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

Cambron, Christopher; Kosterman, Rick; Catalano, Richard F.; Guttmannova, Katarína; Herrenkohl, Todd I.; Hill, Karl G.; Hawkins, J. David

doi:10.1007/s40865-017-0066-5

Cited by 12 publications

(9 citation statements)

References 82 publications

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“…Another study of 808 Seattle students showed that students who presented selfregulation difficulties during school were linked to a lower chance of completing their studies. The results support that a low level of self-regulation is a risk factor for obtaining a diploma in secondary education and consequently dropping out of studies (Cambron et al, 2017).…”

Section: íTemsupporting

confidence: 65%

“…Permanent school dropout before completing formal academic studies is a critical problem in the educational systems of many countries, both at the secondary and higher education levels (Cambron et al, 2017). The transition to university requires the deployment of personal competencies, such as self-regulation, in order to adapt and face the new academic demands (van Rooij et al, 2018;Lobos et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Their intention to drop out is latent and is therefore a process. This process opens the chance to prevent their permanent disengagement from the school system (Cambron et al, 2017). One of the main priorities of the United Nations Educational, Scientific and Cultural Organization (UNESCO, 2017) is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for everyone.…”

Section: Introductionmentioning

confidence: 99%

“…Researchers have suggested that SRL is related to high academic performance, enhancing the deployment of behaviors oriented to studies completion (Meyers et al, 2013;Cambron et al, 2017). Systematic (regular) cognitive work is critical for success, requiring self-regulatory processes that include study skills such as perseverance and various learning strategies (Meyers et al, 2013).…”

Section: Introductionmentioning

confidence: 99%

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Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

et al. 2021

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Early dropout and retention of students are critical problems in both secondary and higher education. Existing models that predict the intention to drop out require the incorporation of complex variables strongly related to student success, such as self-regulated learning. Moreover, new possible predictors have emerged in the context of a pandemic. This study set out to validate scales that measure the phases of self-regulation of learning in Chilean secondary school students and determine the association between self-regulation, forced labor insertion, technological barrier, and intention to quit during COVID-19. An instrumental design was carried out, where 251 students participated, and a cross-sectional predictive design with a sample of 171. Results showed adequate psychometric properties in assessment scales for self-regulation. Furthermore, the logistic regression model carried out to predict the dropout intention was significant. The final model showed that external causal attributions, planning self-evaluation, forced labor insertion, and technological barriers were significant predictors, achieving a success rate of 84.8%. In conclusion, although many factors are considered in dropout intention models, this study incorporated self-regulation skills that can be promoted in students and systematically integrated into school programs to help reduce dropout rates in secondary education, therefore contributing to a successful transition to higher education.

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Section: íTemsupporting

confidence: 65%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

et al. 2021

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“…Neuroscience-based cognitive resilience is defined as a set of brain-derived abilities and processes for coping with the negative consequences of stress, adversity and negative emotions while maintaining proper level of cognitive functions that are necessary for activities of daily living and avoiding high risk behaviors (Ram, Chandran, Sadar, & Gowdappa, 2019). Cognitive resilience could be decomposed to various cognitive processes including working memory, response inhibition, cognitive flexibility, impulse control, reasoning, problem solving, planning and decision-making (Cambron et al, 2017;Nigg, 2017). So, for the successful control of thoughts, emotions, impulses and behaviors in the face of stressful events and evocative context, resilient adolescents should recruit a set of cognitive functions to encourage goal-attainment, positive adaptation, positive emotion, and adaptive decisions that will maximize long-term benefits (Artuch-Garde et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

Enhancing Cognitive Resilience in Adolescence and Young Adults: A Neuroscience-informed Approach

Rezapour¹,

Assari²,

Kirlić³

et al. 2020

Preprint

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Resilience, as a trait, process, or outcome, is an important factor to explain behavioral diversity between individuals and population groups in face of stress and adversity. Individuals and groups who can bounce back shorty after stressful events, experience less severe negative emotions (depression, anxiety) and manage situations through efficient problem-solving strategies are categorized as resilient. Enhancing populations’ and individuals’ resilience becomes a central strategy for prevention of maladaptive behaviors, especially among adolescents. Several psychosocial interventions, mostly taking a positive psychology approach, improve resilience and reduce disruptive behaviors (e.g., using illicit drug and alcohol or self-harm behaviors) among adolescents. However, the role of brain awareness and training interventions targeting cognitive underpinning of resilience is not fully explored. In this chapter, we firstly review the existing literature and address the interventions that indirectly increase cognitive resilience among school-aged adolescents. Then we introduce the Promoting Cognitive Resilience (ProCoRe), a new multi-modal cognitive resilience training program, that taps different cognitive functions that are documented to be effective in the neuroscience literature. Clinical and public health implications of the ProCoRe as a prevention program to empower adolescents to avoid high risk behaviors in face of stressful through effective emotion regulation and impulse control. are discussed.

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Enhancing Cognitive Resilience in Adolescence and Young Adults: A Multidimensional Approach

Rezapour

Assari²,

Kirlić

et al. 2021

Emerging Issues in Family and Individual Resilience

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

Cited by 12 publications

References 82 publications

Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

Association Between Self-Regulation of Learning, Forced Labor Insertion, Technological Barriers, and Dropout Intention in Chile

Enhancing Cognitive Resilience in Adolescence and Young Adults: A Neuroscience-informed Approach

Enhancing Cognitive Resilience in Adolescence and Young Adults: A Multidimensional Approach

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