The Psychology of Self-Regulation

$145.00$218.00

Jorja Dutton (Editor)

Series: Psychology of Emotions, Motivations and Actions
BISAC: PSY008000

This book contains eight selected chapters discussing the psychology of self-regulation. Chapter One reviews the lessons learned from a literature review on the role of canine-assisted interventions in the promotion of self-regulation. Chapter Two asks how the concept of self-regulation has been implemented in research on children and adolescent’s eating behavior. Chapter Three examines the impacts of a school-based mentoring support program on self-regulation in students who are experiencing school failure. Chapter Four examines the role of self-regulation and the perspective of agency in the management of Celiac disease. Chapter Five reviews the “hope avenue” for the school success of students with Roma background. Chapter Six discusses the role of parents in children’s self-regulation development by reviewing at-distance and online intervention programs. Chapter Seven provides a guide to enhancing students’ self-regulation. Chapter Eight examines the internal and external typologies of regulation in education and health contexts, focusing on regulation, de-regulation, and dys-regulation behaviors.

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Table of Contents

Preface

Chapter 1. The Role of Canine-Assisted Interventions in the Promotion of Self-Regulation: Lessons Learned from a Literature Review
Sara Teixeira1, MSc, Armanda Pereira2, PhD, André Oliveira1, MSc, Tânia Moreira1, PhD, Cleia Zanatta3, PhD, and Pedro Rosário1, PhD
1Psychology Research Center, School of Psychology, University of Minho, Braga, Portugal
2Department of Education and Psychology, School of Human and Social Sciences, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
3Health Sciences Center, Catholic University of Petrópolis, Petópolis, Rio de Janeiro, Brazil

Chapter 2. Restrict Unhealthy Food Intake or Make Healthy Food Choices Proactively? How the Self-Regulation Concept Has Been Used in Children and Adolescent’s Eating Behavior Research
Beatriz Pereira1, Gabriela Figueiredo1, Katarina Agudelo2, Pedro Rosário1 and Paula Magalhães1
1Escola de Psicologia, Universidade do Minho, Braga, Portugal
2Northeastern University, Boston, US

Chapter 3. Voices of Mentee-Mentor Dyads: Impact of School-Based Mentoring on Self-Regulation to Rescue Students Experiencing School Failure
Juliana Martins, PhD, Jennifer Cunha, PhD, Catarina Vilas, MSc, and Pedro Rosário, PhD
Department of Applied Psychology, School of Psychology, University of Minho, Braga, Portugal

Chapter 4. Self-Regulation and Agency Perspectives in Celiac Disease
Gabriela Figueiredo1, Beatriz Pereira1, Katarina Agudelo2, Pedro Rosário1 and Paula Magalhães1
1Escola de Psicologia, Universidade do Minho, Braga, Portugal
2Northeastern University, Boston, USA

Chapter 5. ‘Caught between Dreams and Deeds’: The Hope Avenue for School Success of Students with a Roma Background
T. Moreira1, PhD, P. Rosário1, PhD, J. Martins1, C. Silva1, PhD, D. Moreira1 and L. Ribeiro2, PhD
1School of Psychology, University of Minho, Braga, Portugal
2Faculty of Education and Psychology, Universidade Católica Portuguesa, Porto, Portugal

Chapter 6. The Role of Parents in Children’s Self-Regulation Development: A Review of At-Distance and Online Intervention Programs
Sandra Mesquita1, MSc, Armanda Pereira2, PhD, Ana Guimarães1, MSc, Sonia Fuentes3, PhD, and Pedro Rosário1, PhD
1Psychology Research Center, School of Psychology, University of Minho, Braga, Portugal
2Department of Education and Psychology, School of Human and Social Sciences, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
3Facultad de Educación y Ciencias Sociales, Universidad Central de Chile, Santiago do Chile, Chile

Chapter 7. How to Enhance Students’ Self-Regulation
Rita Payan-Carreira1, Luís Sebastião2, Ana Cristóvão2 and Hugo Rebelo2
1Comprehensive Health Research Centre and Dept. Veterinary Medicine, University of Évora, Evora, Portugal
2Research Center in Education and Psychology, University of Évora, Evora, Portugal

Chapter 8. Regulation, De-Regulation, and Dys-Regulation Behavior: Internal and External Typologies of Regulation in an Educational and Health Context
Jesús de la Fuente1,2, Mónica Pachón-Basallo1, María Carmen González-Torres1, J. M. Martínez-Vicente2, F. Javier Peralta-Sánchez2 and Salvatore Fadda3
1School of Education and Psychology.University of Navarra, Spain
2School of Psychology. University of Almería, Spain
3Prevention Health Service. Sassari University, Cerdenia, Italy

Index