self-regulation

Documents about self-regulation

• TIMING MATTERS: FORCED DISPLACEMENT AND REFUGEE CHILDREN’S COGNITIVE, SOCIAL, AND EMOTIONAL DEVELOPMENT#929317ScholarlyCommons
• 24 CFR Part 984 — Section 8 and Public Housing Family Self-Sufficiency Program#507374Code of Federal Regulations (eCFR)
• 26 CFR Part 46 — Excise Tax on Certain Insurance Policies, Self-Insured Health Plans, and Obligations Not in Registered Form#507580Code of Federal Regulations (eCFR)
• 25 CFR Part 900 — Contracts Under the Indian Self-Determination and Education Assistance Act#507542Code of Federal Regulations (eCFR)
• Agency Information Collection Activities; Submission to the Office of Management and Budget (OMB) for Review and Approval; Comment Request; Self-Certifications Under the Data Privacy Framework Program#512362Federal Register
• Agency Information Collection Activities; Submission to the Office of Management and Budget (OMB) for Review and Approval; Comment Request; Self-Certifications Under the Data Privacy Framework Program#512365Federal Register
• Relación entre la Inteligencia Emocional y el Aprendizaje Autónomo en estudiantes universitarios de la modalidad semipresencial#478285DIALNET OAI Articles
• A robot-like learning companion for executive-function neurofeedback: acceptability, user experience, and evidence of within-session self-regulation in a pilot study#672310PsyArXiv
• A Dynamical Systems Formulation of the Universal Balance–Feedback Framework, Self-Referential Ignorance, and the Principle of Belonging A Formal Systems-Theoretic Model of Identity, Epistemic Closure, Feedback Regulation, and Adaptive Stability#729511PhilArchive
• Who Are You (WAY) Online Social and Emotional Learning Program for Adolescents#901072ClinicalTrials.gov
• Clinical, Neurocognitive, and Emotional Effects of Psilocybin in Depressed Patients - Proof of Concept#909245ClinicalTrials.gov
• Dynamics in subjective socioeconomic status matter over and above levels of socioeconomic status for self-regulation: Evidence across two longitudinal studies#158344OSF
• HyperSensory-Motofixation and the Induced Transient Neurodivergent-Like State: A Practitioner-Derived Framework for Velocity-Variable Visual Fixation, Autonomic Self-Regulation, and Digital Media#313953Zenodo (CERN)
• Targeting coping strategies, emotion regulation, and self-esteem in children with dyslexia to support mental health: A randomised-controlled trial of Clever Kids#316610OSF
• The Immunity-Disability Architecture of Digital Privacy: Reimagining Data Protection Rights Through Hohfeld's Analytical Framework#397782Zenodo (CERN)
• The Relationship Between Internet-use Behavior and Mental Health in Youth#846172ClinicalTrials.gov
• Metacognitive Interpersonal Therapy Across Transdiagnostic Eating Disorders, Including Underweight#850120ClinicalTrials.gov
• Identifying the Effect and Working Mechanisms of MyPlan 2.0 in Adults With Type 2 Diabetes#869325ClinicalTrials.gov
• "Cooperative International Regulatory Enforcement and the Privilege Against Self-Incrimination in the United States"#984004Digital Repository @ Maurer Law
• Off the cuff: self-reported positive urgency predicts rapid choices during risky decision-making#134389OSF
• Your Identity is Yours: Take Back Control of Your Identity Using GDPR Compatible Self-Sovereign Identity#400631OpenAlex
• A robot-like learning companion for executive-function neurofeedback: acceptability, user experience, and evidence of within-session self-regulation in a pilot study#672135OSF
• Gene-diet Interactions on Body Weight Regulation and Lifestyle Parameters.#865059ClinicalTrials.gov
• Is FINRA a State Actor? A Question that Exposes the Flaws of the State Action Doctrine and Suggests a Way to Redeem IT#1019779Scholarship@Vanderbilt Law
• The SERNA Conceptual Standard for Neural Correlates of Decision Fatigue: Definitions, Relationships, and Theoretical Integration (SCS-NDF)#120652Zenodo (CERN)
• Cigarette Reduction Using the Quitbit Digital Lighter and Mobile Application for Smoking Cessation: a Randomized Controlled Trial#855713ClinicalTrials.gov
• The Building Resilience Program: Examining Self-Regulation, Behavior, and Resilience in Under-Resourced Preschoolers With ACEs#866161ClinicalTrials.gov
• Combining self-regulation and poverty reduction to prevent depression and anxiety among adolescents experiencing multi-dimensional poverty in Colombia, Nepal and South Africa: study protocol of a pilot 4-arm cluster randomised controlled trial.#449776NCBI PubMed Central
• 16 CFR Part 1401 — Self Pressurized Consumer Products Containing Chlorofluorocarbons: Requirements to Provide the Commission with Performance and Technical Data; Requirements to Notify Consumers at Point of Purchase of Performance and Techn#506196Code of Federal Regulations (eCFR)
• Linguistic analysis of the story about life events as a technology for researching the emotional experience of higher education students#177814Zenodo (CERN)
• Self-Disclosure or Burying the Evidence Dilemma: A Legal Review of the Data Breach Rules under the Turkish Personal Data Protection Law#462004OpenAlex
• Exploring the Mediating Role of Emotional Intelligence in The Relationship Between Family Support and Academic Achievement in High School Students#286879Zenodo (CERN)
• Propuesta de intervención con un videojuego terapéutico para la autorregulación emocional en universitarios con trastornos del neurodesarrollo: uso de elementos de co – diseño#420173Gestión del Repositorio Documental de la Universidad de Salamanca
• Feasibility of a Compassionate Mindful Resilience Programme for Thai Secondary School Students#905283ClinicalTrials.gov
• 24 CFR Part 887 — Section 8 Housing Assistance Payments Programs—Family Self-Sufficiency Program#507352Code of Federal Regulations (eCFR)
• DIGITAL CARTEL IN THE FINTECH P2P LENDING INDUSTRY: Review of KPPU Decision Number 05/KPPU-I/2025 and the Sufficiency of Article 5 of Law No. 5 of 1999#451078Zenodo (CERN)
• A Pilot Research Project on Outcome of Trauma Informed Stabilization Treatment (TIST) for Adults with Complex Trauma Symptoms After Childhood Trauma, At the Department of Trauma Treatment, Modum Bad, Norway#839608ClinicalTrials.gov
• SHAXS SHAKLLANISHIDA IJOBIY FIKRLASHNI RIVOJLANTIRISHNING PSIXOLOGIK JIXATLARI#27491Zenodo (CERN)
• Both N-Terminal and C-Terminal Histidine Residues of the Prion Protein Are Essential for Copper Coordination and Neuroprotective Self-Regulation#983427eScholarship
• El Taller de la Palabra: Estrategias de Regulación Metacognitiva de Control y Evaluación en Cursos Virtuales de Inglés Basado en las Narrativas de Estudiantes y Docentes del Programa de Inglés Virtual de la Pontificia Universidad Javeriana#355472Repositorio Institucional Javeriano
• THE PHYSICAL AND PSYCHOLOGICAL BENEFITS OF PARTICIPATING IN SPORTS#394066Zenodo (CERN)
• IMPACT OF TECHNOLOGY ON STUDENT PERFORMANCEABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment. ABSTRACT The rapid digitalization of education, accelerated by the Fourth Industrial Revolution and the COVID-19 pandemic, has fundamentally transformed instructional delivery. Despite significant global investment in Educational Technology (EdTech), the correlation between digital tools and student academic achievement remains a subject of intense debate. This study synthesizes empirical evidence from 2019 to 2026 to evaluate the impact of various technological interventions, including Artificial Intelligence (AI), Virtual Reality (VR), Gamification, and Mobile Learning, on student performance in educational management contexts. A systematic review of over 40 distinct studies was conducted, utilizing frameworks such as the Technology Acceptance Model (TAM) and the SAMR model to analyze efficacy across diverse subject domains and institutional settings. Results indicate a small to medium positive effect size (d ≈ 0.35), heavily contingent on implementation quality rather than hardware presence. AI and VR show strong potential in STEM and personalized learning, while mobile learning effectively supports formative assessment but poses distraction risks. Crucially, teacher digital competence and student self-regulation were identified as primary mediating variables. The study concludes that technology is an amplifier of pedagogy, not a substitute. It recommends that educational managers prioritize "humanware", teacher training and pedagogical design, over mere hardware acquisition to bridge digital divides and maximize academic return on investment.#343105Zenodo (CERN)