Zoekresultaten

A Social Dialogue to improve working conditions

The aim of the project is to empower older workers in communication and self-regulation in work and working conditions (Houben 2002). The project is an example of a developmental approach of an age diversity policy. The large scale project started in September 2005 in different organizations: an industrial organization, a management consultancy firm, etc.

The Design and Usability Testing of a mHealth Application for Supporting Self-Regulation of Exercising Older Adults

The Use of Self-regulation Strategies and Interactional Methods in Blended Learning Environments

Blended learning environments (BLEs) have become an indispensable part of higher education and an essential part of course delivery. Although teachers need to be active agents in facilitating students’ self-regulation and interaction, little is known to what extent such support is provided. This study investigated the use of self-regulation strategies (SRS) and interactional methods of teachers and students in BLEs. In a cross-sectional design, 171 teachers and 331 students completed a questionnaire on the use of SRS and the application of human and non-human interactional methods. Results showed that, on average, teachers and students pay little attention to SRS and do not or hardly use interactional methods. Results also showed that experienced and inexperienced teachers did not differ in their attention to SRS, although a significant difference was found between teachers with and without online teaching experience. Teachers with more online teaching experience pay more specific attention to metacognitive and management strategies. A positive relationship was also found between the extent to which teachers use both human and non-human interactional methods and the extent to which they pay attention to SRS in the online component of BLEs. Finally, there was a positive relationship between the extent to which students utilize both human and non-human interactional methods and the extent to which they apply SRS. Outcomes of this research provide insight into the design of BLEs and emphasize the importance of teachers' attention to students’ SRS and the use of interactional methods.

Validity of the Self-Expression and Emotion Regulation in Art Therapy Scale (SERATS)

Background The Self-Expression Emotion Regulation in Art Therapy Scale (SERATS) was developed as art therapy lacked outcome measures that could be used to monitor the specific effects of art therapy. Although the SERATS showed good psychometric properties in earlier studies, it lacked convergent validity and thus construct validity. Method To test the convergent validity of the SERATS correlation was examined with the EES (Emotional Expressivity Scale), Emotion Regulation Strategies for Artistic Creative Activities Scale (ERS-ACA) and Healthy-Unhealthy Music Scale (HUMS). Patients diagnosed with a Personality Disorder, and thus having self-regulation and emotion regulation problems (n = 179) and a healthy student population (n = 53) completed the questionnaires (N = 232). Results The SERATS showed a high reliability and convergent validity in relation to the ERS-ACA approach strategies and self-development strategies in both patients and students and the HUMS healthy scale, in patients. Hence, what the SERATS measures is highly associated with emotion regulation strategies like acceptance, reappraisal, discharge and problem solving and with improving a sense of self including self-identity, increased self-esteem and improved agency as well as the healthy side of art making. Respondents rated the SERATS as relatively easy to complete compared to the other questionnaires. Conclusion The SERATS is a valid, useful and user-friendly tool for monitoring the effect of art therapy that is indicative of making art in a healthy way that serves positive emotion regulation and self-development.

Where, When and With Whom: Cannabis Use, Settings and Self-Regulation Rules

This article examines to what extent and how cannabis users in different countries, with different cannabis legislation and policies practice normalization and self-regulation of cannabis use in everyday life. Data were collected in a survey among a convenience sample of 1,225 last-year cannabis users aged 18–40 from seven European countries, with cannabis policies ranging from relatively liberal to more punitive. Participants were recruited in or in the vicinity of Dutch coffeeshops. We assessed whether cannabis users experience and interpret formal control and informal social norms differently across countries with different cannabis policies. The findings suggest that many cannabis users set boundaries to control their use. Irrespective of national cannabis policy, using cannabis in private settings and setting risk avoidance rules were equally predominant in all countries. This illustrates that many cannabis users are concerned with responsible use, demonstrating the importance that they attach to discretion. Overall, self-regulation was highest in the most liberal country (the Netherlands). This indicates that liberalization does not automatically lead to chaotic or otherwise problematic use as critics of the policy have predicted, as the diminishing of formal control (law enforcement) is accompanied by increased importance of informal norms and stronger self-regulation. In understanding risk-management, societal tolerance of cannabis use seems more important than cross-national differences in cannabis policy. The setting of cannabis use and self-regulation rules were strongly associated with frequency of use. Daily users were less selective in choosing settings of use and less strict in self-regulation rules. Further differences in age, gender, and household status underline the relevance of a differentiated, more nuanced understanding of cannabis normalization.

Self-regulation strategies in blended learning environments in higher education

Although self-regulation is an important feature related to students’ study success as reflected in higher grades and less academic course delay, little is known about the role of self- regulation in blended learning environments in higher education. For this review, we analysed 21 studies in which self-regulation strategies were taught in the context of blended learning. Based on an analysis of literature, we identified four types of strategies: cognitive, metacognitive, motivational and management. Results show that most studies focused on metacognitive strategies, followed by cognitive strategies, whereas little to no attention is paid to motivation and management strategies. To facilitate self-regulation strategies non-human student tool interactional methods were most commonly used, followed by a mix of human student-teacher and non-human student content and student environment methods. Results further show that the extent to which students actively apply self-regulation strategies also depends heavily on teacher's actions within the blended learning environment. Measurement of self-regulation strategies is mainly done with questionnaires such as the Motivation and Self-regulation of Learning Questionnaire.Implications for practice and policy:•More attention to self-regulation in online and blended learning is essential.•Lecturers and course designers of blended learning environments should be aware that four types of self-regulation strategies are important: cognitive, metacognitive, motivational and management.•Within blended learning environments, more attention should be paid to cognitive, motivation and management strategies to promote self-regulation.