Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being.

Human beings can be proactive and engaged or, alternatively, passive and alienated, largely as a function of the social conditions in which they develop and function. Accordingly, research guided by self-determination theory has focused on the social–contextual conditions that facilitate versus forestall the natural processes of self-motivation and healthy psychological development. Specifically, factors have been examined that enhance versus undermine intrinsic motivation, self-regulation, and well-being. The findings have led to the postulate of three innate psychological needs—competence, autonomy, and relatedness—which when satisfied yield enhanced self-motivation and mental health and when thwarted lead to diminished motivation and well-being. Also considered is the significance of these psychological needs and processes within domains such as health care, education, work, sport, religion, and psychotherapy. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Enhancing student academic and health functioning: A self-regulatory perspective.

Discusses a program of research on students' self-regulation of their academic and health functioning from initial operational definitions to training and intervention studies. This body of evidence has shown that students' use of self-regulatory processes, such as learning strategies, goal setting, self-monitoring, and self-efficacy beliefs, predict academic and health success and self-motivation. From a social cognitive perspective, students' development of self-regulation begins initially with social modeling and imitation and shifts to self-directed sources of control. Deficiencies in self-regulation are linked to student's health and academic problems. Implications for school psychologists are considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A tale of two tasks: Reversing the self-regulatory resource depletion effect.

This research examined the self-regulatory depletion model (e.g., M. Muraven & R. F. Baumeister, 2000). Although numerous studies support this model’s prediction of decrements in self-regulation across tasks, the majority of this research has relied on a single paradigm in which two tasks are performed in succession. Other work related to learned industriousness (R. Eisenberger, 1992) and adaptation-level theory (H. Helson, 1964) indicates that self-regulatory behavior may remain stable or even improve as a result of prior self-regulatory activities in situations involving additional tasks. Three studies examined these differing perspectives with 2- and 3-task designs. Results indicated that, relative to low initial self-regulatory exertion, high exertion can lead to poorer or better subsequent self-regulation. These findings are consistent with an adaptation view of self-regulation, suggesting that the depletion effect may be only part of the picture of self-regulatory behavior over time. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-regulatory failure and intimate partner violence perpetration.

Five studies tested the hypothesis that self-regulatory failure is an important predictor of intimate partner violence (IPV) perpetration. Study 1 participants were far more likely to experience a violent impulse during conflictual interaction with their romantic partner than they were to enact a violent behavior, suggesting that self-regulatory processes help individuals refrain from perpetrating IPV when they experience a violent impulse. Study 2 participants high in dispositional self-control were less likely to perpetrate IPV, in both cross-sectional and residualized-lagged analyses, than were participants low in dispositional self-control. Study 3 participants verbalized more IPV-related cognitions if they responded immediately to partner provocations than if they responded after a 10-s delay. Study 4 participants whose self-regulatory resources were experimentally depleted were more violent in response to partner provocation (but not when unprovoked) than were nondepleted participants. Finally, Study 5 participants whose self-regulatory resources were experimentally bolstered via a 2-week training regimen exhibited less violent inclinations than did participants whose self-regulatory resources had not been bolstered. These findings hint at the power of incorporating self-regulation dynamics into predictive models of IPV perpetration. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Teachers' occupational well-being and quality of instruction: The important role of self-regulatory patterns.

Teachers' occupational well-being (level of emotional exhaustion and job satisfaction) and quality of instruction are two key aspects of research on teaching that have rarely been studied together. The role of occupational engagement and resilience as two important work-related self-regulatory dimensions that predict occupational well-being and teachers' instructional performance in the classroom was investigated. In Part 1 of the study, self-regulatory data from 1,789 German mathematics teachers were subjected to a latent profile analysis, yielding four self-regulatory types (healthy-ambitious, unambitious, excessively ambitious, and resigned) that differed significantly on emotional exhaustion and job satisfaction. In Part 2, the association between teachers' self-regulatory type and instructional performance was examined in a subsample of 318 teachers. Results showed that teachers' self-regulatory type predicted the quality of instruction in three of the four aspects of instructional performance examined. Moreover, teachers' self-regulatory type was systematically linked to differences in students' motivation. No association was found between teacher self-regulation and student achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-regulatory processes defend against the threat of death: Effects of self-control depletion and trait self-control on thoughts and fears of dying.

Nine studies (N = 979) demonstrated that managing the threat of death requires self-regulation. Both trait and state self-control ability moderated the degree to which people experienced death-related thought and anxiety. Participants high (vs. low) in self-control generated fewer death-related thoughts after being primed with death, reported less death anxiety, were less likely to perceive death-related themes in ambiguous scenes, and reacted with less worldview defense when mortality was made salient. Further, coping with thoughts of death led to self-regulatory fatigue. After writing about death versus a control topic, participants performed worse on several measures of self-regulation that were irrelevant to death. These results suggest that self-regulation is a key intrapsychic mechanism for alleviating troublesome thoughts and feelings about mortality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Satiated with belongingness? Effects of acceptance, rejection, and task framing on self-regulatory performance.

Seven experiments showed that the effects of social acceptance and social exclusion on self-regulatory performance depend on the prospect of future acceptance. Excluded participants showed decrements in self-regulation, but these decrements were eliminated if the self-regulation task was ostensibly a diagnostic indicator of the ability to get along with others. No such improvement was found when the task was presented as diagnostic of good health. Accepted participants, in contrast, performed relatively poorly when the task was framed as a diagnostic indicator of interpersonally attractive traits. Furthermore, poor performance among accepted participants was not due to self-handicapping or overconfidence. Offering accepted participants a cash incentive for self-regulating eliminated the self-regulation deficits. These findings provide evidence that the need to belong fits standard motivational patterns: Thwarting the drive intensifies it, whereas satiating it leads to temporary reduction in drive. Accepted people are normally good at self-regulation but are unwilling to exert the effort to self-regulate if self-regulation means gaining the social acceptance they have already obtained. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Matters of the variable heart: Respiratory sinus arrhythmia response to marital interaction and associations with marital quality.

Maintenance of relationship quality requires self-regulation of emotion and social behavior, and women often display greater effort in this regard than do men. Furthermore, such efforts can deplete the limited capacity for self-regulation. In recent models of self-regulation, resting level of respiratory sinus arrhythmia, quantified as high-frequency heart rate variability (HF-HRV), is an indicator of self-regulatory capacity, whereas transient increases in HF-HRV reflect self-regulatory effort. To test these hypotheses in marriage, 114 young couples completed measures of marital quality and a positive, neutral, or negative initial marital task, preceded and followed by resting baseline assessments of HF-HRV. Couples then discussed a current marital disagreement. Resting HF-HRV was correlated with marital quality, suggesting that capacity for self-regulation is associated with adaptive functioning in close relationships. For women but not men, the negative initial task produced a decrease in resting HF-HRV. This effect was mediated by the husbands' negative affect response to the task and their ratings of wives as controlling and directive. When the subsequent disagreement discussion followed the negative initial task, women displayed increased HF-HRV during the discussion but a decrease when it followed the neutral or positive task. The valence of the initial task had no effect on men's HF-HRV during disagreement. Negative marital interactions can reduce women's resting HF-HRV, with potentially adverse health consequences. Women's reduced health benefit from marriage might reflect the depleting effects on self-regulatory capacity of their greater efforts to manage relationship quality. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-control and accommodation in close relationships: An interdependence analysis.

Accommodation refers to the willingness, when a partner has engaged in a potentially destructive behavior, to (a) inhibit impulses toward destructive responding and (b) instead respond constructively. A pilot study and 3 additional studies examined the hypothesis that self-control promotes individuals' ability to accommodate in response to a romantic partner's potentially destructive behavior. Dispositional self-control was positively associated with accommodative tendencies in all 4 investigations. In addition, Study 1 (a retrospective study) and Study 2 (a laboratory experiment) revealed that "in-the-moment" self-regulatory strength depletion decreased the likelihood that an individual would accommodate. Finally, Study 3 demonstrated that self-control exerted a significant effect on accommodation even after the authors included commitment to the relationship in the model. Implications for relationship functioning are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Sometimes you need a reminder: The effects of prompting self-regulation on regulatory processes, learning, and attrition.

Prompting self-regulation involves asking trainees reflective questions to stimulate self-regulatory engagement. Research has found positive effects for prompting self-regulation on learning, but a scarcity of evidence exists regarding whether self-regulatory processes mediate the effect of prompting self-regulation, whether the intervention reduces attrition, and the optimal timing of implementing the intervention. Using a longitudinal design, we found that prompting self-regulation throughout training increased learning and reduced attrition, relative to the control condition. Moreover, the effect on learning was fully mediated by time on task. The intervention also moderated the effect of learning on subsequent self-regulatory activity and attrition. Learning performance had less of a positive effect on subsequent self-regulatory activity and less of a negative effect on subsequent attrition when trainees were prompted to self-regulate. These results highlight the importance of adopting a longitudinal design to examine how self-regulatory interventions affect the cyclical relationships among self-regulatory processes, learning, and attrition. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Working memory capacity and self-regulatory behavior: Toward an individual differences perspective on behavior determination by automatic versus controlled processes.

In the present research, the authors investigated how individual differences in working memory capacity moderate the relative influence of automatic versus controlled precursors on self-regulatory behavior. In 2 studies, on sexual interest behavior (Study 1) and the consumption of tempting food (Study 2), automatic attitudes toward the temptation of interest had a stronger influence on behavior for individuals who scored low rather than high in working memory capacity. Analogous results emerged in Study 3 on anger expression in a provoking situation when a measure of the automatic personality trait of angriness was employed. Conversely, controlled dispositions such as explicit attitudes (Study 1) and self-regulatory goals (Studies 2 and 3) were more effective in guiding behavior for participants who scored high rather than low in working memory capacity. Taken together, these results demonstrate the importance of working memory capacity for everyday self-regulation and suggest an individual differences perspective on dual-process or dual-system theories of human behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of children’s self-regulation and classroom quality to children’s adaptive behaviors in the kindergarten classroom.

In this study, the authors examined the extent to which children’s self-regulation upon kindergarten entrance and classroom quality in kindergarten contributed to children’s adaptive classroom behavior. Children’s self-regulation was assessed using a direct assessment upon entrance into kindergarten. Classroom quality was measured on the basis of multiple classroom observations during the kindergarten year. Children’s adaptive classroom behavior in kindergarten was assessed through teacher report and classroom observations: Teachers rated children’s cognitive and behavioral self-control and work habits during the spring of the kindergarten year; observers rated children’s engagement and measured off-task behavior at 2-month intervals from November to May. Hierarchical linear models revealed that children’s self-regulation upon school entry in a direct assessment related to teachers’ report of behavioral self-control, cognitive self-control, and work habits in the spring of the kindergarten year. Classroom quality, particularly teachers’ effective classroom management, was linked to children’s greater behavioral and cognitive self-control, children’s higher behavioral engagement, and less time spent off-task in the classroom. Classroom quality did not moderate the relation between children’s self-regulation upon school entry and children’s adaptive classroom behaviors in kindergarten. The discussion considers the implications of classroom management for supporting children’s early development of behavioral skills that are important in school settings. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predictors of subjective physical health and global well-being: Similarities and differences between the United States and Germany.

Predictors of subjective physical health and global well-being were compared in a representative U.S. (N?=?2,400) and a German (N?=?1,607) sample of adults (age range: 25–65 years). Because of cultural overlap between Western industrialized nations, similarities in predictive patterns were expected. Differences in the economic and social systems as well as the cultural background, however, should also generate differences. As expected, the overall predictive power of the three sets of predictors (sociostructural variables, personality traits, and self-regulatory characteristics) was sizable in both countries. The strongest unique predictors were self-regulatory indicators for subjective physical health and personality traits for global well-being. In addition, however, theory-consistent country differences emerged in how personal and social resources seem to be orchestrated to maximize well-being. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-regulation and extended now: Controlling the self alters the subjective experience of time.

These studies investigated self-regulation and subjective experience of time from the perspective of the regulatory resource model. Studies 1-2 showed that participants who were instructed to regulate their emotions while viewing a film clip perceived that the film lasted longer than participants who did not regulate their emotions. In Study 3, participants provided time estimates during a resource-depleting or nondepleting task. Subsequent task persistence was measured. Time perceptions mediated the effect of initial self-regulation on subsequent self-regulated performance. In Study 4, participants performed either a resource-depleting or a nondepleting thought-listing task and then performed a different regulatory task. Compared with nondepleted participants, depleted participants persisted less on the 2nd task but estimated that they had persisted longer. Subjective time estimates statistically accounted for reduced persistence after depletion. Together, results indicate people believe that self-regulatory endeavors last overly long, a belief that may result in abandonment of further self-control. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A hot/cool-system analysis of delay of gratification: Dynamics of willpower.

A 2-system framework is proposed for understanding the processes that enable—and undermine—self-control or "willpower" as exemplified in the delay of gratification paradigm. A cool, cognitive "know" system and a hot, emotional "go" system are postulated. The cool system is cognitive, emotionally neutral, contemplative, flexible, integrated, coherent, spatiotemporal, slow, episodic, and strategic. It is the seat of self-regulation and self-control. The hot system is the basis of emotionality, fears as well as passions—impulsive and reflexive—initially controlled by innate releasing stimuli (and, thus, literally under "stimulus control"); it is fundamental for emotional (classical) conditioning and undermines efforts at self-control. The balance between the hot and cool systems is determined by stress, developmental level, and the individual's self-regulatory dynamics. The interactions between these systems allow explanation of findings on willpower from 3 decades of research. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Self-control as a limited resource: Regulatory depletion patterns.

If self-regulation conforms to an energy or strength model, then self-control should be impaired by prior exertion. In Study 1, trying to regulate one's emotional response to an upsetting movie was followed by a decrease in physical stamina. In Study 2, suppressing forbidden thoughts led to a subsequent tendency to give up quickly on unsolvable anagrams. In Study 3, suppressing thoughts impaired subsequent efforts to control the expression of amusement and enjoyment. In Study 4, autobiographical accounts of successful versus failed emotional control linked prior regulatory demands and fatigue to self-regulatory failure. A strength model of self-regulation fits the data better than activation, priming, skill, or constant capacity models of self-regulation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The religion-health connection: evidence, theory, and future directions

The volume and quality of research on what we term the religion-health connection have increased markedly in recent years. This interest in the complex relationships between religion and mental and physical health is being fueled by energetic and innovative research programs in several fields, including sociology, psychology, health behavior and health education, psychiatry, gerontology, and social epidemiology. This article has three main objectives: (1) to briefly review the medical and epidemiologic research on religious factors and both physical health and mental health; (2) to identify the most promising explanatory mechanisms for religious effects on health, giving particular attention to the relationships between religious factors and the central constructs of the life stress paradigm, which guides most current social and behavioral research on health outcomes; and (3) to critique previous work on religion and health, pointing out limitations and promising new research directions.     

The regulatory function of self-esteem: Testing the epistemic and acceptance signaling systems.

The authors draw on sociometer theory (e.g., Leary, 2004) and self-verification theory (e.g., Swann, 1997) to propose an expanded model of the regulatory function of self-esteem. The model suggests that people not only possess an acceptance signaling system that indicates whether relational value is high or low but also possess an epistemic signaling system that indicates whether social feedback is consistent or inconsistent with chronic perceived relational value (i.e., global self-esteem). One correlational study and 5 experiments, with diverse operationalizations of social feedback, demonstrated that the epistemic signaling system responds to self-esteem consistent or inconsistent relational-value feedback with increases or deceases in epistemic certainty. Moreover, Studies 3–6 demonstrated that the acceptance and epistemic signaling systems respond uniquely to social feedback. Finally, Studies 5 and 6 provide evidence that the epistemic signaling system is part of a broader self-regulatory system: Self-esteem inconsistent feedback caused cognitive efforts to decrease the discrepancy between self-views and feedback and caused depleted self-regulatory capacity on a subsequent self-control task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relation between self-discrepancies and emotion: The moderating roles of self-guide importance, location relevance, and social self-domain centrality.

In 5 studies, the authors investigated the effects of self-guide importance, domain centrality to self-definition, and self-domain relevance of testing location on relationships between actual–ideal (AI) and actual–ought (AO) discrepancies and emotions. Although no unique relationships occurred for self discrepancies, moderating effects were found for social self-domains. Location relevance overshadowed other moderator effects. In less relevant locations, AI discrepancies were smaller and AO discrepancy–emotion relationships were moderated by self-guide importance. For more important self-domains, AI discrepancies were smaller and AO discrepancies were unrelated to agitation. For less important self-domains, agitation was related to the AO discrepancy and self-guide importance interaction. By suggesting that different self-regulatory strategies minimize the consequences of AI and AO discrepancies, evidence for distinct ideal and ought self-regulation is provided. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Making choices impairs subsequent self-control: A limited-resource account of decision making, self-regulation, and active initiative.

The current research tested the hypothesis that making many choices impairs subsequent self-control. Drawing from a limited-resource model of self-regulation and executive function, the authors hypothesized that decision making depletes the same resource used for self-control and active responding. In 4 laboratory studies, some participants made choices among consumer goods or college course options, whereas others thought about the same options without making choices. Making choices led to reduced self-control (i.e., less physical stamina, reduced persistence in the face of failure, more procrastination, and less quality and quantity of arithmetic calculations). A field study then found that reduced self-control was predicted by shoppers' self-reported degree of previous active decision making. Further studies suggested that choosing is more depleting than merely deliberating and forming preferences about options and more depleting than implementing choices made by someone else and that anticipating the choice task as enjoyable can reduce the depleting effect for the first choices but not for many choices. (PsycINFO Database Record (c) 2010 APA, all rights reserved)