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• 1. [Article] Conservation for Sale: A Dynamic Common Agency Model of Natural Resource Regulation

  This paper considers the regulation of a natural resource within a dynamic common agency framework. In setting harvest quotas, the regulator responds to lobbying pressure (contributions) from harvesters ...

  Citation × Citation Citation Abstract Copy Title: Conservation for Sale: A Dynamic Common Agency Model of Natural Resource Regulation Author: Boyce, John R. Year: 2001 This paper considers the regulation of a natural resource within a dynamic common agency framework. In setting harvest quotas, the regulator responds to lobbying pressure (contributions) from harvesters and conservationists. The truthful Markov perfect equilibrium stock is then an increasing function of the effective political weight for conservationists. Since the contributions to the regulator are independent of the no-regulation equilibrium, both individual and aggregate welfare may decline by adopting regulation. Indeed, harvesters operating under private property will always oppose regulation, and harvesters operating under common property will oppose regulation if their welfare is not valued highly enough by the regulator. Since conservationists’ gross welfare is always improved by regulation, and since the regulator cannot fully capture their rents, conservationists will support regulation. For regulation to be supported by harvesters and conservationists, it is more important that the welfare of harvesters be taken into account by the regulator. This is because harvesters, like conservationists, value the stock, but conservationists, unlike harvesters, place no value on the harvests. Title: Conservation for Sale: A Dynamic Common Agency Model of Natural Resource Regulation Author: Boyce, John R. Year: 2001 This paper considers the regulation of a natural resource within a dynamic common agency framework. In setting harvest quotas, the regulator responds to lobbying pressure (contributions) from harvesters and conservationists. The truthful Markov perfect equilibrium stock is then an increasing function of the effective political weight for conservationists. Since the contributions to the regulator are independent of the no-regulation equilibrium, both individual and aggregate welfare may decline by adopting regulation. Indeed, harvesters operating under private property will always oppose regulation, and harvesters operating under common property will oppose regulation if their welfare is not valued highly enough by the regulator. Since conservationists’ gross welfare is always improved by regulation, and since the regulator cannot fully capture their rents, conservationists will support regulation. For regulation to be supported by harvesters and conservationists, it is more important that the welfare of harvesters be taken into account by the regulator. This is because harvesters, like conservationists, value the stock, but conservationists, unlike harvesters, place no value on the harvests. Close

• 2. [Article] Understanding Children's Self-Regulation: An Analysis of Measurement and Change in the Context of a Mindfulness-Based Intervention

  Self-regulation in children has been found to be prognostic of both normative and problematic social and emotional development in later childhood and adolescence. In particular, regulation of attention ...

  Citation × Citation Citation Abstract Copy Title: Understanding Children's Self-Regulation: An Analysis of Measurement and Change in the Context of a Mindfulness-Based Intervention Author: Felver, Joshua Year: 2013 Self-regulation in children has been found to be prognostic of both normative and problematic social and emotional development in later childhood and adolescence. In particular, regulation of attention is deemed central to the ability to self-regulate other behaviors. Attention regulation is commonly measured by using rating scales and by obtaining children's behavioral and neurophysiological responses during laboratory tasks. Despite the widespread use of a variety of measurement strategies, the convergent validity of diverse measurements of attention regulation has not been systematically tested. This insufficiency is problematic for understanding individual differences in self-regulation and for evaluating interventions designed to improve attention regulation in children. Mindfulness-based interventions, an increasingly influential and powerful modality of psychosocial intervention, are hypothesized to improve attention regulation directly. Improvements in psychosocial adjustment following mindfulness-based intervention are hypothesized to be mediated through attention regulation. Nevertheless, research exploring the relation between mindfulness intervention and attention regulation is limited. This study explored the construct validity of attention regulation by (a) examining the measurement model for attention regulation that incorporates questionnaire ratings, behavioral data, and neurophysiological (electroencephalographic event-related potentials) measures, and (b) testing direct effects of mindfulness intervention on multiple measurements of attention regulation and indirect treatment effects on psychosocial outcomes with attention regulation as a mediator, using data collected from a randomized controlled trial of a mindfulness-based intervention with 47 children ages 9-12 years. Results confirmed that varying measurements of attention regulation were not empirically related. Results also supported previous findings that mindfulness-based interventions improved some indices of attention regulation in children. However, results did not support the hypothesis that attention regulation served as a mediator in mindfulness-based intervention treatment effects on psychosocial outcomes. Discussion suggests approaches to the measurement of attention regulation and new directions in mindfulness-based intervention research with youth. Title: Understanding Children's Self-Regulation: An Analysis of Measurement and Change in the Context of a Mindfulness-Based Intervention Author: Felver, Joshua Year: 2013 Self-regulation in children has been found to be prognostic of both normative and problematic social and emotional development in later childhood and adolescence. In particular, regulation of attention is deemed central to the ability to self-regulate other behaviors. Attention regulation is commonly measured by using rating scales and by obtaining children's behavioral and neurophysiological responses during laboratory tasks. Despite the widespread use of a variety of measurement strategies, the convergent validity of diverse measurements of attention regulation has not been systematically tested. This insufficiency is problematic for understanding individual differences in self-regulation and for evaluating interventions designed to improve attention regulation in children. Mindfulness-based interventions, an increasingly influential and powerful modality of psychosocial intervention, are hypothesized to improve attention regulation directly. Improvements in psychosocial adjustment following mindfulness-based intervention are hypothesized to be mediated through attention regulation. Nevertheless, research exploring the relation between mindfulness intervention and attention regulation is limited. This study explored the construct validity of attention regulation by (a) examining the measurement model for attention regulation that incorporates questionnaire ratings, behavioral data, and neurophysiological (electroencephalographic event-related potentials) measures, and (b) testing direct effects of mindfulness intervention on multiple measurements of attention regulation and indirect treatment effects on psychosocial outcomes with attention regulation as a mediator, using data collected from a randomized controlled trial of a mindfulness-based intervention with 47 children ages 9-12 years. Results confirmed that varying measurements of attention regulation were not empirically related. Results also supported previous findings that mindfulness-based interventions improved some indices of attention regulation in children. However, results did not support the hypothesis that attention regulation served as a mediator in mindfulness-based intervention treatment effects on psychosocial outcomes. Discussion suggests approaches to the measurement of attention regulation and new directions in mindfulness-based intervention research with youth. Close

• 3. [Article] The Political Game of European Fisheries Management

  European fisheries activities are subject to a hierarchy of regulatory authorities. This raises questions regarding the implications of strategic interaction between different authority levels concerning ...

  Citation × Citation Citation Abstract Copy Title: The Political Game of European Fisheries Management Author: Armstrong, Claire, Aanesen, Margrethe Year: 2016 European fisheries activities are subject to a hierarchy of regulatory authorities. This raises questions regarding the implications of strategic interaction between different authority levels concerning the regulation of these activities. We apply a bio-economic objective function where fishers and regulators have environmental, economic and social preferences, and where fishers are subject to the aggregate of the regulations set by the various authorities. We analyse one situation where EU authorities set their regulation first, followed by national authorities' regulation, and one situation where the two regulators set their regulations simultaneously. Using data from a survey on preferences among fisheries stakeholders combined with data from the UK nephrops fisheries, this study shows that a hierarchy of regulators with similar preferences will yield higher unit regulations, i.e. higher taxes or higher subsidies than a situation with one regulating authority. When regulators have unequal preferences we may get a situation where one regulator induces a tax on effort, whereas the other offers a subsidy. In this situation the aggregate unit regulation becomes uncertain. Title: The Political Game of European Fisheries Management Author: Armstrong, Claire, Aanesen, Margrethe Year: 2016 European fisheries activities are subject to a hierarchy of regulatory authorities. This raises questions regarding the implications of strategic interaction between different authority levels concerning the regulation of these activities. We apply a bio-economic objective function where fishers and regulators have environmental, economic and social preferences, and where fishers are subject to the aggregate of the regulations set by the various authorities. We analyse one situation where EU authorities set their regulation first, followed by national authorities' regulation, and one situation where the two regulators set their regulations simultaneously. Using data from a survey on preferences among fisheries stakeholders combined with data from the UK nephrops fisheries, this study shows that a hierarchy of regulators with similar preferences will yield higher unit regulations, i.e. higher taxes or higher subsidies than a situation with one regulating authority. When regulators have unequal preferences we may get a situation where one regulator induces a tax on effort, whereas the other offers a subsidy. In this situation the aggregate unit regulation becomes uncertain. Close

• 4. [Article] Consumer attitudes toward potentially restrictive energy conservation regulations

  A sample of 893 Oregon individuals from a Western Regional Agricultural Experiment Station Project (W-159 "Consequences of Energy Conservation Policies for Western Region Households") was used to analyze ...

  Citation × Citation Citation Abstract Copy Title: Consumer attitudes toward potentially restrictive energy conservation regulations Author: Merfeld, Michele Kay A sample of 893 Oregon individuals from a Western Regional Agricultural Experiment Station Project (W-159 "Consequences of Energy Conservation Policies for Western Region Households") was used to analyze consumer attitudes toward potentially restrictive energy conservation regulations. Belief in the seriousness of the energy problem, a psychological measure of internal control (internality), and eight socio-demographic characteristics were examined in relation to consumer attitudes toward these regulations. Logistic regression was used to determine the probability that a respondent would oppose or favor seven different energy conservation regulations, not believe or believe in the seriousness of the energy problem, and have a low or high degree of internality, and what the related function of eight socio-demographic characteristics were. Log-linear analysis was used to obtain descriptions of the relationships among all the variables included in a high order contingency table. The significant socio-demographic characteristics in the logistic regression analyses varied depending on the regulation, indicating that personal impact or inconvenience determined respondents' attitudes. The regulation with the greatest opposition and the greatest number of significant socio-demographic variables and interactions, was "discourage building homes away from towns and cities to lessen travel by car." Those who did not believe in the seriousness of the energy problem were over 50 years of age, male, had less than a college degree, and opposed mandatory energy conservation regulations related to home thermostat settings. Homeowners opposed the regulation requiring their homes to pass an energy audit. Opposition to regulations appeared to be related only to an individual's perception of the consequences of the regulation, and not to belief in the energy problem or locus of control. Those with low internality scores included females, rural residents, respondents over 50, and those with less than a college degree. Social exchange theory is proposed as an explanation of beliefs, attitudes and practices related to energy conservation. An expert Delphi Panel ranked the energy conservation regulations on degree of restrictiveness. The Kendall Tau Coefficient tested for associations between the Delphi Panel ranking of the regulations and respondents' perceptions of the restrictiveness of the regulations and level of opposition. All associations were low, indicating that policymakers and respondents had different views on energy regulations. Title: Consumer attitudes toward potentially restrictive energy conservation regulations Author: Merfeld, Michele Kay A sample of 893 Oregon individuals from a Western Regional Agricultural Experiment Station Project (W-159 "Consequences of Energy Conservation Policies for Western Region Households") was used to analyze consumer attitudes toward potentially restrictive energy conservation regulations. Belief in the seriousness of the energy problem, a psychological measure of internal control (internality), and eight socio-demographic characteristics were examined in relation to consumer attitudes toward these regulations. Logistic regression was used to determine the probability that a respondent would oppose or favor seven different energy conservation regulations, not believe or believe in the seriousness of the energy problem, and have a low or high degree of internality, and what the related function of eight socio-demographic characteristics were. Log-linear analysis was used to obtain descriptions of the relationships among all the variables included in a high order contingency table. The significant socio-demographic characteristics in the logistic regression analyses varied depending on the regulation, indicating that personal impact or inconvenience determined respondents' attitudes. The regulation with the greatest opposition and the greatest number of significant socio-demographic variables and interactions, was "discourage building homes away from towns and cities to lessen travel by car." Those who did not believe in the seriousness of the energy problem were over 50 years of age, male, had less than a college degree, and opposed mandatory energy conservation regulations related to home thermostat settings. Homeowners opposed the regulation requiring their homes to pass an energy audit. Opposition to regulations appeared to be related only to an individual's perception of the consequences of the regulation, and not to belief in the energy problem or locus of control. Those with low internality scores included females, rural residents, respondents over 50, and those with less than a college degree. Social exchange theory is proposed as an explanation of beliefs, attitudes and practices related to energy conservation. An expert Delphi Panel ranked the energy conservation regulations on degree of restrictiveness. The Kendall Tau Coefficient tested for associations between the Delphi Panel ranking of the regulations and respondents' perceptions of the restrictiveness of the regulations and level of opposition. All associations were low, indicating that policymakers and respondents had different views on energy regulations. Close

• 5. [Article] Fostering Self-Regulation in Online Learning in K-12 Education

  Current educational trends identify self-regulation as an essential skill for today’s K-12 students. Online learning environments provide a unique opportunity for teachers to use the various features to ...

  Citation × Citation Citation Abstract Copy Title: Fostering Self-Regulation in Online Learning in K-12 Education Author: Lock, Jennifer, Eaton, Sarah Elaine, Kessy, Elaine Year: 2017 Current educational trends identify self-regulation as an essential skill for today’s K-12 students. Online learning environments provide a unique opportunity for teachers to use the various features to cultivate student self-regulation. Through a review of the literature, self-regulation has been defined and key strategies have been identified that support self-regulated learning in online learning environments. Course design, goal setting and orientation, self-efficacy, scaffolding, and reflection are identified as key factors that foster student self-regulated learning skills. The article concludes with implications for teacher education. Title: Fostering Self-Regulation in Online Learning in K-12 Education Author: Lock, Jennifer, Eaton, Sarah Elaine, Kessy, Elaine Year: 2017 Current educational trends identify self-regulation as an essential skill for today’s K-12 students. Online learning environments provide a unique opportunity for teachers to use the various features to cultivate student self-regulation. Through a review of the literature, self-regulation has been defined and key strategies have been identified that support self-regulated learning in online learning environments. Course design, goal setting and orientation, self-efficacy, scaffolding, and reflection are identified as key factors that foster student self-regulated learning skills. The article concludes with implications for teacher education. Close

• 6. [Article] ODFW Travel Management Areas, Regulated Hunts, and Winter Range Closures (2017)

  Abstract -- Boundaries for Travel Management Areas, Regulated Hunts, and Winter Range Closures

  Citation × Citation Citation Abstract Copy Title: ODFW Travel Management Areas, Regulated Hunts, and Winter Range Closures (2017) Abstract -- Boundaries for Travel Management Areas, Regulated Hunts, and Winter Range Closures Title: ODFW Travel Management Areas, Regulated Hunts, and Winter Range Closures (2017) Abstract -- Boundaries for Travel Management Areas, Regulated Hunts, and Winter Range Closures Close

• 7. [Article] Adolescent Self-Regulation and the Influence of Peer Victimization: Examining Dynamic Interactions

  Self-regulation is essential for successful social functioning, yet more remains to be understood about the influence of peers on this important developmental skill. This study examined the influence of ...

  Citation × Citation Citation Abstract Copy Title: Adolescent Self-Regulation and the Influence of Peer Victimization: Examining Dynamic Interactions Author: Knoble, Naomi Year: 2015 Self-regulation is essential for successful social functioning, yet more remains to be understood about the influence of peers on this important developmental skill. This study examined the influence of verbal peer victimization on the growth of self-regulation across four years of early adolescence using parallel process growth modeling. For all adolescents, higher levels of self-regulation buffered early adolescents from the effects of negative peer interactions. In addition, early adolescents with initially low levels of self-regulation also had higher levels of depression and experienced higher levels of peer victimization than their better regulated peers. Importantly the Family Check-Up, a brief preventative intervention, resulted in improvements in self-regulation that was sustained over time. The relationship between peer victimization and self-regulation was not predictive; however, a significant persisting association was observed suggesting that improvements in adolescent self-regulation abilities help buffer youth from the impact of negative peer interactions. This research highlights the importance of the social context on the development of self-regulation during adolescence and contributes novel findings of the effect of contextual variables on self-regulation development. These findings support an ecological prevention approach, including family-centered intervention and social-emotional curricula, to promote increased self-regulation and reduce peer victimization among adolescents. Title: Adolescent Self-Regulation and the Influence of Peer Victimization: Examining Dynamic Interactions Author: Knoble, Naomi Year: 2015 Self-regulation is essential for successful social functioning, yet more remains to be understood about the influence of peers on this important developmental skill. This study examined the influence of verbal peer victimization on the growth of self-regulation across four years of early adolescence using parallel process growth modeling. For all adolescents, higher levels of self-regulation buffered early adolescents from the effects of negative peer interactions. In addition, early adolescents with initially low levels of self-regulation also had higher levels of depression and experienced higher levels of peer victimization than their better regulated peers. Importantly the Family Check-Up, a brief preventative intervention, resulted in improvements in self-regulation that was sustained over time. The relationship between peer victimization and self-regulation was not predictive; however, a significant persisting association was observed suggesting that improvements in adolescent self-regulation abilities help buffer youth from the impact of negative peer interactions. This research highlights the importance of the social context on the development of self-regulation during adolescence and contributes novel findings of the effect of contextual variables on self-regulation development. These findings support an ecological prevention approach, including family-centered intervention and social-emotional curricula, to promote increased self-regulation and reduce peer victimization among adolescents. Close

• 8. [Article] Emotion regulation and hyperactivity during the transition into adolescence

  This study posited that maturational growth in emotion regulation should be associated with reduction in hyperactivity during the transition into adolescence. The longitudinal design assessed emotion regulation ...

  Citation × Citation Citation Abstract Copy Title: Emotion regulation and hyperactivity during the transition into adolescence Author: Lewis, Kendra M. This study posited that maturational growth in emotion regulation should be associated with reduction in hyperactivity during the transition into adolescence. The longitudinal design assessed emotion regulation and hyperactivity in an urban community sample of children in three waves, at ages 10.6, 11.6, and 12.6 years. A parallel growth curve model tested whether the initial level and growth in emotion regulation were associated with decreases in hyperactivity. The analysis statistically controlled for gender, parent education, and externalizing behaviors. Results indicated that increases in emotion regulation across the 3-year study were associated with substantial decreases in hyperactivity. Initial level of hyperactivity was associated with growth in emotion regulation. Thus there was some evidence of a reciprocal effect. Covariates had some significant associations on initial levels. This is the first study to find a strong dynamic linkage between emotion regulation and hyperactivity during the transition to adolescence. Future research should focus on the nature of reciprocal effects between emotion regulation and hyperactivity. Implications of the study are also discussed. Title: Emotion regulation and hyperactivity during the transition into adolescence Author: Lewis, Kendra M. This study posited that maturational growth in emotion regulation should be associated with reduction in hyperactivity during the transition into adolescence. The longitudinal design assessed emotion regulation and hyperactivity in an urban community sample of children in three waves, at ages 10.6, 11.6, and 12.6 years. A parallel growth curve model tested whether the initial level and growth in emotion regulation were associated with decreases in hyperactivity. The analysis statistically controlled for gender, parent education, and externalizing behaviors. Results indicated that increases in emotion regulation across the 3-year study were associated with substantial decreases in hyperactivity. Initial level of hyperactivity was associated with growth in emotion regulation. Thus there was some evidence of a reciprocal effect. Covariates had some significant associations on initial levels. This is the first study to find a strong dynamic linkage between emotion regulation and hyperactivity during the transition to adolescence. Future research should focus on the nature of reciprocal effects between emotion regulation and hyperactivity. Implications of the study are also discussed. Close

• 9. [Article] Parental marital status and child self-regulation

  Parents play an essential role in their child’s development of the skills needed for self-regulation. The current study examined the relationship between parental marital status and child self-regulation. ...

  Citation × Citation Citation Abstract Copy Title: Parental marital status and child self-regulation Author: Gooding, Elisa K., Schmitt, Sara, McClelland, Megan M. Parents play an essential role in their child’s development of the skills needed for self-regulation. The current study examined the relationship between parental marital status and child self-regulation. Analyzing a sample of 328 preschool children, results indicate having married parents is related to higher self-regulation in children. These results suggest that living in a single-parent or married parent household Title: Parental marital status and child self-regulation Author: Gooding, Elisa K., Schmitt, Sara, McClelland, Megan M. Parents play an essential role in their child’s development of the skills needed for self-regulation. The current study examined the relationship between parental marital status and child self-regulation. Analyzing a sample of 328 preschool children, results indicate having married parents is related to higher self-regulation in children. These results suggest that living in a single-parent or married parent household Close

• 10. [Article] Supporting children who struggle with self-regulation : the role of early family risk and child care quality

  Children's early self-regulation skills have long-term implications for a variety of academic, social, and health outcomes. Unfortunately, children facing multiple family risk factors (e.g., harsh parenting, ...

  Citation × Citation Citation Abstract Copy Title: Supporting children who struggle with self-regulation : the role of early family risk and child care quality Author: Pratt, Megan E. Children's early self-regulation skills have long-term implications for a variety of academic, social, and health outcomes. Unfortunately, children facing multiple family risk factors (e.g., harsh parenting, economic disadvantage) are more likely to struggle with early self-regulation. Despite early disparities in self-regulation, promising intervention evidence suggests that high quality prekindergarten experiences can improve children's self-regulation skills, especially for children with self-regulatory challenges. At this point, few studies have examined how children's self-regulation may differ according to the unique combinations of family risks they experience during their first three years of life. Furthermore, it remains largely unknown how children's experiences in typical early care and education settings relate to their self-regulation development. To address these gaps in the literature, this dissertation includes two studies focused on understanding children with low early self-regulation. The first study addressed how distinct combinations of family risk factors (i.e., family risk profiles), as experienced during the first three years of life, predicted children's self-regulation at 36-months. Person-centered analyses indicated children's family risk experiences were captured by three distinct family risk profiles: 1) low risk, 2) low-income/low cognitive stimulation/single parent (ICS), and 3) low-income/low cognitive stimulation/high parental harshness (ICH). Each of the three profiles predicted significant differences in children's early self-regulation, with children characterized by the profile including high harshness (ICH) exhibiting the lowest self-regulation skills. Study 2 examined how two dimensions of early care and education process quality (positivity/responsivity and cognitive stimulation) experienced during children's prekindergarten year predicted their subsequent self-regulation in the fall of kindergarten. This study also considered children's earlier self-regulation as a moderator of both quality dimensions. Results indicated that higher positivity/responsivity predicted stronger self-regulation in the fall of kindergarten for children with low early self-regulation, but not for the overall sample. Cognitive stimulation did not predict children's self-regulation in kindergarten, regardless of early self-regulation skills. Overall, findings from these studies help explain why some children struggle more with early self-regulation than others, and how high quality early care and education can support children's transition to kindergarten, particularly for children with low early self-regulation. Title: Supporting children who struggle with self-regulation : the role of early family risk and child care quality Author: Pratt, Megan E. Children's early self-regulation skills have long-term implications for a variety of academic, social, and health outcomes. Unfortunately, children facing multiple family risk factors (e.g., harsh parenting, economic disadvantage) are more likely to struggle with early self-regulation. Despite early disparities in self-regulation, promising intervention evidence suggests that high quality prekindergarten experiences can improve children's self-regulation skills, especially for children with self-regulatory challenges. At this point, few studies have examined how children's self-regulation may differ according to the unique combinations of family risks they experience during their first three years of life. Furthermore, it remains largely unknown how children's experiences in typical early care and education settings relate to their self-regulation development. To address these gaps in the literature, this dissertation includes two studies focused on understanding children with low early self-regulation. The first study addressed how distinct combinations of family risk factors (i.e., family risk profiles), as experienced during the first three years of life, predicted children's self-regulation at 36-months. Person-centered analyses indicated children's family risk experiences were captured by three distinct family risk profiles: 1) low risk, 2) low-income/low cognitive stimulation/single parent (ICS), and 3) low-income/low cognitive stimulation/high parental harshness (ICH). Each of the three profiles predicted significant differences in children's early self-regulation, with children characterized by the profile including high harshness (ICH) exhibiting the lowest self-regulation skills. Study 2 examined how two dimensions of early care and education process quality (positivity/responsivity and cognitive stimulation) experienced during children's prekindergarten year predicted their subsequent self-regulation in the fall of kindergarten. This study also considered children's earlier self-regulation as a moderator of both quality dimensions. Results indicated that higher positivity/responsivity predicted stronger self-regulation in the fall of kindergarten for children with low early self-regulation, but not for the overall sample. Cognitive stimulation did not predict children's self-regulation in kindergarten, regardless of early self-regulation skills. Overall, findings from these studies help explain why some children struggle more with early self-regulation than others, and how high quality early care and education can support children's transition to kindergarten, particularly for children with low early self-regulation. Close