Search results

The present study aimed to investigate the relationship between career development and productivity of the university staff with the mediating role of self-regulation.

The research approach is quantitative-relational and is based on structural equation modeling (SEM). The population consisted of the staff of two Iranian universities in 2018 out of which 331 participants were selected using Cochran's formula and a proportionate stratified random sampling method. To gather data, the self-regulation questionnaire (SRQ), the career development questionnaire (CDQ) and a researcher-made employees' productivity questionnaire (EPQ) were used. In terms of reliability, Cronbach's alpha coefficient of the instruments was found to be 0.97, 0.84 and 0.88, respectively. Face and content validity were confirmed by a group of field experts.

The findings indicated that the staff’s self-regulation had a positive and significant effect on individual, organizational and environmental productivity factors. In addition, self-regulation had the ability to predict those factors. It was found that self-regulation had a mediating role in the relationship between career development and staff productivity. According to the results, educational institutions, especially universities, can provide their staff with the opportunity to exploit their full potentials through reinforcing their self-regulation and increasing their productivity.

Higher self-regulation capacity among university staff helps them liberate their potential energy for disinterested selfless service to the society. Higher self-regulation capacities allow individuals to increase the energy resource for self-regulation and contribute to the productivity and quality of life. The statistical population of the quantitative section is confined only to the staff working at Iranian universities. Therefore, our results should be cautiously generalized to universities in other countries.

Our findings can help in empowering human resources and consequently improving education and research processes.

Universities play a decisive role in the economic growth and development of countries because of their diverse services in the production and distribution of science and knowledge.

This study was conducted on university’s staff productivity, while most previous researches have been conducted in industrial enterprises. Thus, the present study seeks to fill this research gap by means of providing new perspectives and information on the factors affecting staff productivity and the relationship between research variables in higher education institutions.

This chapter proposes the development of a compound personality trait termed “goal propensity”. Motivation is a key determinant of performance in virtually all contexts, and personality has long been viewed as an important influence on motivation. Despite the long history of exploring how personality influences motivation, we do not have a clear understanding of the linkage between individual differences in personality and work motivation or the tools to reliably and accurately predict individual differences in motivation. Advances in our understanding of personality and the convergence of motivation theories around models of self-regulation present the opportunity to achieve that understanding and predictive efficacy. Goal propensity would be a theoretically derived trait that would explain the role of personality in self-regulation models of motivation as well as allow the prediction of tendencies to engage in self-regulation. This chapter provides the rationale for the development of this construct, articulates the nature of the proposed goal propensity construct, and explores the value of such a construct for theory, future research, and human resource practice.

Self-regulation is defined as strategic, metacognitive behavior, motivation and cognition aimed at a goal (Zimmmerman and Schunk, 2011). Co-regulation, arguably more aligned with norms in communal cultures, is the process of learners sharing “a common problem-solving plane” through which self-regulatory strategies are learned (Hadwin and Oshaige, 2011, p.247). This paper aims to investigate the impact of co-regulation on self-regulation and math achievement for culturally diverse students.

This empirical study used structural equation modeling framework to estimate the effects of co-regulation on self-regulation and math achievement, as measured by the statewide-standardized test. Surveys measuring students’ use of co-regulatory and self-regulatory strategies and standardized math test scores were collected from 625 seventh- and eighth-grade students in a suburban district outside a southeastern urban center in the 2011-2012 academic year.

Results indicated that co-regulation is positively and significantly related to self-regulation strategy use among students in the sample. Self-regulation and co-regulation were positively related to math achievement. Data suggest the modeled relationship of co-regulation, self-regulation and achievement may vary by ethnic group.

A large body of literature documents the impact of self-regulation on student achievement, although there is less focus on students of color. This work expands that body of literature by examining co-regulation as a predictor of self-regulation and its mediated effects on student achievement for students of color.

In recent years, it has become evident that self-regulation plays a central role in human functioning, including learning and achievement in school. Although there are different definitions of self-regulation, there is general consensus that it refers to a multi-component, iterative, self-steering process that targets one's own cognitions, feelings, and actions, as well as features of the environment for modulation in the service of one's own goals (Boekaerts, Maes, & Karoly, 2005). Educational psychologists agree that learning in the classroom involves cognitive and affective processing and is heavily influenced by social processes. This implies that students should be able and willing to regulate their cognitions, motivation, and emotions, as well as to adapt to the social context in order to facilitate their learning. Yet, there is at present neither a uniformly accepted definition of self-regulation nor that of self-regulated learning. Most theorists agree that self-regulation in the classroom is neither an all-or-none process nor a property of the learning system. Rather, it consists of multiple processes and components that interact in complex ways. Definitions have focused either on the structure of self-regulation, describing the different components of the self-regulation process, or on the processes that are involved.

For this purpose, Teacher Self-Regulation Scale (TSRS), Emotions Questionnaire for Teachers (EQT) and Grasha's Teaching Style Inventory (TSI) were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Following the pivotal role of effective teaching on educational well-being, the present study delve into three significant teacher-related variables i.e. teacher self-regulation, emotions and teaching style. For this purpose, TSRS, EQT, and Grasha's TSI were employed to gauge the influences of teacher self-regulation on university teachers' emotions and preferred teaching style. The participants of this study were 320 university teachers, majored in different branches of English (English Literature, English Teaching, English Translation), teaching in different universities of Iran. To shed light on the causal associations, a path analysis was run using LISREL 8.80.

Based on the findings, teacher self-regulation predicts pleasant emotions positively; whereas, it predicts unpleasant emotions in a negative direction. The results also demonstrate that teacher self-regulation positively and significantly predicts student-centred styles (Facilitator and Delegator), and the reverse is true for teacher-centred styles (Formal Authority, Personal Model, and Expert).

Future studies may advance the possible relationships among the subscales of teacher self-regulation, teacher emotion and teaching style. Also, further investigations are suggested to target the teacher self-regulation, teacher emotion and teaching style in enhancing language learners' achievement.

In effect, the findings of the current study contribute to the fields of teacher psychology and teacher education. The implications of this study may open another perspective into university teachers’ psychological well-being and professional development.

The implications of this study may redound to the advantage of policy makers, curriculum designers, teacher educators, as well as university teachers.

The implications of this study may redound to the advantage of policy-makers, curriculum designers, teacher educators and university teachers.

Unethical pro-organizational behavior (UPB) is one of the major reasons behind high-profile financial frauds in the recent past. This study aims to explore how an exclusive focus on financial outcomes, i.e. supervisor bottom-line mentality (BLM) leads to UPB among employees and highlights the critical role of self-regulation impairment and perceived employability in the process. Drawing on self-regulation theory, this study examines how BLM and perceived employability interactively impact self-regulatory strength, which ultimately influences UPB.

The theoretical model is tested through a time-lagged field study of 171 employees and hypothesis testing in SPSS PROCESS Macros.

Results suggest that self-regulation impairment mediates a positive relationship between supervisor BLM and employee UPB and perceived employability moderates this indirect association between BLM and UPB, wherein the indirect positive relationship is stronger when perceived employability is low (than high).

This study contributes to the BLM and UPB literature by identifying the critical role of perceived employability and suggesting that UPB is an impulsive action rather than an intentional move.

Motivated by the need for research on the relationship between health app usage and health-related outcomes in the form of health status and life satisfaction, this study builds on self-regulation theory to construct a research model for elucidating how health app quality affects health information literacy, health app usage and physical activity.

To empirically validate the proposed research model, a large-scale questionnaire survey on health app usage was administered on a sample of 6,948 respondents recruited from a university in China. Structural equation modeling was employed for data analysis.

Empirical findings demonstrate that health app quality positively affects self-regulation with respect to health app usage, health information literacy and physical activity. Taken together, these self-regulated behaviors drive health-related outcomes for health status and life satisfaction.

This study advances extant literature on health app usage through the application of self-regulation theory to investigate the effects of technological interventions in healthcare. Findings offer practical implications for how health apps can be leveraged to realize positive health-related outcomes.

This paper aims to explore treatment implications of the self‐regulation model (SRM) for sexual offenders with an intellectual disability in an effort to provide practical applications that could be employed in treatment.

The SRM of sexual offending proposes that difficulties in self‐regulation may lead to an increased risk of sexual offending; describing four potential pathways to sexual offending that are based on self‐regulation style and offence‐related goals. Research has focussed on the application and implications of this theoretical model for mainstream sexual offenders. However, more recently, there has been an increasing interest into the application and treatment implications for the SRM for sexual offenders with an intellectual disability. This paper reviews literature on both the SRM and related work on offenders with intellectual disability.

The evidence reviewed supports the notion that the SRM is a valid theoretical model on which to base treatment programmes for people with intellectual disabilities and specific recommendations are made for the design of treatment programmes with this client group.

It is suggested that this model should be used when devising intervention programmes for people with intellectual disabilities in the future.

The primary purpose of the paper is to demonstrate how corporate responsibility and accountability could be fostered through monitoring and the involvement of governments in the regulation of firms.

In considering why practices which stimulate incentives for private agents to exert corporate control should be encouraged, this paper highlights criticisms attributed to government control of banks. However, the theory relating to the “helping hand” view of government is advanced as having a fundamental role in the regulation and supervision of banks.

Governments have a vital role to play in corporate responsibility and regulation given the fact that banks are costly and difficult to monitor – this being principally attributed to the possibility that private agents will lack required incentives or the ability to supervise banks.

Banks are costly and difficult to monitor – this being principally attributed to the possibility that private agents will lack required incentives or the ability to supervise banks.

The paper illustrates how structures which operate in various systems, namely, stock market economies and universal banking systems, function (and attempt) to address gaps which may arise as a result of lack of adequate mechanisms of accountability.

The paper also draws attention to the impact of asymmetric information (generally and in these systems), on levels of monitoring procedures and how conflicts of interests which could arise between banks and their shareholders, or between governments and those firms being regulated by the regulator, could be addressed.

Through its supervision of banks, governments also assume an important role where matters related to the fostering of accountability are concerned – not only because banks may have the power to affect firm performance, but also because some private agents are not able to afford internal monitoring mechanisms.

This paper provides a perspective on the field of nonmarket strategy. It does not attempt to survey the literature but instead focuses on the substantive content of research in the field. The paper discusses the origins of the field and the roles of nonmarket strategy. The political economy framework is used and contrasted with the current form of the resource-based theory. The paper argues that research should focus on the firm level and argues that the strategy of self-regulation can be useful in reducing the likelihood of challenges from private and public politics. The political economy perspective is illustrated using three examples: (1) public politics: Uber, (2) private politics: Rainforest Action Network and Citigroup, and (3) integrated strategy and private and public politics: The Fast Food Campaign. The paper concludes with a discussion of research issues in theory, empirics, and normative assessment.