Search

Search Results

• 1. [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

• 2. [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

• 3. [Article] Risk to Maintenance-Dependent Species from Orthodoxy in Species-Based Land-Use Regulation

  270 pages

  Citation × Citation Citation Abstract Copy Title: Risk to Maintenance-Dependent Species from Orthodoxy in Species-Based Land-Use Regulation Author: Novick, Adam Year: 2013 270 pages Title: Risk to Maintenance-Dependent Species from Orthodoxy in Species-Based Land-Use Regulation Author: Novick, Adam Year: 2013 270 pages Close

• 4. [Article] Dyadic regulation and deviant contagion in adolescent friendships: Interaction patterns associated with problematic substance use

  xv, 83 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number.

  Citation × Citation Citation Abstract Copy Title: Dyadic regulation and deviant contagion in adolescent friendships: Interaction patterns associated with problematic substance use Author: Piehler, Timothy Farr, 1978- Year: 2009, 2008 xv, 83 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. Title: Dyadic regulation and deviant contagion in adolescent friendships: Interaction patterns associated with problematic substance use Author: Piehler, Timothy Farr, 1978- Year: 2009, 2008 xv, 83 p. A print copy of this title is available through the UO Libraries. Search the library catalog for the location and call number. Close

• 5. [Article] The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience

  This dissertation examined the effects of implicit theories of emotion (beliefs about the malleability of emotion) on emotion regulation and experience. Incremental theories involve beliefs that emotions ...

  Citation × Citation Citation Abstract Copy Title: The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience Author: Livingstone, Kimberly Year: 2012, 2014 This dissertation examined the effects of implicit theories of emotion (beliefs about the malleability of emotion) on emotion regulation and experience. Incremental theories involve beliefs that emotions are controllable; entity theories involve beliefs that emotions are uncontrollable. I hypothesized that an incremental theory would be associated with better well-being, more adaptive emotion regulation, and mastery-oriented patterns of response to emotion regulation difficulty, compared to an entity theory. Study 1 developed a valid and reliable questionnaire to assess trait implicit theories of emotion and examined correlations with self-reports of personality, emotional experience, emotion regulation, and well-being. A trait incremental theory was associated with greater positive emotion and less negative emotion, an effect that was mediated by the tendency of incremental theorists to use more active coping and adaptive emotion regulation strategies, compared to entity theorists. Incremental theories were also associated with greater overall well-being, lower depression, and less stress. Studies 2-5 manipulated implicit theories of emotion and examined their causal effects on emotion and emotion regulation. Although entity and incremental participants did not report differences in emotional experience when experiencing emotions naturally (Study 2), participants in the incremental group were more likely to regulate their emotions when explicitly asked to do so (Study 3). Specifically, only incremental participants responded to instructions to remain objective while rating emotionally evocative images. Studies 4 and 5 examined differences in reactions to emotion regulation difficulty. After completing an emotional interference task, all (Study 4) or a random half (Study 5) of participants were told that they had done poorly and rated attributions for their performance, affect, and motivation to remain engaged versus withdrawing. Although hypothesized patterns did not emerge as a whole, participants in the incremental condition were more likely to attribute their performance (failure or success) to strategy use. This research has implications for the study of emotion regulation, in particular, patterns of helplessness and mastery within the domain of emotions. Title: The Effects of Implicit Theories of Emotion on Emotion Regulation and Experience Author: Livingstone, Kimberly Year: 2012, 2014 This dissertation examined the effects of implicit theories of emotion (beliefs about the malleability of emotion) on emotion regulation and experience. Incremental theories involve beliefs that emotions are controllable; entity theories involve beliefs that emotions are uncontrollable. I hypothesized that an incremental theory would be associated with better well-being, more adaptive emotion regulation, and mastery-oriented patterns of response to emotion regulation difficulty, compared to an entity theory. Study 1 developed a valid and reliable questionnaire to assess trait implicit theories of emotion and examined correlations with self-reports of personality, emotional experience, emotion regulation, and well-being. A trait incremental theory was associated with greater positive emotion and less negative emotion, an effect that was mediated by the tendency of incremental theorists to use more active coping and adaptive emotion regulation strategies, compared to entity theorists. Incremental theories were also associated with greater overall well-being, lower depression, and less stress. Studies 2-5 manipulated implicit theories of emotion and examined their causal effects on emotion and emotion regulation. Although entity and incremental participants did not report differences in emotional experience when experiencing emotions naturally (Study 2), participants in the incremental group were more likely to regulate their emotions when explicitly asked to do so (Study 3). Specifically, only incremental participants responded to instructions to remain objective while rating emotionally evocative images. Studies 4 and 5 examined differences in reactions to emotion regulation difficulty. After completing an emotional interference task, all (Study 4) or a random half (Study 5) of participants were told that they had done poorly and rated attributions for their performance, affect, and motivation to remain engaged versus withdrawing. Although hypothesized patterns did not emerge as a whole, participants in the incremental condition were more likely to attribute their performance (failure or success) to strategy use. This research has implications for the study of emotion regulation, in particular, patterns of helplessness and mastery within the domain of emotions. Close

• 6. [Article] ImpL2 Represses Insulin Signaling in Response to Hypoxia

  xiii, 56 p. : ill. (some col.)

  Citation × Citation Citation Abstract Copy Title: ImpL2 Represses Insulin Signaling in Response to Hypoxia Author: Allee, John Paul, 1970- Year: 2011 xiii, 56 p. : ill. (some col.) Title: ImpL2 Represses Insulin Signaling in Response to Hypoxia Author: Allee, John Paul, 1970- Year: 2011 xiii, 56 p. : ill. (some col.) Close

• 7. [Article] Examining the Relationship of Early Literacy Skills and Cognitive Self-Regulation to Kindergarten Readiness of Preschool Students

  Every year, millions of preschool-age children make the transition into kindergarten. This transition from preschool to kindergarten can be difficult for children who have not mastered the basic school ...

  Citation × Citation Citation Abstract Copy Title: Examining the Relationship of Early Literacy Skills and Cognitive Self-Regulation to Kindergarten Readiness of Preschool Students Author: Rasplica, Caitlin Year: 2016 Every year, millions of preschool-age children make the transition into kindergarten. This transition from preschool to kindergarten can be difficult for children who have not mastered the basic school readiness skills involved in a successful transition. Although school readiness is broadly defined and involves several basic skills, the present study focuses on the specific contribution of cognitive self-regulation and early literacy skills. The present study examined the effects of preschool progress in cognitive self-regulation and early literacy skills on kindergarten readiness using descriptives, Pearson correlations, analysis of variance, and multilevel growth modeling. Three research questions are described and utilized. Research question 1 examined the growth in early literacy and cognitive self-regulation skills across the preschool year, research question 2 examined the relationship between early literacy and cognitive self-regulation skills, and research question 3 examined differences in student skills across three sites. Participants included preschool students, ages 4 to 5, from three different school districts. Early literacy and cognitive self-regulation data were collected at the beginning, middle and end of the preschool year. Overall, results yield a better understanding of the relationship between early literacy and cognitive self-regulation skills in preschool students and how community-level factors affect these skills in order to better support early intervention in preschools. More specifically, results of the first research question indicated that students made growth in both early literacy skills and cognitive self-regulation skills across the preschool year, and scores in the beginning of the preschool year were significantly correlated with scores at the end of the preschool year. Results of the second research question indicated a strong relationship between early literacy skills and cognitive self-regulation across the preschool year, and results of the third research question highlighted differences in growth rates across sites. Possible mediating variables are described in the discussion. Limitations of the study and future research directions are discussed. Title: Examining the Relationship of Early Literacy Skills and Cognitive Self-Regulation to Kindergarten Readiness of Preschool Students Author: Rasplica, Caitlin Year: 2016 Every year, millions of preschool-age children make the transition into kindergarten. This transition from preschool to kindergarten can be difficult for children who have not mastered the basic school readiness skills involved in a successful transition. Although school readiness is broadly defined and involves several basic skills, the present study focuses on the specific contribution of cognitive self-regulation and early literacy skills. The present study examined the effects of preschool progress in cognitive self-regulation and early literacy skills on kindergarten readiness using descriptives, Pearson correlations, analysis of variance, and multilevel growth modeling. Three research questions are described and utilized. Research question 1 examined the growth in early literacy and cognitive self-regulation skills across the preschool year, research question 2 examined the relationship between early literacy and cognitive self-regulation skills, and research question 3 examined differences in student skills across three sites. Participants included preschool students, ages 4 to 5, from three different school districts. Early literacy and cognitive self-regulation data were collected at the beginning, middle and end of the preschool year. Overall, results yield a better understanding of the relationship between early literacy and cognitive self-regulation skills in preschool students and how community-level factors affect these skills in order to better support early intervention in preschools. More specifically, results of the first research question indicated that students made growth in both early literacy skills and cognitive self-regulation skills across the preschool year, and scores in the beginning of the preschool year were significantly correlated with scores at the end of the preschool year. Results of the second research question indicated a strong relationship between early literacy skills and cognitive self-regulation across the preschool year, and results of the third research question highlighted differences in growth rates across sites. Possible mediating variables are described in the discussion. Limitations of the study and future research directions are discussed. Close

• 8. [Article] Regulation of cell polarity and self-renewal in Drosophila neural stem cells

  xi, 93 p. ; ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.

  Citation × Citation Citation Abstract Copy Title: Regulation of cell polarity and self-renewal in Drosophila neural stem cells Author: Chabu, Chiswili Yves, 1975- Year: 2009, 2008 xi, 93 p. ; ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Title: Regulation of cell polarity and self-renewal in Drosophila neural stem cells Author: Chabu, Chiswili Yves, 1975- Year: 2009, 2008 xi, 93 p. ; ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. Close

• 9. [Article] Journal of Environmental Law & Litigation : Vol. 26, No. 1, p. 259-286 : Lessons from Oregon’s Battle over Measure 37 and Measure 49: Applying the Reserved Powers Doctrine to Defend State Land Use Regulations

  28 pages

  Citation × Citation Citation Abstract Copy Title: Journal of Environmental Law & Litigation : Vol. 26, No. 1, p. 259-286 : Lessons from Oregon’s Battle over Measure 37 and Measure 49: Applying the Reserved Powers Doctrine to Defend State Land Use Regulations Author: Blodgett, Abigail D. Year: 2011 28 pages Title: Journal of Environmental Law & Litigation : Vol. 26, No. 1, p. 259-286 : Lessons from Oregon’s Battle over Measure 37 and Measure 49: Applying the Reserved Powers Doctrine to Defend State Land Use Regulations Author: Blodgett, Abigail D. Year: 2011 28 pages Close

• 10. [Article] Journal of Environmental Law & Litigation : Vol. 26, No. 2, p. 351-366 : Beyond the Backlash: Using Performance-Based Regulations to Produce Results Through Innovation

  16 pages

  Citation × Citation Citation Abstract Copy Title: Journal of Environmental Law & Litigation : Vol. 26, No. 2, p. 351-366 : Beyond the Backlash: Using Performance-Based Regulations to Produce Results Through Innovation Author: Blumenauer, Earl Year: 2012, 2011 16 pages Title: Journal of Environmental Law & Litigation : Vol. 26, No. 2, p. 351-366 : Beyond the Backlash: Using Performance-Based Regulations to Produce Results Through Innovation Author: Blumenauer, Earl Year: 2012, 2011 16 pages Close