Open Access. Powered by Scholars. Published by Universities.®

Social and Behavioral Sciences Commons

Open Access. Powered by Scholars. Published by Universities.®

Psychology

Doctoral Dissertations

The University of San Francisco

Self-regulation

Publication Year

Articles 1 - 2 of 2

Full-Text Articles in Social and Behavioral Sciences

Investigating The Self-Efficacy Awareness Of Black Female Technology Leaders, Marie Roberts De La Parra Jan 2021

Investigating The Self-Efficacy Awareness Of Black Female Technology Leaders, Marie Roberts De La Parra

Doctoral Dissertations

Black female technology leaders lack leadership opportunities, which affects their self-efficacy and is a crucial concern. Self-efficacy is based on the concept that an individual’s belief in what they can achieve influences their actions and how much effort they invest in the selected action. Self-persuasion can provide high or low self-satisfaction as a determinant for creating incentives for success or failure and converting thoughts and emotions to actions. Limited research has investigated the mindset, the thought patterns, and the self-belief undertaken by Black females in the world of technology. Despite limited amounts of research, data suggest that Black female leaders …


Impact Of A School-Based Mindfulness Intervention On Children’S Self Regulation, Elizabeth Chaney May 2018

Impact Of A School-Based Mindfulness Intervention On Children’S Self Regulation, Elizabeth Chaney

Doctoral Dissertations

When schools recognize the importance of social-emotional learning and support young children’s self-regulation skills, students are also likely to see improvements in their academic potential. Youth who encounter the stressors of toxic stress and thus, who may have more challenges developing self-regulation competencies, may particularly benefit from classroom environments where self-regulation and coping skills are emphasized. The current study examined the impact of a school-based mindfulness program on self-regulation and mindfulness skills of 42 children in two fourth grade classrooms that were assigned to either a Mindfulness Group (n = 30) or to a Control Group (n = 12). The …