Table of Contents

Preface

Chapter 1. The Role of Canine-Assisted Interventions in the Promotion of Self-Regulation: Lessons Learned from a Literature Review
Sara Teixeira¹, MSc, Armanda Pereira², PhD, André Oliveira¹, MSc, Tânia Moreira¹, PhD, Cleia Zanatta³, PhD, and Pedro Rosário¹, PhD
¹Psychology Research Center, School of Psychology, University of Minho, Braga, Portugal
²Department of Education and Psychology, School of Human and Social Sciences, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
³Health Sciences Center, Catholic University of Petrópolis, Petópolis, Rio de Janeiro, Brazil

Chapter 2. Restrict Unhealthy Food Intake or Make Healthy Food Choices Proactively? How the Self-Regulation Concept Has Been Used in Children and Adolescent’s Eating Behavior Research
Beatriz Pereira¹, Gabriela Figueiredo¹, Katarina Agudelo², Pedro Rosário¹ and Paula Magalhães^1
1Escola de Psicologia, Universidade do Minho, Braga, Portugal
²Northeastern University, Boston, US

Chapter 3. Voices of Mentee-Mentor Dyads: Impact of School-Based Mentoring on Self-Regulation to Rescue Students Experiencing School Failure
Juliana Martins, PhD, Jennifer Cunha, PhD, Catarina Vilas, MSc, and Pedro Rosário, PhD
Department of Applied Psychology, School of Psychology, University of Minho, Braga, Portugal

Chapter 4. Self-Regulation and Agency Perspectives in Celiac Disease
Gabriela Figueiredo¹, Beatriz Pereira¹, Katarina Agudelo², Pedro Rosário¹ and Paula Magalhães^1
1Escola de Psicologia, Universidade do Minho, Braga, Portugal
²Northeastern University, Boston, USA

Chapter 5. ‘Caught between Dreams and Deeds’: The Hope Avenue for School Success of Students with a Roma Background
T. Moreira¹, PhD, P. Rosário¹, PhD, J. Martins¹, C. Silva¹, PhD, D. Moreira¹ and L. Ribeiro², PhD
¹School of Psychology, University of Minho, Braga, Portugal
²Faculty of Education and Psychology, Universidade Católica Portuguesa, Porto, Portugal

Chapter 6. The Role of Parents in Children’s Self-Regulation Development: A Review of At-Distance and Online Intervention Programs
Sandra Mesquita¹, MSc, Armanda Pereira², PhD, Ana Guimarães¹, MSc, Sonia Fuentes³, PhD, and Pedro Rosário¹, PhD
¹Psychology Research Center, School of Psychology, University of Minho, Braga, Portugal
²Department of Education and Psychology, School of Human and Social Sciences, University of Trás-os-Montes and Alto Douro, Vila Real, Portugal
³Facultad de Educación y Ciencias Sociales, Universidad Central de Chile, Santiago do Chile, Chile

Chapter 7. How to Enhance Students’ Self-Regulation
Rita Payan-Carreira¹, Luís Sebastião², Ana Cristóvão² and Hugo Rebelo^2
1Comprehensive Health Research Centre and Dept. Veterinary Medicine, University of Évora, Evora, Portugal
²Research Center in Education and Psychology, University of Évora, Evora, Portugal

Chapter 8. Regulation, De-Regulation, and Dys-Regulation Behavior: Internal and External Typologies of Regulation in an Educational and Health Context
Jesús de la Fuente^1,2, Mónica Pachón-Basallo¹, María Carmen González-Torres¹, J. M. Martínez-Vicente², F. Javier Peralta-Sánchez² and Salvatore Fadda^3
1School of Education and Psychology.University of Navarra, Spain
²School of Psychology^. University of Almería, Spain
³Prevention Health Service. Sassari University, Cerdenia, Italy

Index