Dataset Information

Beyond the "self" in self-regulation: Family interaction modulates situational self-control by adolescent drug users.

ABSTRACT: Prevailing views of adolescent self-regulation (ASR) as a relatively stable disposition or skill that an individual possesses in various degrees stand in contrast to a complementary, situational perspective from family systems theory casting ASR as intertwined with ongoing family processes and malleable depending on interpersonal interactions. Using observational data from a large, ethnically diverse sample of substance-using adolescents (N = 458), the current study examines the social context of ASR across 3 increasingly conflictual family interaction tasks. Coders rated ASR and 3 concurrent family interaction patterns: enmeshment, conflict avoidance, and negative affect. ASR declined across the 3 tasks, and independent of this systematic change, family-level negative affect in the first task exerted a strong lagged statistical effect on subsequent declines in ASR. The findings are consistent with family systems theory in both the context-dependent nature of ASR behavior and the modulating role of family interaction. In addition to its well-established dispositional properties, ASR may be of interest as a context-specific and potentially modifiable dependent variable. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

SUBMITTER: Sur B

PROVIDER: S-EPMC7102925 | biostudies-literature |

REPOSITORIES: biostudies-literature

ACCESS DATA

Similar Datasets

Project description:ContextMedical students are expected to self-regulate their learning within complex and unpredictable clinical learning environments. Research increasingly focuses on the effects of social interactions on the development of self-regulation in workplace settings, a notion embodied within the concept of co-regulated learning (CRL). Creating workplace learning environments that effectively foster lifelong self-regulated learning (SRL) requires a deeper understanding of the relationship between CRL and SRL. The aim of this study was therefore to explore medical students' perceptions of CRL in clinical clerkships and its perceived impact on the development of their SRL.MethodsWe conducted semi-structured interviews with 11 purposively sampled medical students enrolled in clinical clerkships at one undergraduate competency-based medical school. Data collection and analysis were conducted iteratively, informed by principles of constructivist grounded theory. Data analysis followed stages of open, axial and selective coding, which enabled us to conceptualise how co-regulation influences the development of students' self-regulation.ResultsData revealed three interrelated shifts in CRL and SRL as students progressed through clerkships. First, students' CRL shifted from a focus on peers to co-regulation with clinician role models. Second, self-regulated behaviour shifted from being externally driven to being internally driven. Last, self-regulation shifted from a task-oriented approach towards a more comprehensive approach focusing on professional competence and identity formation. Students indicated that if they felt able to confidently and proactively self-regulate their learning, the threshold for engaging others in meaningful CRL seemed to be lowered, enhancing further development of SRL skills.ConclusionsFindings from the current study emphasise the notion that SRL and its development are grounded in CRL in clinical settings. To optimally support the development of students' SRL, we need to focus on facilitating and organising learners' engagement in CRL from the start of the medical curriculum.

Dataset Information

Beyond the "self" in self-regulation: Family interaction modulates situational self-control by adolescent drug users.

Similar Datasets

OmicsDI is part of the ELIXIR infrastructure

Tweets