Singing through stage fright: Optimism, self-awareness, and the self-regulation of music performance

2011 ◽  
Author(s):  
Lauren A. Wetzel ◽  
Justin A. Wellman ◽  
Ronald G. Heyduk
Keyword(s):  
Self Regulation ◽  
Music Performance ◽  
The Self ◽  
Stage Fright ◽  
Self Awareness

scholarly journals What Drives and Motivates the Division III Female Basketball “Benchwarmer” to Compete Every Day?

2013 ◽  
Vol 6 (2) ◽  
pp. 205-208
Author(s):  
Kelly S. Witte ◽  
Teri J. Hepler ◽  
Tiffany Morton
Keyword(s):  
Intrinsic Motivation ◽  
Self Regulation ◽  
Small Sample ◽  
The Self ◽  
Self Determination ◽  
Self Awareness ◽  
Division Iii ◽  
Playing Time ◽  
Perceived Choice

This study was designed to give coaches insight into the motivation, and self-determination of players who have different roles on the team to ultimately assist with recruiting, retention, coaching preferences, and/or leadership adjustments. The purpose of this project was to examine what motivates and drives NCAA Division III female basketball athletes to compete and continue to work hard every day without the incentive of scholarships. Specifically, we compared the motivation (both intrinsic and extrinsic) and self-determination of players in different roles: starters, substitutes, and “benchwarmers.” Female intercollegiate basketball players (N = 53) from 8 public universities participated in the study. At the end of the season, participants completed a survey addressing their motivation and self-determination in basketball. Motivation and self-determination were measured by modified versions of the Self-Regulation Questionnaire- Exercise and the Self-Determination Scale, respectively. Moreover, based on the self-reported average playing time, participants were categorized as starters (20 or more minutes), subs (6-20 minutes), or benchwarmers (0-5 minutes). The three playing status groups were then compared on various aspects of motivation and self-determination. In terms of motivation, benchwarmers tended to score higher than starters and subs on items most related to intrinsic motivation (e.g., intrinsic motivation, identified regulation). However a one-way MANOVA indicated no significant differences in motivation based on playing status, F (8, 94) = 1.13, p = .35. The means of the benchwarmers, subs, and starters were quite similar on the selfdetermination subscales of perceived choice and self-awareness. Likewise, the results of a oneway MANOVA revealed no significant differences between benchwarmers, subs, and starters in perceived choice or self-awareness, F (4, 98) = 0.58, p = .68. While no significant statistical differences were discovered, bench warmers did tend to score higher on intrinsic motivation than did their counterparts who averaged more playing time. This trend should not be overlooked simply because there were no statistically significant differences, which may be due to a small sample size. Understanding what motivates all athletes regardless of playing status is an important step to improving performance, satisfaction, and retention of Division III athletes. For instance, knowing what drives the benchwarmer is important for coaches because these players are responsible for challenging the starters in practice and preparing them for the other team. Likewise, benchwarmers also act as an important source of support during competition. Moreover, coaches should seek opportunities to enhance the intrinsic motivation of subs and starters, as participating in Division III lacks some of the major external rewards such as scholarships and other incentives that come with playing at Division I or II.

Critical Thinking

2020 ◽  
pp. 182-198
Author(s):  
Robert DiYanni ◽  
Anton Borst ◽  
Robert DiYanni ◽  
Anton Borst
Keyword(s):  
Critical Thinking ◽  
Self Regulation ◽  
The Self ◽  
Self Awareness ◽  
Probing Questions

This chapter explores critical thinking. Critical thinking is a type of thinking in which one reflects, considers, and analyzes when making decisions and solving problems. Based on careful reasoning, critical thinking is purposeful thinking guided by logic and supported by evidence. Critical thinking involves defining problems, identifying arguments, evaluating data, raising questions, and using information to make sound judgments. Someone engaged in critical thinking is typically making perceptive observations, establishing careful connections, asking probing questions, and making meaningful distinctions. Critical thinking involves analyzing, interpreting, and evaluating evidence; applying knowledge; and thinking both independently and interdependently. Critical thinking competencies include self-direction—the self-awareness and self-regulation to manage our thinking and our motivation for thinking—and the ability to ask productive questions; in fact, asking the essential significant questions is as important as answering them.

scholarly journals Applying the S-ART Framework to Yoga: Exploring the Self-Regulatory Action of Yoga Practice in Two Culturally Diverse Samples

2021 ◽  
Vol 12 ◽  
Author(s):  
Laura Tolbaños-Roche ◽  
Praseeda Menon
Keyword(s):  
Culturally Diverse ◽  
Self Regulation ◽  
Well Being ◽  
Mechanisms Of Action ◽  
The Self ◽  
Regulatory Mechanisms ◽  
Interoceptive Awareness ◽  
Self Awareness ◽  
Yoga Practice ◽  
Yoga Practitioners

Mindfulness practices form the core of numerous therapeutic programs and interventions for stress reduction and the treatment of different health conditions related to stress and life habits. Ways and means to regulate oneself effectively also form the foundation of the path of yoga in the accomplishment of holistic health and well-being. The self-awareness, self-regulation, and self-transcendence (S-ART) model can be considered as an overarching neurobiological framework to explain the self-regulatory mechanisms of well-being present in mindfulness-based practices. The current study, by connecting and applying the S-ART framework to the self-regulatory mechanisms in yoga and generating related hypotheses, provides a theory-led explanation of the action of yoga practices, which is sparse in the literature. Testing the S-ART model in yoga in two culturally diverse samples, assessing the model-mapped psychological mechanisms of action, and exploring the influence of perseverance in yoga practice are the original contributions of this study. The study sample comprised 362 yoga practitioners and non-practitioners (197 Indian and 165 Spanish), who completed four tests of psychological variables indicative of the aforementioned three S-ART abilities. These tests were Multidimensional Assessment of Interoceptive Awareness (MAIA), Experiences Questionnaire-Decentering (EQ-D) subscale, Difficulties in Emotion Regulation Scale (DERS), and Relational Compassion Scale (RCS). The results indicated significantly better self-awareness and self-regulatory abilities in yoga practitioners (Indian and Spanish in a combination) than non-practitioners, reflected in higher levels of interoceptive awareness and decentering abilities. Moreover, perseverance in yoga practice acted as a significant predictor of self-awareness and self-regulation in practitioners. An analysis of each cultural sample revealed some differences. Yoga practice and perseverance in it acted as a significant predictor of interoceptive awareness and decentering in Indian practitioners having more than 1 year of sustained yoga practice, but for the Spanish participants, physical exercise and frequency of yoga practice acted as better predictors of interoceptive awareness and decentering in comparison to yoga practice and perseverance in it. The obtained results suggested that the S-ART model provided preliminary but promising evidence for the self-regulatory mechanisms of action in yoga practice within a culturally diverse sample of yoga practitioners. This study also widens the scope of generating further hypotheses using the S-ART theoretical framework for testing the self-regulatory mechanisms of action in yoga practice.

Development and validation of the Self-Determination Scale for College Students-Revised

2021 ◽  
Vol 49 (3) ◽  
pp. 1-10
Author(s):  
Pen-Chiang Chao
Keyword(s):  
College Students ◽  
Factor Analysis ◽  
Students With Disabilities ◽  
Factor Model ◽  
Self Regulation ◽  
The Self ◽  
Self Determination ◽  
Self Awareness ◽  
College Students With Disabilities ◽  
Test Retest Reliability

The purpose of this study was to develop and validate a revised version of the Self-Determination Scale for College Students (SDSCS-R), a 40-item scale aimed at assessing the self-awareness, psychological empowerment, self-regulation, and autonomous functioning of students with disabilities attending universities in Taiwan. Participants were 265 students with disabilities recruited from 15 universities in northern Taiwan. Item analyses and factor analyses of data were conducted. Results show that the SDSCS-R had acceptable internal consistency, with Cronbach's alpha values ranging from .86 to .90 and test–retest reliability coefficients ranging from .70 to .82. Results of exploratory factor analysis show that the four subscales proposed could be appropriately extracted, accounting for 47.90% of the total item variance. Confirmatory factor analysis results further confirm that the four-factor model had a good fit with the sample data. In sum, the SDSCS-R has good psychometric properties and can serve as an appropriate tool to measure the self-determination skills of college students with disabilities.

Practioner Reflection That Enhances Interprofessional Collaborative Practices for Serving Children Who Are Deaf/Hard-of-Hearing

2017 ◽  
Vol 2 (9) ◽  
pp. 3-9 ◽  
Author(s):  
Kristina M. Blaiser ◽  
Mary Ellen Nevins
Keyword(s):  
Young Children ◽  
Professional Practice ◽  
Hard Of Hearing ◽  
Service Providers ◽  
Interprofessional Collaboration ◽  
The Self ◽  
Self Awareness ◽  
Collaborative Practices ◽  
Interprofessional Teams ◽  
Client Care

Interprofessional collaboration is essential to maximize outcomes of young children who are Deaf or Hard-of-Hearing (DHH). Speech-language pathologists, audiologists, educators, developmental therapists, and parents need to work together to ensure the child's hearing technology is fit appropriately to maximize performance in the various communication settings the child encounters. However, although interprofessional collaboration is a key concept in communication sciences and disorders, there is often a disconnect between what is regarded as best professional practice and the self-work needed to put true collaboration into practice. This paper offers practical tools, processes, and suggestions for service providers related to the self-awareness that is often required (yet seldom acknowledged) to create interprofessional teams with the dispositions and behaviors that enhance patient/client care.

Jhumpa Lahiri: A Social and Emotional maladjustment in ‘Interpreter of Maladies’

Think India ◽  
2019 ◽  
Vol 22 (3) ◽  
pp. 14-19
Author(s):  
Ms.Geetika Patni ◽  
Dr.Keshav Nath
Keyword(s):  
Cultural Identity ◽  
The Self ◽  
Self Awareness ◽  
Human Relationships ◽  
Social And Emotional ◽  
Group Type ◽  
Feminist Study ◽  
Native Soil ◽  
Jhumpa Lahiri ◽  
Love Marriage

In the realm of feminist study, the woman story writers deal with the themes of love, marriage, loneliness and quest for identity. Self is related to individual where as the Identity is concerned with position in society. Cultural identity of feeling makes connection to the part of the self conception and self awareness. It concerns with nationality, customs, religious and religious convictions, age group, community and any other social group type. The present paper reveals the discussion on the key findings with regard to the ‘self’ and cultural identity of protagonist in the short stories of Jhumpa Lahiri in special reference to The Interpreter of Maladies. She is a superb interpreter of a cultural multiplicity. Lahiri’s stories are insightful critique of human relationships, bonds as well as promise that one has to make with native soil along with the migrated land

Chutes, Not Ladders

2018 ◽  
Vol 11 (2) ◽  
pp. 114-130
Author(s):  
Pavithra Nagarajan
Keyword(s):  
School Success ◽  
Cultural Practices ◽  
Self Regulation ◽  
Research Data ◽  
Self Awareness ◽  
Self Reflection ◽  
Single Sex ◽  
Black Bodies ◽  
Boys Of Color ◽  
And Control

This article explores how a single-sex school for boys of color intentionally and unintentionally (re)defines masculinity through rules and rituals. The school’s mission posits that boys become men through developing three skills: selfregulation, self-awareness, and self-reflection. Drawing from qualitative research data, I examine how disciplinary practices prioritize boys’ ability to control their bodies and image, or “self-regulate.” When boys fail to self-regulate, they enter the punitive system. School staff describe self-regulation as integral to out-of-school success, but these practices may inadvertently reproduce negative labeling and control of black bodies. This article argues for school cultural practices that affirm, rather than deny, the benefits of boyhood.

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