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- Garcia, Danilo, 1973, et al.
(författare)
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Self-regulatory mode (locomotion and assessment), well-being (subjective and psychological), and exercise behavior (frequency and intensity) in relation to high school pupils’ academic achievement
- 2015
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Ingår i: Peer J. - : PeerJ. - 2167-8359. ; 3:847
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Tidskriftsartikel (refereegranskat)abstract
- Background. Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: assessment and locomotion. Moreover, both subjective and psychological well-being along exercise behaviour might also play a role on adolescents academic achievement. Method. Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Regulatory Mode Questionnaire to measure self-regulation strategies (i.e., locomotion and assessment). Well-being was measured using Ryff ’s Psychological Well-Being Scales short version, the Tempo- ral Satisfaction with Life Scale, and the Positive Affect and Negative Affect Schedule. Exercise behaviour was self-reported using questions pertaining to frequency and intensity of exercise compliance. Academic achievement was operationalized through the pupils’ mean value of final grades in Swedish, Mathematics, English, and Physical Education. Both correlation and regressions analyses were conducted. Results. Academic achievement was positively related to assessment, well-being, and frequent/intensive exercise behaviour. Assessment was, however, negatively related to well-being. Locomotion on the other hand was positively associated to well-being and also to exercise behaviour. Conclusions. The results suggest a dual (in)direct model to increase pupils’ academic achievement and well-being—assessment being directly related to higher academic achievement, while locomotion is related to frequently exercising and well-being, which in turn, increase academic achievement.
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- Garcia, Danilo, 1973, et al.
(författare)
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High School Pupils’ Academic Achievement, Self-regulation (Locomotion and Assessment), and Psychological Well-Being
- 2014
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Ingår i: PeerJ PrePrints. - : PeerJ. - 2167-9843. ; 2
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Background: Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method: Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results: Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance and personal growth; and to the self-regulation strategy of assessment. Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance, autonomy, and personal growth; and also to assessment. Final grades in English were positively related to one psychological well-being scale: personal growth; and also to assessment. Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery, self-acceptance, autonomy, and personal growth; and also to the self-regulation strategy of locomotion. Conclusions: A profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.
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- Jimmefors, Alexander, et al.
(författare)
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Locomotion (Empowering) and Assessment (Disempowering) Self-regulatory Dimensions as a Function of Affective Profile in High School Students.
- 2014
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Ingår i: International Journal of School and Cognitive Psychology. - : OMICS Publishing Group. - 2469-9837. ; 2:1
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of the present study was to examine high school adolescent pupils’ self-regulatory strategies in relation to psychological well-being and subjective well-being (i.e., temporal life satisfaction and affect) using the affective profiles model as the backdrop for the analysis. Participants were categorized into Self-fulfilling (high positive, low negative), High affective (high positive, high negative), Low affective (low positive, low negative) and Self-destructive (low positive, high negative) profiles according to their responses on the Positive Affect and Negative Affect Schedule. The participants also self-reported self-regulation (“assessment” and “locomotion”),temporal life satisfaction (past, present and future) and psychological well-being (e.g. Self-acceptance,environmental mastery, personal growth). Self-fulfilling adolescents, in contrast to Self-destructive adolescents, expressed high levels of temporal life satisfaction and psychological well-being. The self-regulatory “locomotion” dimension was associated to high positive affect profiles, higher life satisfaction and psychological well-being whereas the self-regulatory “assessment” dimension was associated with high negative affect profiles, lesser life satisfaction and psychological well-being. Taken together, the well-being outcomes linked to the “locomotion” dimension seem to contribute to an upward ‘spiral of empowerment’, reinforcing approaching or agentic behavior; while the outcome linked to the “assessment” dimension appear to consist of a downward ‘spiral of disempowerment’ or inaction.
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- Jacobsson, Christian, et al.
(författare)
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Consultants’ versus Managers’ - Perceptions of a Group Development Intervention Program
- 2016
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Ingår i: Clinical and Experimental Psychology. - : OMICS Publishing Group. - 2471-2701. ; 2:3
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Tidskriftsartikel (refereegranskat)abstract
- The present study examines a large scale intervention program within the manufacturing industry with the purpose of improving cooperation and health among both management and production teams. Altogether 31 management teams and 132 production teams, comprising 1596 individuals, participated in this intervention program. All the management teams were assigned a budget of nine hours of consultation-time each, plus a GDQ-measurement before and at the termination of the project. There were six meetings during the project and each meeting lasted one and a half hours. Four groups met concurrently, in the same room together with the two consultants. The present results target the issue of consultants’ and managers’ perceptions of the intervention process, but not the outcomes or the result of the intervention performed. Interviews were carried out with the two consultants who conducted the whole intervention and ten of the top managers who participated in the intervention. The interviews focused upon critical aspects associated with either success or failure before, during and after the intervention program. Content analyses were performed for consultant and managers separately, in order to extract themes describing their views of the intervention process. Similarities and differences between consultants’ and managers’ perceptions of the process are discussed.
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- Jimmefors, Alexander, et al.
(författare)
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Self-regulation, Psychological Well-Being, and Swedish High School Pupils’ Academic Achievement
- 2014
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Ingår i: 26th Association for Psychological Science Annual Convention. San Francisco, California, USA.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- ABSTRACT We investigated the relationship between Swedish high school pupils’ grades and self-regulation strategies (i.e., assessment and locomotion) and psychological well-being. We found that a profile consisting of assessment orientation (i.e., assessment, comparison, and appraisal of goals/procedures) combined with self-acceptance and personal growth leads to the best study results. SUPPORTING SUMMARY Background Education plays an important role on a personal level because it is related to personal control, a healthy lifestyle, greater income, employment, interpersonal relations, and social support (Mirowsky & Ross, 2003). Self-regulation is the procedure implemented by an individual striving to reach a goal and consists of two inter-related strategies: (1) the identification of the desired out-come and the appraisal of procedures to reach the desired goal (i.e., assessment), and (2) the selection between available approaches to reach the goal and the commitment to the chosen approaches until the goal is reached (i.e., locomotion) (Kruglanski et al, 2000). Self-regulation plays an essential role in academic achievement (Kruglanski et al 1994, 2000). Psychological well-being is a multi-faceted concept composed of six different intra-personal characteristics that describe the fully functional individual (Ryff, 1989). These factors are: positive relationships with others, self-acceptance, environmental mastery, autonomy, purpose in life, and personal growth. We aimed to study the relationship between academic achievement and self-regulation and psychological well-being in Swedish high school pupils. Method Participants were 160 Swedish high school pupils (111 boys and 49 girls) with an age mean of 17.74 (sd = 1.29). We used the Assessment and Locomotion Scales (Kruglanski et al., 2000) to measure self-regulation and Ryff’s Psychological Well-Being Scales short version (Clark et al., 2001) to measure well-being. Academic achievement was operationalized through pupils’ final grades in Swedish, Mathematics, English, and Physical Education. The courses take place during either one or two semesters and the grading scale ranges from F = fail to A = pass with distinction. Results Final grades in Swedish were positively related to two psychological well-being scales: self-acceptance (r = .16, p = < .05) and personal growth (r = .21, p = < .01); and to the self-regulation strategy of assessment (r = .18, p = < . 05). Final grades in Mathematics were positively related to three psychological well-being scales: self-acceptance (r = .19, p = < .05), autonomy (r = .23, p = < .01), and personal growth (r = .19, p = < .05); and also to assessment (r = .24, p = < .01). Final grades in English were positively related to one psychological well-being scale: personal growth (r = .17, p = < .05); and also to assessment (r = .27, p = < .001). Final grades in Physical Education were positively related to four psychological well-being scales: environmental mastery (r = .27, p = < .001), self-acceptance (r = .29, p = < .001), autonomy (r = .19, p = < .05), and personal growth (r = .22, p = < .01); and also to the self-regulation strategy of locomotion (r = .21, p = < .01). Conclusions The most consistent finding is that a profile consisting of assessment orientation combined with self-acceptance and personal growth leads to the best study results. This understanding is important when supporting pupils in achieving the best possible results in school and thus lay the formation for a continued successful life.
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- Archer, Trevor, 1949, et al.
(författare)
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Internet-video Gaming: Symptoms, Epidemiology, Neurophysiology and Interventional Aspects.
- 2017
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Ingår i: Journal of Child and Adolescent Behavior. - : OMICS Publishing Group. - 2375-4494. ; 5:3
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Forskningsöversikt (refereegranskat)abstract
- Excessive perseverance with video-internet game usage, or alternatively Internet Gaming Disorder, presents a condition that, despite the potential utility of the underlying technology, augurs an assemblage of poor health and well-being, psychiatric liability and psychosocial perturbation with concomitant regional brain disturbance accompanied by incremental and inexorable prerequisites for appropriate interventions and eventual prevention. The tendency within the pathological expressions of disorder is for vulnerability to reside among the young, e.g., adolescents, rather than the older adults, over gender. Symptom-profiles of the condition incorporate varied, allconsuming and protracted problems ranging from cognitive-affective dysfunctions to biopsychological abnormalities such as sleep disturbances and fatigue. Escalating prevalence and epidemiological entanglement describe a putative framework of loneliness, introversion, neuroticism and impulsivity interspersed with expressions of depression, anxiety, sensation seeking, anger, a singular lack of assertiveness and the hazardous indications of ADHD propensity. Neurophysiological, brain regional and biomarker modifications underlying disorder pathophysiology appear more-or-less attuned to the symptomatic expressions of both diagnosed patients and those found to use excessive gaming, unconstrained from age-level: child, adolescent or young adult. Interventional strategies have centered upon the distinction of individual symptom-profiles, the description of withdrawal symptoms and related tolerance and the administration of coping strategies and resourceful behaviors, as for example implied by the “Craving Behavioral intervention”.
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| 10. |
- Garcia, Danilo, 1973, et al.
(författare)
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Autonomy and Responsibility as a Dual Construct: Swedish Police Personnel’s Stress, Energy, and Motivation
- 2017
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Ingår i: International Journal of Police Science and Management. - : SAGE Publications. - 1461-3557 .- 1478-1603. ; 19:3, s. 195-204
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Tidskriftsartikel (refereegranskat)abstract
- Law enforcement demands self-management, intrinsic motivation, high energy levels, and tolerance to stress. The concept of self-management might involve both autonomy and responsibility. Autonomy and responsibility, however, are often considered and measured as the same construct even thought at a conceptual level they can be seen as a separate dual construct. Our aims were (1) to investigate the duality of the concept autonomy and responsibility and (2) to investigate this hypothesized dual construct’s association to stress and energy and motivation dimensions among Swedish police personnel. Employees (N = 617; males = 318, females = 292) from five Swedish police departments participated in the study. Autonomy and responsibility were assessed using one of the scales in the Learning Climate Questionnaire, motivation using a modified version of the Situational Motivation Scale, and stress and energy using the Stress/Energy Questionnaire. We conducted a confirmatory factor analysis and two structural equation models. The confirmatory factor analysis discerned two separate subscales that we defined as autonomy (e.g., “I feel free to organize my work the way I want to”) and responsibility (e.g., “We are not encouraged to take responsibility for our own learning”). Autonomy predicted both stress and energy, but only one dimension of motivation, that is, amotivation. Responsibility predicted energy and three of four motivations dimensions: intrinsic motivation, external regulation, and amotivation. Hence, we suggest that the notion of autonomy and responsibility as a dual independent construct seems to be meaningful in the investigation of police personnel’s motivation, stress, and energy.
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