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This paper aimed to determine the self- and co-regulation influences on the community of inquiry (CoI) for collaborative online learning.

A quantitative survey was used on a sample of (N = 626) enrolled postgraduate students in a South African Open Distance and e-Learning (ODeL) university. The measuring instruments were the CoI and the shared metacognitive surveys. Correlation and multiple regression analyses were used to determine the association and influence of self- and co-regulation on the CoI.

The results indicated that self- and co-regulation related to the CoI (teaching, cognitive and social) presences. In addition, the results revealed that self- and co-regulation influence the CoI presences. Self-regulation had the highest influence on teaching and cognitive presence, while co-regulation influenced social presence.

The study’s convenience sampling method from a single university limited the applicability of the findings to other online learning environments.

Higher educational teachers who encourage student self- and co-regulation may enhance their online teaching, cognitive and social presence when studying online. The research’s findings may be valuable to teachers to enable them to provide a more collaborative and interactive online learning environment and promote productive online communities.

This study contributes to the body of knowledge about the relationship between teaching, social and cognitive presence and self- and co-regulation within the CoI framework. Furthermore, there has also been limited research focussing on the dynamics of shared metacognition within the CoI framework in an ODeL context.

Regulations and complying with regulation are a considerable burden on small firms, which consistently report that regulation is an obstacle to growth. Regulation for small business includes financial and psychological costs and worry about non‐compliance. Accordingly, regulation inflation raises increasing difficulties in understanding and complying with new regulation. Time and resources are diverted from running or growing the business. This paper explores self‐regulation as a mechanism for resolving the problems of regulation.

The authors first sets out the “regulation problem” as seen by the research community and by small business. The analysis explores the issues associated with small business regulation and compliance. They show that “imposed” regulation is expensive and may not be very effective. They continue by examining the nature of self‐regulation and consider a case study: the auto trade.

Self‐regulation can have beneficial effects. All regulation need not be top down control and command and self‐regulation can be effective if done well.

Self‐regulation seems to offer a number of advantages over legislation for small businesses, but it appears that a number of conditions need to be met if they are to be seen as effective. The authors discuss the implications and benefits of SFROs as an alternative way of assuring regulatory compliance.

Self‐regulation presents an attractive solution to some of the problems encountered by small business regulation through providing a credible, flexible and cost effective alternative to command and control legislation.

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.

This paper reviews the origins of the Ethics Council of the Federation of Social Communication Media of Chile (1991-2019) and looks into the historical circumstances surrounding its creation, the concept of self-regulation as understood by its founders, and the criteria that initially ruled its operation.

A qualitative survey of nine contemporary witnesses and the confrontation with the scientific literature.

The results reveal a significant coincidence with the academic literature both in the description of the concept of self-regulation and in the origin of the ethics councils and of the system under which they operate. However, a series of nuances not usually considered in the concept of self-regulation are described.

This study will help assess the national and international possibilities of self-regulation and the significance of the Chilean ethics council.

The purpose of this study is to examine the effect of students’ self-regulation, co-regulation and behavioral engagement on their performance in flipped learning environments in higher education.

The subjects were college students taking an education course offered at a 4-year university in South Korea. Structural equation modeling was adopted to analyze 221 student responses.

The findings indicated that the more students self-regulated, the more likely they were to engage in co-regulation with other students in the class. Students’ self-regulation and co-regulation also significantly affected their behavioral engagement. Finally, students’ self-regulation positively affected their academic performance, while co-regulation and behavioral engagement did not affect their performance.

Based on these findings, this study provides meaningful implications for scholars and practitioners on how to select and use more appropriate instructional and evaluation strategies to improve students’ positive behavior, engagement and performance in a flipped learning environment.

Self‐regulation is widely considered to be a necessary complement – sometimes substitute – for traditional media‐supervision legislation and practice, especially so when the regulatory object is the Internet, where national legislation meets global networks and content. An example of an internationally structured self‐regulation initiative is provided by the Internet Content Rating Association (ICRA). Its filter for blocking Internet content must be seen within the context of a more extensive bundle of measures based on the principle of self‐regulation. By choosing ICRA as a focal point, the authors set out to illustrate the new, user‐centered paradigm that could become the rule rather than exception for all kinds of media.

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.

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.

The purpose of this paper is to examine the regulation of advertising by considering market‐driven firms (those seeking to keep within the boundaries set by social and industry norms) and market drivers (those seeking to stretch boundaries to gain a competitive advantage). Thought is also given to the costs of regulation and tolerance to the social purse, and the benefits gained by compliance and violation.

The authors develop a conceptual argument for boundary stretching where market drivers are present in a marketplace dominated by market‐driven firms. The authors then apply a game theory model to examine the conditions, the firm responses, and Government responses. In doing so the authors investigate incentives for non‐compliant behavior in a self‐regulated market and show that a firm can achieve a market advantage by stretching advertising boundaries.

Results suggest that when government takes a “wait‐and‐see” approach of partial tolerance, then the market driver can become the focal point for the market‐driven, and a shift will take place in the regulatory boundary. If the government is the boundary shifter then social engineers are taking advantage of artificial boundaries they know will not be enforced, with implications for campaigns such as drink‐driving, smoking, and domestic violence. Also, the market driver will gain a competitive advantage by entering a market‐driven marketplace through boundary shifts, even after incurring an initial penalty.

The research demonstrates a need for research into marketing regulation to consider firm types, violation types, and tolerance levels. The study contributes to our understanding of marketer activity with two implications; first the firm is shifting the boundaries and redefining the market focal point as themselves, rather than violating the boundaries and setting themselves outside the rules. Second, depending on the level of tolerance that government has with the regulation of advertising, there is a cost to both the social purse and to market‐driven firms associated with boundary shifters.

A market driver, looking for growth opportunities, should try to enter markets dominated by market‐driven firms, and which have self‐regulation, while market driven firms should either look for regulatory protection or act collectively to wield power over third parties – for example forcing media outlets not to carry market driver advertising.

By introducing the concept of boundary stretching and allowing for market drivers and market driven firms, the authors show the effects of regulation (or tolerance) in a realistic setting and allow for the real‐world dynamics of a marketplace where new ideas create new focal points for social acceptance. This study also provides a clear illustration of the usefulness of game theory in marketing studies.