement, and fulfil their full learning potential within the classroom. Trauma-informed, strengths-based classrooms are built upon three core aims: to support children to build their self-regulatory capacities, to build a sense of relatedness and belonging at school, and to integrate wellbeing principles that nurture growth and identify strengths. Taking conventional approaches to trauma one step further, teachers may create a classroom environment which helps students to meet their own needs in a healthy way and progress academically. Based on the successful Berry Street education strategies pioneered by the authors, this book also includes comprehensive case studies, learning points and opportunities for self-reflection, fully supporting teachers to implement these strategies within the classroom.
Book chapters on the topic "Self-regulatory strategies"
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Sassenberg, Kai, and Michael L. W. Vliek. "Self-Regulation Strategies and Regulatory Fit." In Social Psychology in Action. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13788-5_4.
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Allen, Heather Willis. "Self-regulatory strategies of foreign language learners." In Language Learning & Language Teaching. John Benjamins Publishing Company, 2013. http://dx.doi.org/10.1075/lllt.37.03wil.
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Motsi-Omoijiade, Immaculate Dadiso. "Reflexive strategies for enhancing and supporting internal self-regulatory mechanisms." In Cryptocurrency Regulation. Routledge, 2022. http://dx.doi.org/10.4324/9781003254164-6.
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Milosevic, Mina, Nicholas A. Moon, Michael W. McFerran, et al. "Self-control Strategies: Interpreting and Enhancing Augmented Cognition from a Self-regulatory Perspective." In Augmented Cognition. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-22419-6_41.
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Pacheco, Daniel Costa, Ana Isabel Damião de Serpa Arruda Moniz, Suzana Nunes Caldeira, and Osvaldo Dias Lopes Silva. "Online Impulse Buying—Integrative Review on Self-Regulation, Risks and Self-Regulatory Strategies." In Advances in Tourism, Technology and Systems. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-9701-2_25.
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Rangel-Pérez, Celia, Lucía Gloria Vázquez Rodríguez, and Patricia Núñez-Gómez. "Developing Advertising Literacy Strategies Aligned with Legal and Self-Regulatory Frameworks." In Advertising Literacy for Young Audiences in the Digital Age. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-55736-1_10.
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Ferreira, Nadia. "Talent Retention Strategies: The Role of Self-regulatory Career Behaviour Among Working Adults." In Psychology of Retention. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-98920-4_11.
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Persaud, Nayadin, and Matt Eliot. "The Development and Refinement of Student Self-Regulatory Strategies in Online Learning Environments." In Current Trends in Eye Tracking Research. Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02868-2_25.
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Flew, Terry, and Fiona R. Martin. "Introduction." In Palgrave Global Media Policy and Business. Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-95220-4_1.
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AbstractOver the past decade the study of internet governance and platform regulation has evolved into a new, socially engaged regulatory field. This chapter introduces regulatory debates surrounding the rise of digital communications platforms and their similarities to media companies. It considers the growth of regulatory activism in response to platformisation and the ‘techlash’, disputes about platform companies’ intermediary liability, and their resistance to legal controls. The chapter also explores the distinction between regulation and governance strategies, emphasising the challenges of self-regulation. It introduces core concerns of the contributors including: how we might address platforms’ dire impact on public interest journalism; how we can develop coherent, transparent, and convergent regulatory frameworks for tackling platform power; how we might analyse and monitor platforms’ new datafied, participatory advertising operations; how we can foster local content and conceive the politics of discoverability in an age of global streaming services; why platforms might have more in common with telecommunications than media companies, and, fundamentally, why governments’ early support for platform self-regulation and governance has shifted in response to political and economic transformations.
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Csizér, Kata, and Judit Kormos. "5 The Ideal L2 Self, Self- Regulatory Strategies and Autonomous Learning: A Comparison of Different Groups of English Language Learners." In TheImpact of Self-Concept on Language Learning, edited by Kata Csizér and Michael Magid. Multilingual Matters, 2014. http://dx.doi.org/10.21832/9781783092383-006.
Full textConference papers on the topic "Self-regulatory strategies"
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Dunmoye, Isaac D., Julie P. Martin, Jennifer S. Brown, Vincent O. Fakiyesi, Deborah Moyaki, and Dominik May. "Exploring Engineering Student's Self-Regulatory Strategies in Collaborative Virtual Reality Learning Environments: Preliminary Findings from a Land-Surveying Task." In 2024 IEEE Frontiers in Education Conference (FIE). IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10892977.
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"SELF-REGULATORY STRATEGIES IN THE LANGUAGE CLASSROOM: PEDAGOGICAL PERSPECTIVE." In Global Business and Law Development Imperatives. Київський національний торговельно-економічний університет, 2019. http://dx.doi.org/10.31617/k.knute.2019-10-10.95.
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Tee, Xue Ting, Tjin Ai Tan Joanna, and Wirawahida Kamarulzaman. "Self-regulatory Strategies Used by Malaysian University Students in Reducing Public Speaking Anxiety: A Case Study." In 2nd International Conference on Social Science, Humanities, Education and Society Development (ICONS 2021). Atlantis Press, 2022. http://dx.doi.org/10.2991/assehr.k.220101.023.
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Goulão, Maria de Fátima, and Rebeca Cerezo Menéndez. "Promoting metacognitive reflection: a work proposal." In HEAd'16 - International Conference on Higher Education Advances. Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2669.
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The metacognition as a self-regulatory strategy presents itself as an essential element in the whole process of learning. Lead students to reflect on their way of learning and their strategies, promotes in them this self-awareness and this ability of self-regulation that are very important to help them become "expert learners". It was with this aim that we structured a course prior to the start of students’ academic activities, entering for the first time in a degree at university. This work seeks to describe the aims, the structure, and the development of this same course entitled "learn how to learn", as well as with some thoughts on how it took place.
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Ishmuratova, Y. A., and V. I. Morosamova. "Conscious self-regulation as a resource of efficiency of task solving for novices and experts." In INTERNATIONAL SCIENTIFIC AND PRACTICAL ONLINE CONFERENCE. Знание-М, 2020. http://dx.doi.org/10.38006/907345-50-8.2020.526.537.
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The article presents the results of comparing the development of conscious self-regulation and the effectiveness of solving professional tasks for novices and professionals. Participants were chemists with different levels of professional experience (N = 42), the group of novices included students of the Faculty of Chemistry (N = 21), the group of experts included chemists working in their specialty for more than ten years (N = 21). An analysis of objective indicators of the effectiveness of tasksolving has demonstrated that chemists with long work experience solve professional tasks faster and with fewer errors. Two types of strategies were identified in solving chemical tasks. Students have a «perceptual strategy» — they spend more time and effort analyzing the presented answer options, make more transitions between the presented task and answer options, and make longer fixations on the task area. Experts, in contrast, apply a «representative strategy» for solving problems, which is characterized by building a mental representation of a molecule of a substance, reducing the time it takes to solve a task, and increasing the duration of fixations on the problem area. Conscious self-regulation in this study was evaluated using the methodology «Style of self-regulation of behavior». Among the indicators of selfregulation, there are statistically reliably correlate both the indicator of the time taken to solve task and the indicator of errors made by the cognitive-regulatory process «target planning». A comparison of the regulatory indicators of students and experts revealed significant differences in the scales «Planning goals» and «Reliability». The data obtained allow us to conclude that development of conscious self-regulation of advancement and achievement of goals may turn out to be a significant resource for the effectiveness of a specialist in the field of chemistry. It is possible that the ability to plan professional goals and regulatory reliability develops with the acquisition of professional experience, which can contribute to the growth of the effectiveness of professional actions of specialists.
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Cazan, Anamaria. "SELF-REGULATED LEARNING AND ACADEMIC ACHIEVEMENT IN THE CONTEXT OF ONLINE LEARNING ENVIRONMENTS." In eLSE 2014. Editura Universitatii Nationale de Aparare "Carol I", 2014. http://dx.doi.org/10.12753/2066-026x-14-153.
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Online learning is student-centered. The online learning environment demands learner-centeredness and self-regulation. The ability of utilizing self-regulatory skills, to set up learning goals, to monitor their learning progress, to seek help when needed and to manage the time are important characteristics of online learners. Recent studies also revealed the effect of self-regulation on student achievement and performance, showing that self-regulated learning is positively related to achievement in online settings. The present study aims to investigate the associations between self-regulated learning and academic achievement in online settings. Another aim was to examine the self-regulated learning skills profiles among learners enrolled in an online course. The participants were undergraduate students at the Faculty of Psychology and Education Sciences, enrolled in online Moodle courses. For an entire semester, students completed their assignments for the statistics course in the Moodle format, including quizzes, formative and summative assessment, forums, and electronic resources. The Online Self-Regulated Learning Questionnaire (OSLQ; Barnard, Lan, & Paton, 2008) was administered. We also used a Computer Self Efficacy Scale. The OSLQ consists of six subscale constructs, including environment structuring, goal setting, time management, help seeking, task strategies, and self-evaluation in online learning. The scales were translated and adapted in Romanian. The results showed that The Online Self-Regulated Learning Questionnaire - the adapted Romanian version - has good psychometric properties. Results also revealed two groups of students: self-regulated learners and learners with a low level of self-regulation. Self-regulated learning is positively related to achievement for the online courses. The linear regression analysis showed that online self-regulation and computer self-efficacy predict efficiently the grades at the end of the semester, for the online courses. Future research should also examine other factors, such as epistemological beliefs, computer anxiety, learning motivation which can explain the processes of self-regulated learning in online environments.
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Shah, Jimit, Ahmed Abdulhamid Mahmoud, Abdulmalek Ahmed, and Salaheldin Elkatatny. "A Review of Different Self-Healing Cement Composites for Wellbore Integrity." In GOTECH. SPE, 2025. https://doi.org/10.2118/224641-ms.
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Abstract Wellbore integrity is paramount in the oil and gas sector, directly influencing operational safety, environmental protection, and economic viability. The cementing process, designed to secure wellbore systems and prevent fluid migration, often faces significant challenges due to extreme subsurface conditions, including high temperatures, pressure variations, and chemical aggressiveness. In recent years, innovative self-healing cement composites have emerged as a promising solution to enhance wellbore integrity, integrating advanced materials capable of autonomously repairing cracks and defects. This paper explores recent advancements in self-healing cement composites, focusing on innovative materials designed to improve durability and well integrity. The paper covers polymer-cement composites, which use polymers to repair cracks, and microbial cement slurries from dairy wastewater that heal cracks via microbial activity. It also examines geopolymer cement composites for their sustainable self-healing properties, bacterial cement composites for calcium carbonate precipitation, and engineered cementitious composites (ECCs) for their exceptional crack-healing abilities and ductility, offering promising solutions for enhancing cement performance. Polymer-cement composites demonstrate improved mechanical properties and thermal stability by incorporating polymeric materials, making them particularly suitable for geothermal and oil well applications. Geopolymer cement composites have high resistance to chemical attack and low cost, low energy requirements, and low gas emissions. Bacterial cement composites utilize microbial activity to induce calcium carbonate precipitation, effectively sealing micro-cracks and prolonging wellbore life. Additionally, the potential reuse of dairy wastewater as a nutrient source for bacteria addresses environmental concerns while reducing cultivation costs, presenting a dual benefit for wellbore integrity and wastewater management. Meanwhile, ECCs leverage fiber reinforcement to provide ductility and controlled crack formation, improving durability under mechanical stress. Despite the advantages of these advanced materials, challenges remain, including their performance under extreme conditions, economic considerations, and regulatory compliance regarding the use of microbial agents and wastewater. This is the first paper that presents novel insights into all advanced self-healing cement composites, exploring sustainable materials like microbial slurries from dairy wastewater and engineered cementitious composites (ECCs). By integrating these cutting-edge technologies, the paper offers practical solutions for enhancing well integrity and durability, providing practicing engineers with new strategies for improving cement performance and sustainability.
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Munro, John, and Garry Sommer. "A Collaborative Approach to Safety: Applying Lessons Learned From Other High Risk Industries." In 2016 11th International Pipeline Conference. American Society of Mechanical Engineers, 2016. http://dx.doi.org/10.1115/ipc2016-64227.
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Pipeline companies are facing an unprecedented era of challenges at an industry-wide scale. Recent incidents have increased public attention and criticism, cast doubts over the industry’s safety performance, and resulted in growing regulatory pressures. However, such a story is not unique to the pipeline sector. Other high-risk industries have experienced similar trials, and history may provide a blueprint for pipeline operators to follow. This paper examines industries which have undergone significant changes in behavior due to catastrophic incidents. To address safety performance issues, public outcry and regulatory concerns, these industries emphasized the need for greater collaboration. Whether through encouragement of best practices via self-governance models, increased learning from incidents through sharing of data, or providing support to companies that were lagging behind, they concluded that it was imperative to move forward in a coordinated, collaborative fashion. Companies could no longer be satisfied with exceptional performance within their own walls, as they were ultimately answerable to the performance of their industry as a whole. In many ways the pipeline industry has similar challenges to face. The relatively low frequency of high consequence incidents means that it is difficult for any single operator to gather statistically meaningful trends. ILI technology requires vast quantities of data to understand, validate and improve performance; quantities beyond what any single operator is likely to possess. No operator can effectively address the challenges of today’s environment single-handedly. It is only through coordinated, collaborative engagement throughout industry that rapid and meaningful improvement to pipeline safety will be achieved. This paper suggests a variety of possible strategies and is intended to encourage discussion among leadership and managers regarding how the pipeline industry can come together more effectively to address industry safety issues in a unified fashion.
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Jayatilleke, Buddhini Gayathri. "Building Resilience during the Forced Isolation: Experiences of Tenacious Academics of the Open University of Sri Lanka." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.9029.
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The purpose of this paper is to report on the resilience of the faculty academics of the Open University of Sri Lanka who embarked on the online journey to support the isolated learners during the Covid-19 lockdown. A total of 225 academics responded to the questionnaire administered immediately after the lockdown, resulting in a 66% response rate. Findings revealed that 10% of academics had already completed their activities, 53% had engaged in online teaching before and during the pandemic while 17% had commenced only during the pandemic. In contrast, 20% had not gone online. This study focuses on the 17% who responded promptly to support learners during this unexpected situation. The challenges were categorized as learner-centric; teacher-centric and institutional-centric. Learner-centric challenges were focused on learner issues such as access issues related to devices, internet connections, data, etc., and how to design alternative strategies to increase learner engagement. Teacher-centric challenges were upskilling knowledge and skills associated with online learning, balancing official workload with personal commitments, etc. Institutional-centric challenges were related to obtaining essential support services remotely. These tenacious academics demonstrated how they build their resilience to face unexpected situations through self-regulatory mechanisms. This study provides some insights into building resilience for future educational endeavours.
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Kotsiopoulou, G. "Diverse Use Cases for Advanced Model-Based Process Controls Deployment Towards Long-Term Sustainable, Safer, Energy-Efficient and Profitable Operations." In ADIPEC. SPE, 2023. http://dx.doi.org/10.2118/216946-ms.
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Abstract Changes to regulatory frameworks and the ever-evolving industry are dictating long-term sustainable, greener, lean and optimized operations. Moreover, considering that in Upstream the production facilities are characterized by highly variable input conditions from wellsites, changing demands, process oscillations and complex process dynamics, the asset owners are facing nowadays challenges that cannot always be solved with traditional control strategies. This paper explores the diverse Use Cases of APC in our Upstream Energy Division. An agile methodology has been followed in order to introduce and rollout the model-predictive controllers in our key production hubs. The first implementation that was concluded in 2021 has showcased the economic and strategic value case of the Advanced Process Control (APC), in addition to other qualities such as its adjustability and flexibility that were proven by performing the design and commissioning in an almost remote manner. The resulting success of the first use-cases has opened the door for additional ones, while establishing APC as a long-lasting, standard digital solution for our assets' transformation and optimization. Prior to the APC deployment, as the nature of the process is depicted by high variability and consequent high oscillations, the application of safe margins on the top of the threshold or specification of the system to avoid spurious plant trips was required. In addition, over plants' lifetime their operating envelope of the plants might diverge from the design case leading to overspecification of their respective final products such as dewpoints (water and hydrocarbon), RVP (Reid Vapor Pressure), electric power consumption and loss of consumables. By applying the Dynamic Matrix Controller (DMC), the dependent variables such as quality specifications are maximized within the normal operating envelope and avoiding off-specs, leading to minimization/optimization of operational costs (energy savings, consumables, etc.). Furthermore, the online controllers' targets were incremental production of the most-profitable yield of the respective plant, process harmonization, enhanced plant stability and reduced CO2 emissions, in agreement with the company's 2030 climate targets and commitments. Furthermore, with DMC running autonomously manual intervention has been minimized, resulting to partial autonomy of the systems that can reject better various process disturbances. Novel designs of the online controllers and their strategies were employed to meet key-objectives. This paper portrays the steps for applying APC solutions innovatively and remotely to obtain self-optimized, safe, fit-for-future, sustainable and energy efficient production and processing facilities overcoming global challenges. Lessons learnt covering multiple aspects, from architecture and technology, upgrading strategies, to human factors, are also described, which were gathered globally with the aim of avoiding pitfalls in future deployments.
Reports on the topic "Self-regulatory strategies"
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Ohad, Nir, and Robert Fischer. Regulation of plant development by polycomb group proteins. United States Department of Agriculture, 2008. http://dx.doi.org/10.32747/2008.7695858.bard.
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Our genetic and molecular studies have indicated that FIE a WD-repeat Polycomb group (PcG) protein takes part in multi-component protein complexes. We have shown that FIE PcG protein represses inappropriate programs of development during the reproductive and vegetative phases of the Arabidopsis life cycle. Moreover, we have shown that FIE represses the expression of key regulatory genes that promote flowering (AG and LFY), embryogenesis (LEC1), and shoot formation (KNAT1). These results suggest that the FIE PcG protein participates in the formation of distinct PcG complexes that repress inappropriate gene expression at different stages of plant development. PcG complexes modulate chromatin compactness by modifying histones and thereby regulate gene expression and imprinting. The main goals of our original project were to elucidate the biological functions of PcG proteins, and to understand the molecular mechanisms used by FIE PcG complexes to repress the expression of its gene targets. Our results show that the PcG complex acts within the central cell of the female gametophyte to maintain silencing of MEA paternal allele. Further more we uncovered a novel example of self-imprinting mechanism by the PgG complex. Based on results obtained in the cures of our research program we extended our proposed goals and elucidated the role of DME in regulating plant gene imprinting. We discovered that in addition to MEA,DME also imprints two other genes, FWA and FIS2. Activation of FWA and FIS2 coincides with a reduction in 5-methylcytosine in their respective promoters. Since endosperm is a terminally differentiated tissue, the methylation status in the FWA and FIS2 promoters does not need to be reestablished in the following generation. We proposed a “One-Way Control” model to highlight differences between plant and animal genomic imprinting. Thus we conclude that DEMETER is a master regulator of plant gene imprinting. Future studies of DME function will elucidate its role in processes and disease where DNA methylation has a key regulatory role both in plants and animals. Such information will provide valuable insight into developing novel strategies to control and improve agricultural traits and overcome particular human diseases.