In the field of academics, self-Regulation plays a vital role in the creation and attainment of goals. Self-regulation techniques can never be segregated with one's goals. Goals. According to Maddux, (2016), self-regulation skills form a part of the wholesome development of the individual as a student. Academic performance depends largely on the ability of the student to integrate scholastic knowledge with personal experience. As argued by Maddux (2016), using the right skills in learning are of supreme significance for the achievement of student's goals. Student should therefore assess their potential and utilize the most appropriate techniques relevant for achieving victory in their performance.
Student who recognize their ability to achieve success in studies usually develop personal confidence and the ability to manage any obstacle against their performance (Honicke and Broadbent, 2016). This should be coupled with the ability to set attainable goals as well as the ways to attain them. In most cases, setting goals beyond the potential will leads to poor performance. This as well influences the means of pursuing those goals, and the value they attach to their work (Honicke and Broadbent, 2016).Students should learn to be systematic in their work and engage all their ability towards attaining their main goals. The amount of time spent in learning is of less importance. Therefore, what matters is the ability to prioritize their objectives and enactment of the right track to achieve them.
In conclusion, students who confidently set their objectives and prioritize them are most likely to succeed in their academics (Honicke and Broadbent, 2016).Personal stimulation is the driving force towards overcoming challenges as well as coordinating their activities systematically.
In a certain assessment for 5 years, among 735 children who were identified as having lower grades, it was deduced that lower achieving students were not given initiation into self-regulatory methods. This draws insight into the fact that early efforts to promote self-efficacy in children, self-regulatory skills would enhance further academic performance, promote self-belief and enhance achievement, particularly in literacy.
Self-Regulation in Interpersonal Relationships
The need for self-regulation in interpersonal sphere is strong and unwavering. Some studies reveals that interpersonal relationships shapes the individual's capacity for self-regulation (Fitzsimons and Finkel, 2011). Conversely, it is clear that self-regulation is a key moderator of people's behavior in interpersonal relationships. Individuals who have strong interpersonal relationships with their friends and families can have great satisfaction with life as long as the ability to deal with stress. Strong interpersonal relationships according to Koole et al., (2006) facilitates the exchange of ideas, information, and affection through simple deeds of gratitude. Through positive engagement, individual's attention can be improved by coming up with ways which they can employ their skills or strengths, identifying their potential as well as shaping positive perspectives of how they view their work (Koole et al., 2006).
According to Koole et al., (2006), using a sense of meaning motivates individual's relationship and belongingness in a group and it as well helps to understand how they feel or what happened at any moment and why. Examples include rewarding workers, keeping check of one's performances occasionally, or doing acts of compassion. With achievement strategy, the individual's goals are made clear and this helps in moving towards their accomplishment with time. Every achievement increases their happiness and motivates them to the next one. It makes them work with positivity in future goals. In general, positive psychology along with its techniques helps to prevent negative experiences in diverse areas while molding proper characters, attitudes, and behaviors of people into positive experiences (Fitzsimons and Finkel, 2011).
Maddux, J. E. (2016). Self-efficacy. In Interpersonal and intrapersonal expectancies (pp. 41-46). Routledge.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
Koole, S. L., Kuhl, J., Jostmann, N. B., & Finkenauer, C. (2006). Self-regulation in interpersonal relationships: The case of action versus state orientation. Self and relationships: Connecting intrapersonal and interpersonal processes, 360-383.
Fitzsimons, G. M., & Finkel, E. J. (2011). The effects of self-regulation on social relationships. Handbook of self-regulation: Research, theory, and applications, 407-421.
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