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"Social regulation"
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Exploring college English language learners’ self and social regulation of learning during wiki-supported collaborative reading activities
Students’ regulation has been conceptualized as an important impetus for effective and efficient collaborative learning. However, little empirical evidence has been reported about language learners’ regulatory behaviors in computer-supported collaborative learning (CSCL). The purpose of this study is to investigate the occurrence of self and social aspects of regulation during wiki-supported collaborative reading activities in the context of learning English as a foreign language (EFL). Sixty Chinese college students organized in twelve groups participated in this study over a sixteen-week semester. Using an integrated method of content analysis and sequential analysis, students’ chat logs were coded and analyzed to explore the characteristics of students’ self and social regulatory behaviors in terms of regulation type, regulation process, and regulation focus. Results indicate that all groups demonstrated active social regulation in the collaborative activities. Compared with low-performing groups, high-performing groups displayed distinctively different patterns of regulatory behaviors in “social regulation,” “evaluating,” “content monitoring,” and “social emotional regulation.” Moreover, the analysis further reveals a more continuous and smooth regulation in the high-performing groups, while low-performing groups tended to be lost in a single repeated regulatory behavior pattern such as “self-regulation” or “organizing”. This study not only fills a gap in the current collaborative English learning literature, but also contributes to our knowledge of social regulation in CSCL. Pedagogical implications and future research are also addressed.
Journal Article
The Return of the Soul—The Role of Religion in Regulating Social Life
The article explores the role of religion in shaping societal norms, arguing that religion, alongside law and ethics, plays a critical role in regulating social life. It emphasizes the interdependence of various regulatory systems—religious, ethical, legal, and modern standards—and advocates for reintegrating spirituality into scientific discourse on societal regulation. The study highlights the limitations of purely legalistic approaches and calls for a renewed focus on ethical and religious principles, particularly in light of global crises such as environmental degradation and social inequality. It also discusses the unique position of Christianity in balancing these regulatory frameworks and promoting a harmonious coexistence through values such as love and solidarity.
Journal Article
Heartwarming : how our inner thermostat made us human
\"A compelling investigation into the quest to maintain core body temperature-and how it drives genetic and social evolution, civilization, health, and technology. A cup of tea, coffee, or cocoa is calming and comforting-but why? Recent research suggests that temperature, even that derived from holding a hot beverage, can influence our emotions and behaviors. In Heartwarming, social psychologist Hans IJzerman explores temperature and its role in our daily lives through the long lens of evolution. Besides breathing, regulating body temperature is one of the most important tasks for any animal. Like huddling penguins, we humans have long relied each other to maintain our temperatures. Over millennia, this instinct for thermoregulation has driven our social lives. Understanding how temperature affects human sociality leads to fascinating new questions in our changing world: How will climate change impact society? Can thermoregulation keep relationships closer, even across distance? IJzerman offers new insights for therapists, doctors, sufferers of illnesses both mental and physical, and all of us who want to better understand our bodies and our connections. Heartwarming takes readers on a captivating journey through the world, seen from the perspective of coldness and warmth\"-- Provided by publisher.
How platforms govern: Social regulation in digital capitalism
The rise of digital platforms has in recent years redefined contemporary capitalism—provoking discussions on whether platformization should be understood as bringing an altogether new form of capitalism, or as merely a continuation and intensification of existing neoliberal trends. This paper draws on regulation theory to examine social regulation in digital capitalism, arguing for understanding digital capitalism as continuities of existing capitalist trends coming to produce discontinuities. The paper makes three main arguments. First, it situates digital capitalism as a continuation of longer running post-Fordist trends of financialization, digitalization, and privatization—converging in the emergence of digital proprietary markets, owned and regulated by transnational platform companies. Second, as the platform model is founded on monopolizing regulation, platforms come into direct competition with states and public institutions, which they pursue through a set of distinct technopolitical strategies to claim power to govern—resulting in a geographically variegated process of institutional transformation. Third, while the digital proprietary markets are continuities of existing trends, they bring new pressures and affordances, thus producing discontinuities in social regulation. We examine such discontinuities in relation to three aspects of social regulation: (a) from neoliberalism to techno-feudalism; (b) from Taylorist hierarchies toward algorithmic herds and technoliberal subjectivity; and (c) from postmodernity toward an automated consumer culture.
Journal Article
Social Regulation of Human Gene Expression: Mechanisms and Implications for Public Health
Recent analyses have discovered broad alterations in the expression of human genes across different social environments. The emerging field of social genomics has begun to identify the types of genes sensitive to social regulation, the biological signaling pathways mediating these effects, and the genetic polymorphisms that modify their individual impact. The human genome appears to have evolved specific “social programs” to adapt molecular physiology to the changing patterns of threat and opportunity ancestrally associated with changing social conditions. In the context of the immune system, this programming now fosters many of the diseases that dominate public health. The embedding of individual genomes within a broader metagenomic network provides a framework for integrating molecular, physiologic, and social perspectives on human health.
Journal Article
Media hot & cold
\"In Media Hot and Cold Nicole Starosielski examines the cultural dimensions of temperature to theorize the ways heat and cold can be used as a means of communication, subjugation, and control. Diving into the history of thermal media, from infrared cameras to thermostats to torture sweatboxes, Starosielski explores the many meanings and messages of temperature. During the twentieth century, heat and cold were broadcast through mass thermal media. Today, digital thermal media such as bodily air conditioners offer personalized forms of thermal communication and comfort. Although these new media promise to help mitigate the uneven effects of climate change, Starosielski shows how they can operate as a form of biopower by determining who has the ability to control their own thermal environment. In this way, thermal media can enact thermal violence in ways that reinforce racialized, colonial, gendered, and sexualized hierarchies. By outlining how the control of temperature reveals power relations, Starosielski offers a framework to better understand the dramatic transformations of hot and cold media in the twenty-first century\"-- Provided by publisher.
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Technology-based collaborative learning: EFL learners’ social regulation and modifications in their academic emotions and academic performance
This study explores the relationship between technology-based collaborative learning and learners’ social regulation, academic emotions, and academic presentation. The researchers invited 695 English as a Foreign Language (EFL) students of different ages and learning backgrounds to participate in the research by questionnaire. The validated questionnaires were employed to collect the data. Structural Equation Modeling (SEM) was utilized to examine relationships among variables, while regression analysis assessed the impact of emotional engagement. Multiple regression was used to explore combined emotional effects, and correlation analysis gauged individual emotions’ association with performance. The researchers used SPSS (version 27) and AMOS (version 24) software to analyze the data. A synthesis of the research findings elucidated how collaborative efforts facilitated by technology foster a dynamic process of regulating learning, contributing to both individual and collective academic achievement. Furthermore, the intricate relationship between collaborative learning technologies and individual characteristics such as prior knowledge and intrinsic motivation is discussed, emphasizing the multifaceted nature of educational outcomes. Lastly, after a comparison with other similar studies, this study’s results highlight the significance of considering technology-mediated collaborative learning environments in enhancing EFL students’ academic emotions, experiences, and outcomes. The study concludes with some pedagogical implications and suggestions for teachers, practitioners, researchers, and learners.
Journal Article