Eyes on the Prize: A Longitudinal Study of Action–State Orientation, Affect, and Academic Self-Regulation

Dahling, Jason J.; Kay, Sophie A.; Vargovic, Nickolas F.

doi:10.1108/s1746-979120150000011016

Cited by 5 publications

(6 citation statements)

References 22 publications

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“…These findings overlap with the research on the effects of action control on well-being and achievement [ 6 , 10 , 11 , 14 ]. Similarities involve not only outcomes but also postulated mechanisms.…”

Section: Discussioncontrasting

confidence: 76%

“…Action control exerts influence on one’s life satisfaction and success. It is associated with greater well-being [ 10 ], higher satisfaction of self-regulatory abilities in the work environment [ 11 ], greater work achievements and recognition [ 6 , 12 , 13 ], and better academic performance [ 14 ]. State-oriented people, on the other hand, have less satisfying relationships [ 15 ], display unhealthy habits [ 16 – 18 ], and exhibit a greater risk of developing depression [ 19 , 20 ].…”

Section: Introductionmentioning

confidence: 99%

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Are you confident enough to act? Individual differences in action control are associated with post-decisional metacognitive bias

2022

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The art of making good choices and being consistent in executing them is essential for having a successful and fulfilling life. Individual differences in action control are believed to have a crucial impact on how we make choices and whether we put them in action. Action-oriented people are more decisive, flexible and likely to implement their intentions in the face of adversity. In contrast, state-oriented people often struggle to commit to their choices and end up second-guessing themselves. Here, we employ a model-based computational approach to study the underlying cognitive differences between action and state-oriented people in simple binary-choice decision tasks. In Experiment 1 we show that there is little-to-no evidence that the two groups differ in terms of decision-related parameters and strong evidence for differences in metacognitive bias. Action-oriented people exhibit greater confidence in the correctness of their choices as well as slightly elevated judgement sensitivity, although no differences in performance are present. In Experiment 2 we replicate this effect and show that the confidence gap generalizes to value-based decisions, widens as a function of difficulty and is independent of deliberation interval. Furthermore, allowing more time for confidence deliberation indicated that state-oriented people focus more strongly on external features of choice. We propose that a positive confidence bias, coupled with appropriate metacognitive sensitivity, might be crucial for the successful realization of intentions in many real-life situations. More generally, our study provides an example of how modelling latent cognitive processes can bring meaningful insight into the study of individual differences.

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Section: Discussioncontrasting

confidence: 76%

Section: Introductionmentioning

confidence: 99%

Are you confident enough to act? Individual differences in action control are associated with post-decisional metacognitive bias

2022

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“…There are individuals who are already well able to self-regulate changes in positive affect when difficulty arises (i.e., action-oriented) without being dependent on external regulation, such as encouragement or incentives (Kuhl, 1994). Decades of research has shown that they reliably perform and even excel when confronted with difficulty, while state-oriented individuals struggle to close the gap between intention and action due to their impaired self-regulation ability (Birk et al, 2020;Dahling et al, 2015;Friederichs et al, 2020;Koole et al, 2012;Kuhl & Beckmann, 1994). PSI theory suggests that the distinct self-regulatory advantage of action orientation is related to a facilitated access to the self (Baumann & Kuhl, 2003;Kuhl et al, 2015).…”

Section: Self-regulation Of Positive Affectmentioning

confidence: 99%

The art of getting things done: Training affective shifting improves intention enactment.

Friederichs¹,

Jostmann²,

Kühl³

et al. 2023

Emotion

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Effectively managing to-do lists and getting things done is a desirable competence. However, when things get difficult or demanding, many individuals struggle to put their intentions into subsequent actions. According to Personality Systems Interactions (PSI) theory, changes in positive affect are decisive for efficient intention enactment. Based on this understanding, in the present study we designed and evaluated an affect-focused intervention that practices shifting between high and low positive affect. In a control group design (N = 252, M age = 26.40 , SD = 10.24, range 18-66) the affective shifting intervention was contrasted against two other conditions (affective boosting and neutral). To test our assumptions, personal real-life intentions were assessed, and multifaceted measures (self-report, nonreactive) were applied and measured at different time points. To evaluate affective shifting, we tested interindividual benefits in the Stroop task. Additionally, we analyzed intervention effects on positive affect and intention enactment in real life. In line with our assumptions, we found that specifically those individuals who struggle with intention enactment (i.e., state-oriented) benefited in terms of better intention enactment ability in the Stroop task. Further, affective shifting fostered the decisive self-regulation of positive affect that directly improved intention enactment 3 weeks after the intervention. Lastly, affective shifting led to more selfcoherent intention enactment, meaning a greater integration of Expectancy 3 Value considerations 3 weeks after the intervention. Discussion of our findings highlights the importance of theory-driven and affectrelated interventions to close the gap between intention and action.

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“…(Black, 2014;Rimfeld et al,2016;McClendon, et al, 2017;Fong & Kim, 2019;Lam & Zhou, 2019;Waters, et al, 2019;Alhadabi & Karpinski, 2020;Alzerwi, 2020;Yaure et al, 2021;Martin et al, 2022) ‫ال‬ ‫بين‬ ‫إحصائيا‬ ‫دالة‬ ‫موجبة‬ ‫عالقة‬ ‫وجود‬ ‫إلى‬ ‫اسي،‬ ‫الدر‬ ‫التحصيل‬ ‫و‬ ‫عزم‬ ‫نتائج‬ ‫كشفت‬ ‫حين‬ ‫في‬ ‫من‬ ‫كل‬ ‫اسات‬ ‫در‬ (Bazelais et al, 2018;Weisskrich, 2018;Fox et al, 2019;Galaleldin & Anis, 2019;Tiatri & Sari, 2020;Donita et al, (Kuhl & Goschke, 1994, 94-95) . ‫وصف‬ ‫وقد‬ (Kuhl, 1985, 104- (Kuhl, 1985, 109;Diefendorff et al, 2000;Dahling et al, 2015) . ‫فيها‬ ‫التحكم‬ ‫يمكن‬ ‫التي‬ ‫المستقبل‬ ‫و‬ (Kuhl, 1985, 109;Diefendorff et al, 2000, Baumann & Kuhl, 2003Dahling et al, 2015) .…”

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“…‫وصف‬ ‫وقد‬ (Kuhl, 1985, 104- (Kuhl, 1985, 109;Diefendorff et al, 2000;Dahling et al, 2015) . ‫فيها‬ ‫التحكم‬ ‫يمكن‬ ‫التي‬ ‫المستقبل‬ ‫و‬ (Kuhl, 1985, 109;Diefendorff et al, 2000, Baumann & Kuhl, 2003Dahling et al, 2015) . (Zimmerman, 2000, 16-24;Zimmerman & Campillo, 2003, 238-246;Zimmerman & Moylan, 2009, 300-305 Wolters & Hussain, 2015;Muenks et al, 2017;Marentes-Castillo et al, 2019;Tiatri & Sari, 2020;Jiang et al,2021;Martin et al, 2022 (Bazelais et al, 2018;Weisskrich, 2018;Fox et al, 2019;Galaleldin & Anis, 2019;Tiatri & Sari, 2020;Donita et al, 2022) ‫من‬ ‫كل‬ ‫اسات‬ ‫در‬ ‫نتائج‬ ‫مع‬ ‫وتختمف‬ ، (Black, 2014;Rimfeld et al,2016;McClendon, et al, 2017;Fong & Kim, 2019;Lam & Zhou, 2019;Waters, et al, 2019;Alhadabi & Karpinski, 2020;Alzerwi, 2020;Martin et al, 2022;Yaure et al, 2021) .…”

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تباین استراتیجیات التعلم المنظم ذاتیا والتحصیل الدراسی بتباین العزم الأكادیمی وضبط الفعل (توجه الحركة/السكون) لدى طلاب الجامعة

حلمی¹

2022

مجلة کلیة التربیة

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The present study aimed at investigating the effect of academic grit and dimensions of action control on self-regulated learning strategies and academic achievement among a sample of (656) male and female third year students in the Faculty of Education, Benha University. The study tools consisted of academic grit scale prepared by (Porter, 2019) translated into Arabic by (Hanaa Zaki, 2021), action control scale prepared by (Kuhl, 1994a) translated into Arabic by the researcher, and self-regulated learning strategies scale prepared by (Panadero et al., 2021) translated into Arabic by the researcher. Through using multivariate analysis of variance (MANOVA), the most important results were as follows: Academic grit has significant effects on all selfregulated learning strategies, preoccupation/disengagement orientation has significant effects on basic learning self-regulation strategies and deep information processing strategies, hesitation/initiation orientation has significant effects on all self-regulated learning strategies, volatility/persistence orientation has significant effects on basic learning self-regulation strategies and visual elaboration and summarizing strategies, there are no significant effects of academic grit, dimensions of action control and interaction between them on academic achievement.

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Eyes on the Prize: A Longitudinal Study of Action–State Orientation, Affect, and Academic Self-Regulation

Cited by 5 publications

References 22 publications

Are you confident enough to act? Individual differences in action control are associated with post-decisional metacognitive bias

Are you confident enough to act? Individual differences in action control are associated with post-decisional metacognitive bias

The art of getting things done: Training affective shifting improves intention enactment.

تباین استراتیجیات التعلم المنظم ذاتیا والتحصیل الدراسی بتباین العزم الأكادیمی وضبط الفعل (توجه الحركة/السكون) لدى طلاب الجامعة

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