Messung dispositioneller Selbstkontroll-Kapazität

Bertrams, Alex; Dickhäuser, Oliver

doi:10.1026/0012-1924.55.1.2

Cited by 227 publications

(111 citation statements)

References 16 publications

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“…College students with higher trait self-control had a higher GPA than students with lower levels of self-control (see also Bertrams and Dickhäuser, 2009). Duckworth and Seligman (2005) also found support for the importance of general self-control abilities, as in their longitudinal study self-control was a better predictor of academic performance than the high-school students’ IQ scores.…”

Section: Empirical Findings For Self-control Strength In Educational mentioning

confidence: 91%

Too Exhausted to Perform at the Highest Level? On the Importance of Self-control Strength in Educational Settings

2017

Self Cite

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In order to perform at the highest level in educational settings (e.g., students in testing situations), individuals often have to control their impulses or desires (e.g., to study for an upcoming test or to prepare a course instead of spending time with the peer group). Previous research suggests that the ability to exert self-control is an important predictor of performance and behavior in educational contexts. According to the strength model, all self-control acts are based on one global energy pool whose capacity is assumed to be limited. After having performed a first act of self-control, this resource can become temporarily depleted which negatively affects subsequent self-control. In such a state of ego depletion, individuals tend to display impaired concentration and academic performance, fail to meet academic deadlines, or even disengage from their duties. In this mini-review, we report recent studies on ego depletion which have focused on children as well as adults in educational settings, derive practical implications for how to improve self-control strength in the realm of education and instruction, and discuss limitations regarding the assumptions of the strength model of self-control.

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Section: Empirical Findings For Self-control Strength In Educational mentioning

confidence: 91%

Too Exhausted to Perform at the Highest Level? On the Importance of Self-control Strength in Educational Settings

2017

Self Cite

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“…Participants completed the Self-Control Scale (SCS-K-D) (α = 0.82) from Bertrams and Dickhäuser (2009) (13 items). They also completed the Self-Reflection and Insight Scale (SRIS) (Grant et al, 2002), which is divided into the Self-Reflection Scale (α = 0.85) (12 items) and the Insight Scale (α = 0.84) (eight items).…”

Section: Methodsmentioning

confidence: 99%

“…In both conditions, participants completed a demographic survey, the SRIS from Grant et al (2002), the SCS-K-D from Bertrams and Dickhäuser (2009), and the Achievement Motives Scale from Lang and Fries (2006). Then, participants were assigned a decision-making task, adapted from the cases of Arkes and Blumer (1985) and van Putten et al (2010).…”

Section: Methodsmentioning

confidence: 99%

Motivational Reasons for Biased Decisions: The Sunk-Cost Effect’s Instrumental Rationality

2018

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The present study describes the mechanism of need regulation, which accompanies the so-called “biased” decisions. We hypothesized an unconscious urge for psychological need satisfaction as the trigger for cognitive biases. In an experimental study (N = 106), participants had the opportunity to win money in a functionality test. In the test, they could either use the solution they had developed (sunk cost) or an alternative solution that offered a higher probability of winning. The selection of the sunk-cost option (SCO) was the most chosen option, supporting the hypothesis of this study. The reason behind the majority of participants choosing the SCO seemed to be the satisfaction of psychological needs, despite a reduced chance of winning money. An intervention, which aimed at triggering self-reflection, had no impact on the decision. The findings of this study contribute to the discussion on the reasons for cognitive biases and their formation in the human mind. Moreover, it discusses the application of the label “irrational” for biased decisions and proposes reasons for instrumental rationality, which exist at an unconscious, need-regulative level.

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“…The SMASH study uses the German Self-Control Scale-K-D (SCS-K-D) (Cronbach’s α = .79 (t1) and α = .80 (t2) and a test-retest reliability of r = .82) [30]. The SCS-K-D is answered at seven weekly meetings in order to measure changes in habitual self-control.…”

Section: Methodsmentioning

confidence: 99%

The effects of computer-based mindfulness training on Self-control and Mindfulness within Ambulatorily assessed network Systems across Health-related domains in a healthy student population (SMASH): study protocol for a randomized controlled trial

Rowland

Wenzel

Kubiak

2016

Trials

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BackgroundSelf-control is an important ability in everyday life, showing associations with health-related outcomes. The aim of the Self-control and Mindfulness within Ambulatorily assessed network Systems across Health-related domains (SMASH) study is twofold: first, the effectiveness of a computer-based mindfulness training will be evaluated in a randomized controlled trial. Second, the SMASH study implements a novel network approach in order to investigate complex temporal interdependencies of self-control networks across several domains.MethodsThe SMASH study is a two-armed, 6-week, non-blinded randomized controlled trial that combines seven weekly laboratory meetings and 40 days of electronic diary assessments with six prompts per day in a healthy undergraduate student population at the Johannes Gutenberg University Mainz, Germany. Participants will be randomly assigned to (1) receive a computer-based mindfulness intervention or (2) to a wait-list control condition. Primary outcomes are self-reported momentary mindfulness and self-control assessed via electronic diaries. Secondary outcomes are habitual mindfulness and habitual self-control. Further measures include self-reported behaviors in specific self-control domains: emotion regulation, alcohol consumption and eating behaviors. The effects of mindfulness training on primary and secondary outcomes are explored using three-level mixed models. Furthermore, networks will be computed with vector autoregressive mixed models to investigate the dynamics at participant and group level. This study was approved by the local ethics committee (reference code 2015_JGU_psychEK_011) and follows the standards laid down in the Declaration of Helsinki (2013).DiscussionThis randomized controlled trial combines an intensive Ambulatory Assessment of 40 consecutive days and seven laboratory meetings. By implementing a novel network approach, underlying processes of self-control within different health domains will be identified. These results will deepen the understanding of self-control performance and will guide to just-in-time individual interventions for several health-related behaviors.Trial registrationClinicalTrials.gov, NCT02647801. Registered on 15 December 2015 (registered retrospectively). Electronic supplementary materialThe online version of this article (doi:10.1186/s13063-016-1707-4) contains supplementary material, which is available to authorized users.

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Messung dispositioneller Selbstkontroll-Kapazität

Cited by 227 publications

References 16 publications

Too Exhausted to Perform at the Highest Level? On the Importance of Self-control Strength in Educational Settings

Too Exhausted to Perform at the Highest Level? On the Importance of Self-control Strength in Educational Settings

Motivational Reasons for Biased Decisions: The Sunk-Cost Effect’s Instrumental Rationality

The effects of computer-based mindfulness training on Self-control and Mindfulness within Ambulatorily assessed network Systems across Health-related domains in a healthy student population (SMASH): study protocol for a randomized controlled trial

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