Implicit theories about willpower predict self-regulation and grades in everyday life.

Abstract

Laboratory research shows that when people believe that willpower is an abundant (rather than highly limited) resource they exhibit better self-control after demanding tasks. However, some have questioned whether this "nonlimited" theory leads to squandering of resources and worse outcomes in everyday life when demands on self-regulation are high. To examine this, we conducted a longitudinal study, assessing students' theories about willpower and tracking their self-regulation and academic performance. As hypothesized, a nonlimited theory predicted better self-regulation (better time management and less procrastination, unhealthy eating, and impulsive spending) for students who faced high self-regulatory demands. Moreover, among students taking a heavy course load, those with a nonlimited theory earned higher grades, which was mediated by less procrastination. These findings contradict the idea that a limited theory helps people allocate their resources more effectively; instead, it is people with the nonlimited theory who self-regulate well in the face of high demands.

A Qualitative Account of The Nature and Use of Self-Regulated Learning (SRL) Strategies Employed by University Students

“…On the other hand, 13.51% of the participants reported persistent behaviors during learning (e.g., "I keep on studying until the material is learned" [Eiman, F, S4, 2.88, FG3]) which are critical for SRL (Pintrich & De Groot, 1990). Job and colleagues (Job, Walton, Bernecker, & Dweck, 2015) argue that students with a functional growth mindset (a belief that intelligence can be increased and that success is based on hard work) and non limited willpower engage in effective forms of self-regulation and achieve higher grades than students who have a fixed mindset (intelligence and abilities are fixed not incremental) and limited theory of willpower.…”

Does Physical Environment Contribute to Basic Psychological Needs? A Self-Determination Theory Perspective on Learning in the Chemistry Laboratory

“…Csíkszentmihályi, 2014;Dweck, 2006;Heikkilä & Lonka, 2006;Heikkilä, Lonka, Nieminen & Niemivirta, 2012;Hidi & Renninger, 2006;Job, Walton, Bernecker & Dweck, 2015;Lindblom-Ylänne & Lonka, 2000;Mälkki, 2010;Ryan & Deci, 2009;Seligman, Ernst, Gillham, Reivich & Linkins, 2009;Tuominen-Soini, Salmela-Aro & Niemivirta, 2008). Strikingly, even though knowledge on the study environment, and especially its social attributes, is vast, knowledge on how the physical environment is related to psychological and pedagogical phenomena as yet remains scarce (Sandström, Sjöblom, Mälkki & Lonka, 2013;Beard 2009Beard , 2012Lansdale, Parkin, Austin & Baguley, 2011;Lonka, 2012;Woolner, Hall, Higgins, McCaughey & Wall, 2007).…”

Trait Emotional Intelligence, Self-Confidence and Valuation of Mathematics: Mediation and Moderated Mediation Analyses of Summer Versus Regular Semester Students

“…Yet, in many societies including the US, assuming the identity of not being a "math person" is common (Boaler, 2015;Brown, Brown & Bibby, 2008;Moses & Cobb, 2001;Leder, Forgasz & Solar, 1996;Fennema & Sherman, 1977). Adopting such identity has been shown to negatively impact academic achievement (Job, Walton, Bernecker & Dweck, 2015;Paunesku, et al, 2015;Rattan, Good & Dweck, 2012;Farooq & Shah, 2008;Odell & Shumacher, 1999), and arguably results in an unskilled workforce (OECD Skills Outlook, 2015).…”