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Library administration is a balancing act: leading and managing the library and its employees while simultaneously responding to initiatives and demands of institutional leaders and/or trustees. This chapter provides an overview of emotional self-regulation, its importance to library administrators, and the roles that intentional reflective practice and mindfulness play in adaptive emotional self-regulation. There were few articles exploring the impact of intentional reflective practice or mindfulness in libraries, particularly with respect to emotional self-regulation. Much of the reviewed literature was from other disciplines; however, there was much to be applied to library administrators. There are a variety of techniques for intentional reflective practice that library administrators can use to improve emotional self-regulation (as well as improve other aspects of performance). There are fewer techniques to increase mindfulness, though there is stronger evidence of the benefits of mindfulness meditation on emotional self-regulation. This chapter is the first review applying intentional reflective practice and mindfulness on the emotional self-regulation of library administrators.

With the call for educational policies focusing on more accountability and high stakes testing, educational legislations are putting the overall development of the preschool child at risk. Children spend much of their day preparing for standardized tests and skills such as self-regulation are not supported in early elementary grades. Research demonstrates that students who enter kindergarten without self-regulatory skills are at greater risk for difficulties such as peer rejection and low levels of academic achievement.

This chapter explores the association between self-regulation specifically, cognitive, impulse control, ethnicity, and academic achievement in preschool Dual Language Learners (DLL). Results revealed that cognitive control and academics vastly differs in Hispanic/Latino and African American preschool students. Implications for practice and policy are further discussed.

Action–state orientation (ASO) describes the ability to plan, initiate, and complete intended activities. Action-oriented individuals, compared to state-oriented, are better able to focus their efforts and therefore move toward goals. While Kuhl (1994) posits that affect mediates the relationship between personality traits like ASO and successful self-regulation, ASO scholarship rarely examines the role of affect, and no ASO studies have examined self-regulation over time. We address these limitations by examining students’ academic self-regulation over a semester. HLM analyses show that action- versus state-oriented people exhibit better academic self-regulation as expected. However, we found no support for affect as a mediator.

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.

Searching for a job is an important process that influences short- and long-term career outcomes as well as well-being and psychological health. As such, job search research has grown tremendously over the last two decades. In this chapter, the authors provide an overview of prior research, discuss important trends in current research, and suggest areas for future research. The authors conceptualize the job search as an unfolding process (i.e., a process through which job seekers navigate through stages to achieve their goal of finding and accepting a job) in which job seekers engage in self-regulation behaviors. The authors contrast research that has taken a between-person, static approach with research that has taken a within-person, dynamic approach and highlight the importance of combining between- and within-person designs in order to have a more holistic understanding of the job search process. Finally, authors provide some recommendations for future research. Much remains to be learned about what influences job search self-regulation, and how job self-regulation influences job search and employment outcomes depending on individual, contextual, and environmental factors.

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.

A large literature studies why firms self-regulate and “signal green.” However, it has ignored that regulators have enforcement discretion, and may act strategically. We fill this gap. We build a game theoretic model of whether a firm should signal its type through substantial self-regulation. We find self-regulation is a double-edged sword: it can potentially preempt legislation, but it can also lead regulators to demand higher levels of compliance from greener firms if preemption fails. We show how self-regulatory decisions depend upon industry characteristics and political responsiveness to corporate environmental leadership. We have made a number of simplifying assumptions. We assume activist groups cannot challenge regulatory flexibility in court, and that regulatory penalties are fixed and are not collected by the regulator. Firms with low compliance costs confront a tradeoff regarding self-regulation. They can blend in with the rest of the industry, and take few self-regulatory steps. This reduces the risk of regulation somewhat, and preserves their ability to obtain regulatory flexibility should regulation be imposed. Alternatively, they can step up with substantial self-regulation. This better mitigates the risk of regulation, but at the risk of signaling low costs and becoming a target for stringent enforcement should regulation pass. Recent work has found negative market reactions to corporate claims of voluntary emissions reductions, despite the conventional wisdom that it “pays to be green.” We offer a new explanation to scholars and managers: regulatory discretion may undermine the ability of industry self-regulation to profitably preempt mandatory regulatory requirements.

Self-regulation skills, such as organisation, self-evaluation, personal elaboration, metacognitive attitude and strategic awareness are very important predictors of academic achievement. However, research has not studied in depth the factors that facilitate the use of good self-regulatory skills. The present research was intended to study the role of some factors that could affect these self-regulation skills, in particular depressive attitude and motivational beliefs. A group of 246 adolescents, aged between 14 and 18, were administered self-report questionnaires devised to test aspects underlying self-regulation. A preliminary factor analysis confirmed the centrality of the three-hypothesised aspects: motivational beliefs, depressive attitude, and self-regulation-skills. A path analysis revealed that there are important links between motivational beliefs and self-regulation and between depressive attitude and motivational beliefs. Some educational implications are discussed.

In this chapter, the authors present a conceptual perspective on resilience that is grounded in self-regulation theory, to help address theoretical, empirical, and practical concerns in this domain. Despite the growing popularity of resilience research (see Linnenluecke, 2017), scholars have noted ongoing concerns about conceptual confusion and resulting, paradoxical, stigmatization associated with the label “resilience” (e.g., Adler, 2013; Britt, Shen, Sinclair, Grossman, & Klieger, 2016; Luthar, Cicchetti, & Becker, 2000). The authors seek to advance this domain via presenting a clarified, theoretically grounded conceptualization that can facilitate unified theoretical advancements, aligned operationalization, research model development, and intervention improvements. Resilience is defined here as continued, self-regulated goal striving (e.g., behavioral and/or psychological) despite adversity (i.e., after goal frustration). This self-regulatory conceptualization of resilience offers theoretically based definitions for the necessary conditions (i.e., adversity and overcoming) and outlines specific characteristics (i.e., unit-centered and dynamic) of resilience, distinguishes resilience from other persistence-related concepts (e.g., grit and hardiness), and provides a framework for understanding the connections (and distinctions) between resilience, performance, and well-being. After presenting this self-regulatory resilience perspective, the authors outline additional paths forward for the domain.