This article examines the nature of professional self-regulation and clarifies its basis. Traditionally, the western principle of self-regulation has been grounded in social contract theory. However, we argue here that this very analysis results in a weak moral foundation, and it often causes regulatory capture. In support of this argument, we clarify the structure of self-regulation from utilitarian and social contract theory perspectives. We show conclusively that this structure has an intimate relationship with the failure of professional self-regulation. We thus present an alternative view of the nature of self-regulation from Rawlsian theory. We maintain that genuine self-regulation of a community requires grounding not only in social contract theory, but also an appropriate moral philosophical theory.
Self-Control*

No abstract available.
Professionalism* ; Self-Control*

No abstract available.
Professionalism* ; Self-Control*

The shift to remote learning during the pandemic highlighted the importance of self-regulated learning (SRL). Education scholars posit that SRL promotes positive remote learning experiences in various student populations. Students cannot be expected to be self-regulated learners in a remote setup by exposing themselves to online courses alone. Thus, the Department of Occupational Therapy of the University of the Philippines Manila College of Allied Medical Professions created a webinar based on the constructs of SRL to aid students in transitioning to this setup. The webinar was organized for students to understand the concept of SRL and to identify SRL strategies they can use. Faculty shared practical tips, personal experiences, and contextualized examples on how students can use these strategies to thrive in the remote setup. Given the positive feedback, there is value found in similar activities to utilizing SRL dimensions to prepare students for remote learning. Recommendations for future studies about SRL are stated.
Self-Control ; Education, Distance

The shift to remote learning during the pandemic highlighted the importance of self-regulated learning (SRL). Education scholars posit that SRL promotes positive remote learning experiences in various student populations. Students cannot be expected to be self-regulated learners in a remote setup by exposing themselves to online courses alone. Thus, the Department of Occupational Therapy of the University of the Philippines Manila College of Allied Medical Professions created a webinar based on the constructs of SRL to aid students in transitioning to this setup. The webinar was organized for students to understand the concept of SRL and to identify SRL strategies they can use. Faculty shared practical tips, personal experiences, and contextualized examples on how students can use these strategies to thrive in the remote setup. Given the positive feedback, there is value found in similar activities to utilizing SRL dimensions to prepare students for remote learning. Recommendations for future studies about SRL are stated.
Self-Control ; Education, Distance

PURPOSE: This study aimed to identify the degree of accident prevention behavior, self-esteem, self-regulation ability, and social support among middle-school students, and investigate factors influencing their practice of accident prevention behaviors.METHODS: The participants were 174 students from two middle schools located in J city. Data were collected from December 28, 2017 to February 9, 2018 using self-reported questionnaires.RESULTS: The mean score were 3.08±0.37 of 4 for practice of accident prevention behaviors, 3.07±0.57 of 4 for self-esteem, 3.69±0.48 of 5 for self-regulation ability, and 3.38±0.75 of 5 for social support. Positive correlations were found among self-regulation ability, self-esteem, social support, and practice of accident prevention behaviors. The factors influencing the practice of accident prevention behaviors were personality (being ‘haste’) (β=−.20, p=.003), self- regulation ability (β=.48, p<.001), and social support (β=.23, p<.001). These factors explained 39.0% of the variance in practice of accident prevention behaviors.CONCLUSION: It was found that the middle-school students engaged in prevention behavior to an extent that was insufficient to prevent accidents. Therefore, it is necessary to develop intervention strategies to improve the practice of accident prevention behavior among middle-school students, considering self-regulation ability, social support, and personality, which affect the practice of accident prevention behaviors.
Accident Prevention ; Humans ; Self Concept ; Self-Control ; Social Control, Formal

PURPOSE: The purpose of the study was to identify the level of resilience, autonomous motivation, depression and self-care and their correlates in elders with hypertension. METHODS: The participants were 200 elders with hypertension living in J, I, and K city. Data were collected through face-to-face interviews using the Resilience Scale, Treatment Self Regulation Questionnaire, Short Form Geriatric Depression Scale, and Hypertension Self-care Scale. RESULTS: Total scores for resilience, autonomous motivation, depression, and self-care were 109.65± 20.78, 38.18±5.99, 8.33±2.61, and 52.06±6.94, respectively. Autonomous motivation, income, acceptance of self and life, resilience, experience of hypertension education, and gender were verified as factors influencing self-care. These factors accounted for 51.6% of self-care. CONCLUSION: Understanding these factors is essential for developing effective interventions to improve self-care in elders with hypertension.
Depression ; Education ; Hypertension* ; Motivation ; Self Care* ; Self-Control

OBJECTIVES: This study examined the association between executive functions and time perspectives in patients with adult attention-deficit/hyperactivity disorder (ADHD). The executive function including self-management to time, self-organization/problem solving, self-restraint or inhibition, self-motivation, and self-regulation of emotion was analyzed. In addition, the time perspective, including past-negative, past-positive, present-hedonistic, present-fatalistic, future-negative, and future-positive, were investigated. The correlations between the executive functions and time perspectives were analyzed in an adult ADHD patient group. METHODS: Thirty-six participants were divided into 17 in the ADHD group and 19 in the Control group. The participants conduct psychological tests including Barkley Deficits in Executive Functioning Scale (BDEFS), ADHD Self-Report Scale, and the Swedish Zimbardo Time Perspective Inventory to confirm their executive functions, attention, and time perspectives. The participants were recruited at Samsung Medical Center from April 2017 to November 2018. The collected data was analyzed using a t-test and Pearson correlation analysis. RESULTS: The adult ADHD patients group showed significantly higher scores in the BDEFS and ADHD Self-Report Scale than the control group. In time perspective scores, the adult ADHD patients group was higher in the past-negative, present-hedonistic, present-fatalistic time perspectives than the control group. In addition, the adult ADHD patients group was lower in future-positive than the control group. In the adult ADHD patients group, the future-positive time perspectives were negatively correlated with the executive functions. CONCLUSION: These results suggest that the negative time perspective is related to the executive function deficits in an adult ADHD group, particularly in the self-management of time, self-organization/problem solving, and self-motivation.
Adult ; Executive Function ; Humans ; Psychological Tests ; Self Care ; Self-Control

PURPOSE: This study observes the degrees of perfectionism (both self-oriented and socially-prescribed perfectionism), academic resilience, and satisfaction with major in nursing students and identifies the influence of perfectionism and academic resilience on satisfaction with major. METHODS: Data from 115 second or third-year students in a nursing were collected for two months at different three universities. The data were analyzed with descriptive statistics, independent t-test, one-way ANOVA, Pearson correlation coefficient, and hierarchical multiple regression. RESULTS: Satisfaction with major was higher for second year students compared to third year students. And the satisfaction was higher for those with a higher Grade point average (≧ 3.5) compared to those with a lower. Self-oriented perfectionism had a higher score than socially-prescribed perfectionism and academic resilience based on self-control was rated the highest score of the subcategories. The degree of satisfaction was positively correlated with Self-oriented perfectionism and academic resilience. The final regression model showed that grade and academic resilience accounted for 34.2% of the variance in predicting the level of satisfaction with major. CONCLUSION: The results suggest that it is crucial to find a strategy that could enhance academic resilience, especially designed for upper-year university students, to improve the level of satisfaction with major.
Elasticity ; Humans ; Nursing* ; Self-Control ; Students, Nursing

In order to ensure the rights of medical self-regulation, what precondition should be fulfilled by the Korean Medical Association (KMA) or any other independent medical association or organization? Regulatory authority is defined as an exercise of legal power by the State for the rights and interests of the people. Thus, if Korean physicians seek to regulate themselves, on the one hand, the KMA or any other independent medical association or organization should achieve delegation from the State, and on the other, Korean medical professionalism should fully reflect the State philosophy. This paper aims to examine the origin and precondition of medical self-regulation in French State philosophy and French medical professionalism. For this purpose, the following topics are covered: (1) Who was involved in the establishment of the French State philosophy and what was the role of French physicians? (2) By whom and how was French State philosophy introduced in American State philosophy? (3) What medical ideas and values are included in the Declaration of Human and Civic Rights of 1789? (4) How is French State philosophy emblematized by three key values-freedom, equality, and fraternity-incorporated in French medical professionalism? Dealing with these topics, this paper claims, on the basis of French history and philosophy, that the most important precondition of medical self-regulation is for medical professionalism to sufficiently reflect the State philosophy, and consequently the KMA or any other independent medical association or organization representing Korean physicians should willingly be involved in shaping the Korean State philosophy.
France* ; Hand ; Humans ; Philosophy* ; Professionalism* ; Self-Control*