Search results for ""Author George A. Morgan""

Book SynopsisThe development of self- and emotional regulatory processes helps children to regulate their behavior based on their cultural context and to develop positive social relationships. This handbook brings together heretofore disparate literatures on self- and emotional regulation, brain and physiological processes, mastery motivation, and atypical development to highlight how mastery motivation is related to self-regulation and to clarify the relation between these various processes. Authors from a variety of countries and backgrounds provide an integrated, up-to-date review of the research and the key theoretical models to demonstrate how these processes relate to cultural and individual differences in both typical and atypical development. The renowned editors, all experts in a particular domain of self-regulation, provide section opening chapters that review the literature, provide a perspective that explains the findings, and suggest directions for future research. Although the focus is on quantitative studies, some qualitative findings and research using brain imaging methodologies are included. Outstanding features include: Reviews the development of self and emotional regulation from infancy through adolescence. Contributors from various countries and backgrounds provide an integrative review of the literature to guide the direction of future research. Features contributions from those who have had a strong impact on self-regulation research. Reviews research on developmental disorders that have implications for self-regulation. There are four sections. Section one introduces the development of self- and emotional regulation. This section reviews how self-regulation adapts based on personal and culturally-based goals and how individual differences predispose some to behavior disorders. Socialization influences are examined including a look at when typical regulation processes go awry. Section 2 examines physiological and brain processes as they relate to the development of typical and atypical processes, along with neurocognitive development of performance monitoring and how these processes change over time, cortical activation differences, and behavioral and electrocortical measures of attentional bias. Section 3 reviews the development of self-regulation and mastery motivation including a review of the Dimensions of Mastery Questionnaire (DMQ), cross-national comparisons, and what the DMQ can tell us about self-regulation. The section concludes with a look at the development of self-regulation and mastery motivation in individuals with a developmental disability. Section 4 examines self-regulation in atypical development and evidence-based treatment approaches in children with ADHD, autism, and Down syndrome. This book is intended for researchers, graduate students, and practitioners in psychology, neuroscience, human development, and education interested in the development of self and emotional regulatory processes. Trade Review"Kudos to the editors for securing this collection of outstanding and diverse papers on the topic of development of self-regulation. This book will be required reading for the students in my lab and classroom." - Kristin A. Buss, The Pennsylvania State University, USA"This thoughtful and thought-provoking book on self-regulation by internationally renowned researchers will appeal to scholars and students alike. This book is both unique and compelling in its examination of self-regulation in all children, including those with typical and atypical pathways of development." Penny Hauser-Cram, Boston College, USA"This handbook will be a critical reference for both scientists and students. The singularly impressive cast of leading researchers has bridged neurobiological, cognitive, affective and social perspectives on the development of self-regulation. This will stand as both a comprehensive guide for understanding this vitally important topic and a framework for advancing the next generation of studies on self-regulation."- Paul D. Hastings, University of California, Davis, USA"More and more psychologists ... are talking now as if self-regulation is one of the most important … aspects of human behavior and human development. …People in … various areas ... could profit from having all of this material easily accessible in one place. It is timely!" – Jacqueline Sue Eccles, University of Michigan, USA "Combining into a single volume the…literatures of emotional regulation, brain processes, mastery motivation, and self regulation is a useful endeavor. ... [This book will] advance the field …and …[will be] attractive to a variety of researchers and scholars. …I am impressed by the breadth of viewpoints …the international flavor of the volume ... [and] by the scholarship of the volume." – Kay Jennings, University of Pittsburgh, USA“This volume is the most through treatment to date of the all-important concept of emotion and self-regulation. It is unique in bridging the theoretical with the empirical, the normal with the idiopathic, the developmental and the adult literatures, and the neurophysiological with the behavioral aspects of self-regulation. The contributors represent the best authorities in this field, and they provide a breadth of coverage that is simply stunning. The volume is a rarity" a superior reference resource, and a rich guide for future research in the field.” - Joseph J. Campos, University of California, Berkeley, USA Table of ContentsSection One: Development of Emotion Regulation & Self-Regulation.K. C. Barret, Introduction to Section I. Overview and Analysis. R.A. Thompson, E. A. Virmani, S. F. Waters, H. A. Raikes, S. Meyer, The Development of Emotion Self-Regulation: The Whole and the Sum of the Parts. M. Holodynski, D. Seeger, P. Kortas-Hartmann, V. Wörmann, Placing Emotion Regulation in a Developmental Framework of Self-Regulation. K. C. Barrett, Adaptive and Maladaptive Regulation of and by Emotion: Process, Context, and Relation to Self-regulation. J. Zeman, M. Cassano, M. Adrian, Socialization Influences on Children’s and Adolescents’ Emotional Self-Regulation Processes: A Developmental Psychopathology Perspective. Section Two: Development of Self Regulation: Physiological and Brain Processes.N. A. Fox, Introduction to Section II. Overview and Analysis. H. A. Henderson, P. C. Mundy, The Integration of Self and Other in the Development of Self-regulation: Typical and Atypical Processes. T. A. Dennis, L. J. O’Toole, J. M. DeCicco, Emotion Regulation from the Perspective of Developmental Neuroscience: What, Where, When, and Why. K. Hum, M. D. Lewis, Neural Mechanisms of Emotion Regulation in Children: Implications for Normative Development and Emotion-related Disorders. P. Cédric, M. P. Koolschijn, E. A. Crone, The Neurocognitive Development of Performance Monitoring. A. MacNamara, E. S. Kappenman, S. R. Black, J. N. Bress, G. Hajcak, Integrating Behavioral and Electrocortical Measures of Attentional Bias Toward Threat. Section Three: Development of Self Regulation and Mastery Motivation.N. A. Busch-Rossnagel, G. A. Morgan, Introduction to Section III: Mastery Motivation and Self-Regulation. K. Józsa, D. E. Molnár, The Relationship between Mastery Motivation, Self-Regulated Learning and School Success: a Hungarian and European Perspective. G. A. Morgan, J. Wang, H. F. Liao, Q. Xu, Using the Dimensions of Mastery Questionnaire (DMQ) to Assess Mastery Motivation of English- and Chinese- Speaking Children: Psychometrics and Implications for Self-Regulation. J. Wang, K. C. Barrett, Mastery Motivation and Self-regulation during Early Childhood. M. Cuskelly, L. Gilmore, A. Carroll, Self-regulation and Mastery Motivation in Individuals with Developmental Disabilities: Barriers, Supports and Strategies. Section Four: Self Regulation In A Typical Development.L. A. Daunhauer, D. J. Fidler, Self-Regulation in Atypical Development: An Overview of the Section. C. M. Walcott, Current Perspectives on Preschool Attention-Deficit/Hyperactivity Disorder. S. L. Hepburn, B. C. Wolff, Self-Regulation in Persons with Autism Spectrum Disorders. L. A. Daunhauer, D. J. Fidler, Executive Functioning in Individuals with Down syndrome.

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Book SynopsisThis text teaches readers how to plan, conduct, and write a research project and select and interpret data through its integrated approach to quantitative research methods. Although not a statistics book, students learn to master which technique to use when and how to analyze and interpret results, making them better consumers of research. Organized around the steps of conducting a research project, this book is ideal for those who need to analyze journal articles. With teaching experience in various departments, the authors know how to address the research problems faced by behavioral and social sciences students. Independent sections and chapters can be read in any order allowing for flexibility in assigning topics.Adopters applaud the bookâs clarity and applied interdependent approach to research. The book emphasizes five research approaches: randomized experimental, quasi-experimental, comparative, associational, and descriptive. These five approaches lead to threeTrade Review"Gliner, Morgan, and Leech have built upon and enhanced their previous work in designing this clear and comprehensive 3rd edition, perfect for a quantitative research design course, or as a go-to text for the quantitatively-focused researcher." —Erica Eckert, Kent State University, USA"We have used this textbook for a number of years. It is clear, well-organized, and written at a level suited to doctoral students who do applied work using a variety of research methodologies. The latest edition improves upon an already good book by adding sections from research articles that exemplify points the authors are making, tables and diagrams for visual learners, and references to effect size and power that reinforce the need for consideration of the research design from multiple perspectives. Our students do a good job of writing a research proposal using the information from this book." —Kathy Green, University of Denver, USA"This third edition is a comprehensive and well-written book for graduate students and researchers doing research in education and other applied areas. The book provides not only an in-depth discussion of research methods concepts, but also a lot of real life examples for illustration. It is an excellent reference source for anyone doing research." —Michael C. W. Yip, The Hong Kong Institute of Education, Hong Kong"This is an indispensable text for students of applied research and even though I have many years of experience myself, I find it very helpful in doing my own research projects and teaching research to graduate students. It sets out key messages about how to do research properly, and in this 3rd edition bases much of its advice on practical case studies." —Paul Kiff, The Research Academy, UK"This is an excellent textbook for any education or social science course on quantitative methods. The authors break down the elements of the research process into easily digestible segments that use examples from published research studies to demonstrate each step. This is a must for faculty introducing graduate students to quantitative methods and also as an easy to use reference for the experienced researcher." —Mark Kretovics, Kent State University, USATable of ContentsPart I. Introductory Chapters 1. Definitions, Purposes, and Dimensions of Research 2. Planning a Quantitative Research Project Part II: Quantitative Research Approaches, Questions, and Designs 3. Variables, Research Questions, and Hypotheses 4. Research Approaches 5. Randomized Experimental and Quasi-Experimental Designs 6. Single-Subject Designs 7. Non-experimental Approaches/Designs 8. Internal Validity Part III: Sampling, Measurement and Data Collection 9. Sampling and Introduction to External Validity 10. Measurement and Descriptive Statistics 11. Measurement Reliability 12. Measurement Validity 13. Types of Data Collection Techniques 14. Ethical Issues in Conducting the Study 15. Practical Issues in Data Collection and Coding Part IV: Data Analysis and Interpretation 16. Making Inferences from Sample Data I: The Null Hypothesis Significance Testing Approach 17. Making Inferences From Sample Data II: The Evidence-Based Approach 18. General Design Classifications for Selection of Difference Statistical Methods 19. Selection of Appropriate Statistical Methods: Integration of Design and Analysis 20. Data Analysis and Interpretation – Basic Difference Questions 21. Analysis and Interpretation of Basic Associational Research Questions 22. Analysis and Interpretation of Complex Research Questions Part V: Evaluating and Writing Research Reports 23. Evaluating Research Validity: Part I 24. Evaluating Research Validity: Part II 25. Evaluating Research for Evidence-Based Practice 26. Writing the Research Report

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