An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research

Murray, Desiree W.; Rosanbalm, Katie; Christopoulos, Christina; Meyer, Aleta L.

doi:10.1007/s10935-019-00556-1

Cited by 74 publications

(96 citation statements)

References 146 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Rigorous evaluations of both programs have shown promising improvement in executive function, self-regulation, and related skills (Diamond and Lee 2011). The mounting evidence on the importance of self-regulation recently produced multiple federal reports highlighting the key role of self-regulation in academic success (Murray et al 2015). …”

Section: Discussionmentioning

confidence: 99%

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

Cambron

Kosterman

Catalano

et al. 2017

J Dev Life Course Criminology

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

Cambron

Kosterman

Catalano

et al. 2017

J Dev Life Course Criminology

View full text Add to dashboard Cite

“…At its core, the key model components of personal and interpersonal level activities were designed to promote the undergraduate’s self-regulation abilities. Self-regulation, in its role for supporting goal-directed behavior, is foundational for lifelong functioning and wellbeing ( Murray et al, 2015 ). Importantly, interpersonal level activities extended promotion of undergraduates’ self-regulation by simultaneously developing the mentors’ capacities for co-regulation.…”

Section: Discussionmentioning

confidence: 99%

“…Effective self-regulation is a critical skill for youth as they transition to adult roles and contexts and engage in the college process ( Murray et al, 2015 ). Self-regulation refers to the cognitive and emotional processes needed to maintain goal directed behavior in the presence of a challenge or adversity.…”

Section: Introductionmentioning

confidence: 99%

“…College students, as emerging adults, are expected to navigate increasingly complex life situations. Successful management of the increasingly complex life situations of late adolescence and young adulthood requires adequate abilities for prioritization, task management, and the setting of realistic goals ( Murray et al, 2015 ). Co-regulation refers to the process used by supportive others that fosters the self-regulation abilities of the young person ( Murray and Rosanbalm, 2017 ).…”

Section: Introductionmentioning

confidence: 99%

“…Co-regulation refers to the process used by supportive others that fosters the self-regulation abilities of the young person ( Murray and Rosanbalm, 2017 ). Availability of supportive others who can serve as co-regulators is integral to development of strong self-regulation ( Murray et al, 2016 ).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding

et al. 2018

View full text Add to dashboard Cite

Learning disabilities are highly prevalent on college campuses, yet students with learning disabilities graduate at lower rates than those without disabilities. Academic and psychosocial supports are essential for overcoming challenges and for improving postsecondary educational opportunities for students with learning disabilities. A holistic, multi-level model of campus-based supports was established to facilitate culture and practice changes at the institutional level, while concurrently bolstering mentors’ abilities to provide learning disability-knowledgeable support, and simultaneously creating opportunities for students’ personal and interpersonal development. Mixed methods were used to investigate implementation of coordinated personal, interpersonal, and institutional level supports for undergraduate science, technology, engineering, and math (STEM) students with learning disabilities. A one-group pre-test post-test strategy was used to examine undergraduate outcomes. Participants included 52 STEM undergraduates with learning disabilities, 57 STEM graduate student mentors, 34 STEM faculty mentors, and 34 university administrators and personnel as members of a university-wide council. Enrolled for 2 years, undergraduates were engaged in group meetings involving psychoeducation and reflective discussions, development of self-advocacy projects, and individual mentorship. Undergraduates reported improved self-efficacy (p = 0.001), campus connection (p < 0.001), professional development (p ≤ 0.002), and self-advocacy (p < 0.001) after two academic years. Graduate student mentors increased their understanding about learning disabilities and used their understanding to support both their mentees and other students they worked with. Council members identified and created opportunities for delivering learning disability-related trainings to faculty, mentors and advisors on campus, and for enhancing coordination of student services related to learning and related disorders. Disability-focused activities became integrated in broader campus activities regarding diversity. This research explicates a role that college campuses can play in fostering the wellbeing and the academic and career development of its students with developmental learning and related disorders. It offers an empirically tested campus-based model that is multilevel, holistic, and strengths-based for supporting positive outcomes of young people with learning disabilities in STEM. Moreover, findings advance the knowledge of supports and skills that are important for self-regulating and navigating complex and multi-faceted disability-related challenges within both the postsecondary educational environment and the young adults’ sociocultural context.

show abstract

Association of Self-regulation With Obesity in Boys vs Girls in a US National Sample

Anderson

Whitaker

2018

JAMA Pediatr

View full text Add to dashboard Cite

Poor self-regulation in childhood is associated with increased risk of obesity. However, studies have assumed that greater self-regulation is associated with a lower obesity risk and have rarely examined differences in the association by sex. OBJECTIVES To examine how different levels of toddler self-regulation are associated with the prevalence of obesity at kindergarten age and whether the pattern of association is different between boys and girls. DESIGN, SETTING, AND PARTICIPANTS This was a prospective cohort study using data from the Early Childhood Longitudinal Study, Birth Cohort, a nationally representative sample of 10 700 US children born in 2001 and followed up through kindergarten entry (2006-2007). The analytic sample included 6400 children with observed toddler self-regulation. Data collection occurred in children's homes and consisted of a parent interview and direct assessment of the child. Data analysis took place between May 2016 and March 2018. EXPOSURES During a standardized, in-home, developmental assessment at 24 months of age, observers scored 4 dimensions of children's self-regulation: adaptability, attention, persistence, and frustration tolerance. Self-regulation scores ranging from a low of 4 to a high of 20 were grouped into quartiles. MAIN OUTCOMES AND MEASURES With use of measured heights and weights at 5.5 years, obesity was defined as a body mass index for age in the 95th percentile or greater. RESULTS The analytic sample consisted of 6400 children (3250 boys [50.6%, weighted]), with a median age of 24.1 months (interquartile range, 23.4-24.7 months) and 64.5 months (interquartile range, 61.7-67.6 months) at the self-regulation and body mass index assessments, respectively. Self-regulation scores were lower for boys than for girls (mean, 13.7 [95% CI, 13.4-13.9] vs 14.9 [95% CI, 14.7-15.1]), and the lowest self-regulation quartile comprised more boys than girls (weighted percentages, 66.5% vs 33.5%). The prevalence of obesity at 5.5 years was 19.2% among boys and 16.5% among girls. The pattern of association between toddler self-regulation and obesity at 5.5 years was different for boys and girls (P = .008 for interaction). Among boys, the adjusted prevalence of obesity was 19.7%, 18.3%, 20.3%, and 15.9% from lowest to highest quartile of self-regulation. In contrast, among girls, there was a U-shaped association (adjusted prevalence of obesity from lowest to highest self-regulation quartile, 17.0%, 10.3%, 10.7%, and 15.0%). CONCLUSIONS AND RELEVANCE In a large national cohort of US children, there were differences between boys and girls in the pattern of the association between self-regulation at 24 months and obesity at 5.5 years of age. Obesity prevention efforts aimed at improving self-regulation may have different results for girls and boys.

show abstract

An Applied Contextual Model for Promoting Self-Regulation Enactment Across Development: Implications for Prevention, Public Health and Future Research

Cited by 74 publications

References 146 publications

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

The Role of Self-Regulation in Academic and Behavioral Paths to a High School Diploma

Beyond Academics: A Model for Simultaneously Advancing Campus-Based Supports for Learning Disabilities, STEM Students’ Skills for Self-Regulation, and Mentors’ Knowledge for Co-regulating and Guiding

Association of Self-regulation With Obesity in Boys vs Girls in a US National Sample

Contact Info

Product

Resources

About