المؤلفون: Rafieian, Hoori (AUTHOR) hrafieiankoopaei@fordham.edu, Huang, Yanliu (AUTHOR), Kahn, Barbara E (AUTHOR)

المصدر: Journal of Consumer Research. Apr2024, Vol. 50 Issue 6, p1157-1171. 15p.

مصطلحات موضوعية: *CONSUMERS, *SELF regulation, *CONSUMPTION (Economics), GOAL (Psychology), WEIGHT loss, PLEASURE, VICES, VIRTUES

مستخلص: Pursuing a self-regulatory goal, such as weight loss, motivates consumers to forego pleasure seeking, typically by selecting virtue over vice. We propose that in the absence of virtuous options, consumers with a self-regulatory goal will instead choose less variety in choice sets of exclusively vice options because the extra pleasure that variety affords seems incompatible with the goal. We find converging evidence for the decrease in variety seeking in vice categories across five studies (and three supplementary studies in the web appendix , N  = 6,066), using both scenario-based and actual consumption contexts. We also demonstrate the underlying process: consumers are motivated to curtail pleasure seeking when pursuing a weight-loss goal and that leads them to choose less variety in vice categories when there is no virtue alternative available. [ABSTRACT FROM AUTHOR]

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المؤلفون: Mohand-Amar, Sufia¹ (AUTHOR) smohand@ugr.es, Ruiz-Arroyo, Matilde¹ (AUTHOR) matilderuiz@ugr.es, Fuentes-Fuentes, María del Mar¹ (AUTHOR) mfuentes@ugr.es

المصدر: Entrepreneurship Research Journal. Jul2024, Vol. 14 Issue 3, p1279-1309. 31p.

مصطلحات موضوعية: *BUSINESSPEOPLE, *SELF regulation, *ECONOMIC expansion, PANEL analysis, CONTEXTUAL learning

مستخلص: In this study, we present a new approach to understanding the persistence of nascent entrepreneurs, by examining the role played by context and cognition through the mediation of a self-regulatory mechanism. Drawing on a sample of 316 nascent entrepreneurs from the Panel Study of Entrepreneurial Dynamics (PSED II), we first consider whether entrepreneurial self-efficacy and goal commitment predict persistence in nascent entrepreneurs. We then evaluate the role of perceived institutional support, both formal and informal. Finally, we examine the relationships between cognitive and contextual variables and their impact on entrepreneurial persistence. Our results show that goal commitment has a direct effect on entrepreneurial persistence, while self-efficacy acts indirectly through goal commitment, from which we infer the existence of a self-regulatory mechanism impacting on persistence in nascent entrepreneurs. Among the contextual factors, only informal institutional support presents a direct relationship to persistence, while perceived formal support exerts an indirect influence through cognitive self-regulation. From a practical standpoint, our findings may be useful for institutions that design policies and programmes to foster sustained economic growth through the promotion of entrepreneurship. [ABSTRACT FROM AUTHOR]

: Copyright of Entrepreneurship Research Journal is the property of De Gruyter and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

المؤلفون: Duro Martín, Antonio

مرشدي الرسالة: Casacuberta, David, 1967-

المصدر: TDX (Tesis Doctorals en Xarxa)

مصطلحات موضوعية: Autoregulació, Auto-regulación, Self-regulation, Model metacognitiu, Modelo metacognitivo, Meta-cognitive model, Avaluació teorètica, Evaluación teorética, Theoretic evaluation, Ciències Humanes

الوصف: Anàlisi metodològica del model d'autoregulació de Wells i Matthews (1994) des de la metodologia de Bunge (2000). Es comprova la consistència interna i externa del model, així com la seva potència heurística per explicar els actes voluntaris de Libet i col·laboradors (1983; 1985) i la consistència amb la visió científica del món. Respectivament, per a aquestes finalitats, s'han utilitzat com a mètode les tècniques següents: (a) la reconstrucció teòrica, formalitzant el model d'autoregulació com un arbre deductiu; (b) l'observació, analitzant les correspondències teòriques entre el model i el nivell mental de la teoria de la ment de Bunge (2012); (c) l'explicació, adonant dels experiments de Libet i col·laboradors (op.cit.) des dels principis del model, a saber els enfocaments cognitiu i metacognitiu; i (c) l'observació, analitzant les referències teòriques i textuals del model als nivells del cervell i social de la teoria de la ment de Bunge (op.cit.). Els resultats més destacats del nostre estudi són: (a) el model té consistència interna ja que s'ha pogut construir com a arbre deductiu; (b) el model presenta consistència externa perquè s'han constatat correspondències teòriques amb el nivell dels processos mentals de la teoria de la ment de Bunge; (c) el model exhibeix potència heurística ja que ofereix una explicació dels actes voluntaris del Libet i col·laboradors; i (d) el model resulta consisteix amb la visió científica del món en trobar-se referències teòriques i textuals que pressuposen i impliquen, de manera respectiva, els nivells del cervell i social de la teoria de la ment de Bunge.

الوصف (مترجم): Análisis metodológico del modelo de autorregulación de Wells y Matthews (1994) desde la metodología de Bunge (2000). Se comprueba la consistencia interna y externa del modelo, así como su potencia heurística para explicar los actos voluntarios de Libet y colaboradores (1983; 1985) y su consistencia con la visión científica del mundo. Respectivamente, para estas finalidades, se ha utilizado como método las siguientes técnicas: (a) la reconstrucción teórica, formalizando el modelo de autorregulación como un árbol deductivo; (b) la observación, analizando las correspondencias teóricas entre el modelo y el nivel mental de la teoría de la mente de Bunge (2012) ; (c) la explicación, dando cuenta de los experimentos de Libet y colaboradores (op.cit.) desde los principios del modelo, a saber los enfoques cognitivo y metacognitivo; y (c) la observación, analizando las referencias teóricas y textuales del modelo a los niveles del cerebro y lo social de la teoría de la mente de Bunge (op.cit.). Los resultados más destacados de nuestro estudio son: (a) el modelo tiene consistencia interna por cuanto se ha podido construir como árbol deductivo; (b) el modelo presenta consistencia externa porque se han constatado correspondencias teóricas con el nivel de los procesos mentales de la teoría de la mente de Bunge; (c) el modelo exhibe potencia heurística ya que ofrece una explicación de los actos voluntarios de Libet y colaboradores; y (d) el modelo resulta consiste con la visión científica del mundo al hallarse referencias teóricas y textuales que presuponen e implican, de manera respectiva, los niveles del cerebro y de lo social de la teoría de la mente de Bunge.
Methodological analysis of the Wells and Matthews (1994) self-regulation model from the Bunge (2000) methodology. The internal and external consistency of the model is verified, as well as its heuristic power to explain the voluntary acts of Libet et al. (1983; 1985) and its consistency with the scientific vision of the world. Respectively, for these purposes, the following techniques have been used as a method: (a) theoretical reconstruction, formalizing the self-regulation model as a deductive tree; (b) observation, analyzing the theoretical correspondences between the model and the mental level of Bunge's theory of mind (2012) ; (c) the explanation, giving an account of the experiments of Libet et al. (op.cit.) from the principles of the model, namely the cognitive and metacognitive approaches; and (c) observation, analyzing the theoretical and textual references of the model to the brain and social levels of Bunge's theory of mind (op.cit.). The most outstanding results of our study are: (a) the model has internal consistency in that it has been able to be built as a deductive tree; (b) the model presents external consistency because theoretical correspondences have been verified with the level of mental processes of Bunge's theory of mind; (c) the model exhibits heuristic power since it offers an explanation of the voluntary acts of Libet and collaborators; and (d) the resulting model is consistent with the scientific vision of the world by finding theoretical and textual references that presuppose and imply, respectively, the brain and social levels of Bunge's theory of mind.
Universitat Autònoma de Barcelona. Programa de Doctorat en Filosofia

وصف الملف: application/pdf

الوصول الحر: http://hdl.handle.net/10803/689644Test

المؤلفون: Rodríguez Cortés, Pedro Antonio

المساهمون: University/Department: Universitat Jaume I. Escola de Doctorat

مرشدي الرسالة: Porta Navarro, María Amparo, López Iñiguez, Guadalupe, Moliner Miravet, Lidón

المصدر: TDX (Tesis Doctorals en Xarxa)

مصطلحات موضوعية: Análisis musical, Autorregulación, Constructivismo, Música contemporánea, Shostakovich, Viola, Musical analysis, Self-regulation, Constructivism, Contemporary music, Educació

الوصف: Doctorat internacional

الوصف (مترجم): Esta tesis pretende analizar la manera en la que se puede favorecer la comprensión de las músicas de los siglos XX y XXI, así como su didáctica para la viola, en diferentes contextos educativos: Enseñanzas Profesionales y Superiores de Música, y ámbito profesional. Consta de tres estudios empíricos (pre-post intrasujetos, ex post facto prospectivo y estudio de casos), obteniendo las siguientes conclusiones: (1) la visualización de un vídeo de análisis sobre una obra del siglo XX favorece en el alumnado los procesos de autorregulación para su aprendizaje; (2) la presencia de procesos de autorregulación en el estudio de una obra del siglo XX es un factor indispensable para la obtención de un mejor resultado interpretativo; y (3) el análisis musical sirve de guía tanto para la consecución de objetivos de aprendizaje como para los procesos de autorregulación.
This doctoral dissertation aims to determine an approach that would help improving the understanding of music from the 20th and 21st centuries, and the methodology used in teaching said music to viola students from two different educational contexts –higher musical education and professional musical education– as well as in professional practice. In order to do so, three empirical studies were proposed (a pre-post within subject study, an ex post facto prospective study, and a case study), leading to the following conclusions: (1) viewing a video about musical analysis of a work from the 20th century stimulates learning self-regulation processes within the students, (2) the presence of self-regulation processes in the study of music from the 20th century is essential for improving interpretation results, and (3) musical analysis serves as a guide for both achieving learning goals and developing self-regulation processes.
Programa de Doctorat en Educació

وصف الملف: application/pdf

الوصول الحر: http://hdl.handle.net/10803/687244Test

المؤلفون: De Filippi, Eleonora

المساهمون: University/Department: Universitat Pompeu Fabra. Departament de Tecnologies de la Informació i les Comunicacions

مرشدي الرسالة: Deco, Gustavo, Sanchez Fibla, Marti

المصدر: TDX (Tesis Doctorals en Xarxa)

مصطلحات موضوعية: Neurofeedback, Meditación, Técnicas de autorregulación, Neurociencia computacional, fMRI, EEG, Conectividad efectiva, Modelado de todo el cerebro, Aprendizaje automático, Selección de características, Mecanismos cerebrales, Meditation, Self-regulation techniques, Computational neuroscience, Effective connectivity, Wholebrain modelling, Machine learning, Feature selection, Brain mechanisms

الوصف: En las últimas décadas, un cambio de paradigma en el estudio y el tratamiento de los trastornos cerebrales ha hecho que se preste más atención a nuevas intervenciones terapéuticas. En esta línea, las técnicas de autorregulación, como el Neurofeedback y la meditación, han encontrado amplias aplicaciones para varios trastornos cerebrales debido a sus efectos sobre el comportamiento y la neuroplasticidad cerebral. Sin embargo, los mecanismos cerebrales que subyacen a ambas intervenciones están aún por dilucidar. En esta tesis, utilizamos el modelado computacional de todo el cerebro y el aprendizaje automático para comparar los datos de neuroimagen de los sujetos que se sometieron al entrenamiento de Neurofeedback y los controles, y de los meditadores experimentados frente a los sujetos que no habían practicado la meditación. Nuestros resultados sugieren que los mecanismos cerebrales que subyacen a estas técnicas de autorregulación comparten algunos puntos en común, ya que ambos conducen a cambios localizados en la propagación de la información entre las redes a gran escala implicadas en el procesamiento de la recompensa, el aprendizaje implícito, los procesos autorreferenciales y la conciencia interoceptiva. Además, contribuimos a la investigación en el campo del EEG-Neurofeedback proporcionando un enfoque metodológico para un protocolo personalizado basado en el EEG dirigido a estados emocionales complejos.

الوصف (مترجم): Over the last decades, a paradigm shift in the study and treatment of brain disorders has led to increased attention toward novel therapeutic interventions. In this line, self-regulation techniques, such as Neurofeedback and meditation, have found wide applications for several brain disorders due to their effects on behavior and brain neuroplasticity. However, the brain mechanisms underpinning both interventions have still to be elucidated. In this thesis, we used whole-brain computational modeling and machine-learning to compare neuroimaging data from subjects who underwent Neurofeedback training and controls, and from experienced meditators versus subjects naive to meditation practice. Our results suggest that the brain mechanisms behind these self-regulation techniques share some commonalities, both leading to localized changes in information propagation between large-scale networks involved in reward processing, implicit learning, self-referential processes, and interoceptive awareness. Furthermore, we contributed to research in the field of EEG-Neurofeedback by providing a methodological approach for a personalized EEG-based protocol targeting complex emotional states.
Programa de doctorat en Tecnologies de la Informació i les Comunicacions

وصف الملف: application/pdf

الوصول الحر: http://hdl.handle.net/10803/687224Test

المؤلفون: Lien-Ti Bei¹ lienti@nccu.edu.tw, Po-Han Wu¹, Chia-Chi (Maggie) Lee¹

المصدر: AMA Marketing & Public Policy Academic Conference Proceedings. 2024, Vol. 34, p105-109. 5p.

مصطلحات موضوعية: *SELF regulation, *ENVIRONMENTAL, social, & governance factors

المؤلفون: Chun-Tuan Chang¹ ctchang@faculty.nsysu.edu.tw, Hsiao-Ching Lee², Chao-Min Chiu¹, Chiung-Hui Huang¹, Chih-Ting Huang¹

المصدر: AMA Winter Academic Conference Proceedings. 2024, Vol. 35, p469-473. 5p.

مصطلحات موضوعية: *SELF regulation, *EXPECTATION (Psychology), *CONSUMER behavior, ANTHROPOMORPHISM, SOCIAL perception

المؤلفون: Melo, Carolina¹ cmelo@uandes.cl, Pianta, Robert², DeCoster, Jamie², Orellana, Pelusa¹

المصدر: International Journal of Bilingual Education & Bilingualism. Jul2024, Vol. 27 Issue 6, p836-853. 18p.

مصطلحات موضوعية: *SELF regulation, *BILINGUALISM, *TEACHERS, *CLASSROOMS, FRENCH-speaking Europe

مستخلص: Bilingualism has been systematically associated with better self-regulatory skills (), however, this advantage does not seem to automatically transfer for most dual language learners. This suggests that there are other contextual factors that are necessary to trigger this advantage. This study examines the role of teacher–child interactions in the development of Spanish-speaking bilingual preschoolers' self-regulation in an English-speaking context, and how this relation differs between bilingual and English-speaking monolingual children. Our study analyzed a sample of 1656 preschoolers in the U. S. and yielded two salient results (1) Bilingual children demonstrated greater gains in self-regulatory skills than their monolingual peers when in classrooms with high-quality teacher–child interactions. (2) Vocabulary in bilingual children moderated the relation between teacher–child interactions and teacher-reported self-regulation for bilingual children, with bilinguals who had greater vocabulary knowledge benefiting more from classroom interactions. These outcomes hold significant implications for policy makers, given the evolving sociodemographic profile of classrooms globally. [ABSTRACT FROM AUTHOR]

المؤلفون: Zhan, Ying¹ zhanying@eduhk.hk

المصدر: Teaching in Higher Education. May2024, Vol. 29 Issue 4, p823-840. 18p.

مصطلحات موضوعية: *SELF regulation, *UNDERGRADUATES, *COGNITIVE ability, *PEER review of students, *RETROSPECTIVE studies

مستخلص: Few studies have explored the difficulties that undergraduates encounter in peer assessment from the dual perspectives of feedback givers and receivers and framed them in terms of specific needs for student feedback literacy development. To address this research gap, this study explored the obstacles that Hong Kong university students experienced during peer assessment in a General Education course based on 51 retrospective journal entries and 21 individual post-journal interviews. The findings reveal that the participants appeared to face more cognitive difficulties when giving feedback to peers and more socio-affective difficulties when receiving peer feedback, which indicates their specific needs for feedback capacities and dispositions. To prepare students cognitively for peer assessment, teachers must build up students' evaluative judgment and self-regulation capacities. To prepare them socio-affectively for peer assessment, teachers should help students to realise the benefits of giving feedback and their active roles and enhance their resilience and volition. [ABSTRACT FROM AUTHOR]

المؤلفون: Zhang, Angela Huyue, author

الإتاحة: https://doi.org/10.1093/oso/9780197682258.001.0001Test