Revised reinforcement sensitivity theory and laboratory assessment of BIS and BAS in children

Colder, Craig R.; Trucco, Elisa M.; Lopez, Hector I.; Hawk, Larry W.; Read, Jennifer P.; Lengua, Liliana J.; Weiczorek, William F.; Eiden, Rina D.

doi:10.1016/j.jrp.2011.01.005

Cited by 68 publications

(92 citation statements)

References 45 publications

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“…The review of the measurements presents an instrument of children's BIS and BAS scale [14], which were self-reported and used for assessing the sensitivity of BIS/BAS (extend by Gray's theory). These measures have two main controlling behavior systems.…”

Section: Instrumentsmentioning

confidence: 99%

A Comparative Study of Brain Systems Behavior in Students with Behavioral Disorders and Normal Students

Nemati¹

2017

J Ergonomics

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Section: Instrumentsmentioning

confidence: 99%

A Comparative Study of Brain Systems Behavior in Students with Behavioral Disorders and Normal Students

Nemati¹

2017

J Ergonomics

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“…For example, new situations can be perceived as threatening by some (Torrubia, Ávila, Moltó, & Caseras, 2001), or as a source of reward by others (Carver & White, 1994). Sensitivity to reward activates approach and active pursuit of rewards, such as excitement, novelty, and social acceptance, and is often expressed as positive emotionality and positive anticipation (Colder et al, 2011;Rothbart, 2007;Torrubia et al, 2001). Sensitivity to the threat of punishment activates behavioural inhibition (e.g., withdrawal from situations where one might fail), and is linked to fear and anxiety, negative emotionality, and the anticipation of potential risks and future problems (Carver & White, 1994;Colder et al, 2011;Cloninger, Svarkic, & Przybeck, 1993;Rothbart, 2007;Torrubia et al, 2001).…”

Section: Temperament As Sensitivity To Punishment and Sensitivity To mentioning

confidence: 99%

“…In addition, it may be possible that individuals vary in what is considered as reward or punishment in the first place. In other words, the sources of reward or punishment may vary (Colder et al, 2011). For now, little is known about how different sources of reward or punishment are perceived, or how they function in an educational context.…”

Section: Introductionmentioning

confidence: 99%

Full Issue June 2017

Editors

2017

IJEP

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VVo ol lu um me e 6 6, , N Nu um mb be er r 2 2 Reviews Hipatia Press AbstractThe current study attempts to examine integrated effects of procrastination, selfesteem, and academic performance on well-being in a sample of Turkish undergraduate students (N = 348). Results confirm prior evidence suggesting that procrastination and self-esteem were important predictors of well-being. Results also indicated that both procrastination and academic performance have direct and interactive effects on self-esteem. Self-esteem mediated the relationships between procrastination and well-being. Furthermore, the indirect effect of procrastination on well-being via mediation of self-esteem may vary depending on academic performance. Findings were discussed in terms of related literature and further suggestions have been made for future studies. Keywords: procrastination, self-esteem, academic performance, well-being, moderated mediation model Vol. 6 ResumenEl presente estudio intenta examinar los efectos integrados de la dilación, la autoestima y el rendimiento académico en el bienestar en una muestra de estudiantes turcos de pregrado (N=348). Los resultados confirman la evidencia previa que sugiere que la dilación y la autoestima son predictores importantes del bienestar. Los resultados también indicaron que tanto la dilación como el rendimiento académico tienen efectos directos e interactivos sobre la autoestima. La autoestima media las relaciones entre la dilación y el bienestar. Además, el efecto indirecto de la dilación en el bienestar a través de la mediación de la autoestima puede variar dependiendo del rendimiento académico. Los hallazgos se discuten en relación a la literatura relacionada y se hacen sugerencias para estudios futuros. Palabras clave: procratisnación, autoestima, logro académico, bienestar, modelo de mediación moderada. IJEP -International Journal of Educational Psychology, 6(2) 99rocrastination is an important subject matter and has received a considerable amount of interest from researchers over the past decades. It has been defined as self-regulatory failure (Steel, 2007), often results in undesirable outcomes including poor performance and well-being. There is growing evidence suggesting that procrastination is a common problem among students and non-student population. Harriott and Ferrari (1996) reported 20 % of adults engage in procrastination. In academic settings, previous studies reported 23-52% of undergraduate students suffer from procrastination (Balkis & Duru 2009;Özer, Demir, & Ferrari, 2009).Apart from the prevalence of procrastination, the frequency of procrastination experienced can influence students internally and externally. Low academic achievement can be considered as an external consequence of procrastination for students. Jackson, Weiss, Lundquist and Hooper (2003) stated that procrastination may disrupt academic performance in several ways (see Jackson et al., 2003 for reviews). In existing literature, three meta-analyses were conducted to test the relationship between pr...

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“…Impulsivity has been related to Eysenck's Trait of Psychoticism (Colder et al, 2011), and to a smaller tendency to delay gratifi cation, that is, a smaller tendency to choose a larger, more desired delayed reward instead of a smaller, less desired, but immediate reward. In fact, impulsive individuals tend to choose smaller immediate outcomes more frequently when facing the choice between those and larger delayed outcomes (Baumann & Odum, 2012).…”

Section: Introductionmentioning

confidence: 99%

International studies in time perspective

Paixão¹,

Silva²,

Ortuño³

et al. 2013

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Being the first, we hope it to be a milestone in highlighting the effort spent by different psychological approaches to understand the role played by time concepts in individual, group, and organizational development .The Conference was jointly organized by the "Instituto de Psicologia Cognitiva, Desenvolvimento Vocacional e Social" (Institute for Cognitive Psychology, Vocational and Social Development), a R & D unit based at the University of Coimbra, and the "Groupe de Recherche en Psycologie Sociale -GrePS", a R&D unit based at the University of Lyon, France . It was hosted by the Faculty of Psychology and Education of the University of Coimbra (Portugal), the oldest University in Portugal (its foundation goes back to 1290), and an institution for which the notions of a rich past history and future strategic planning constitute the cornerstones of today's concerns . In a moment in time where the past, the present and the future are intensively invested with meaning and intention, researchers coming from all over the world reflected on how time perspectives impact on our lives, from our more proximal to our most distal socio-ecological contexts . It reunited more than 300 participants coming from 42 countries spread all over the 5 continents .During three intense but exciting days, senior and junior researchers exchanged and questioned emerging and well established concepts, reflecting upon diverse and joint projects, and prepared the path for future developments .We can undoubtedly say that the organization of this conference was a timely one, once there has lately been a renewed interest, as well as a series of academic initiatives, dedicated to the understanding of specific aspects of individual, group, and social behavior through the study of its core temporal dimensions .The study of subjective temporality or Time Perspective (TP) has been going on since K . Lewin defined it as "the totality of the individual's view of his psychological future and psychological past existing at a given time" (1951, p . 75), and it has encompassed several topics in various psychological domains . The chapters that are included in this book are a good illustration of the multifaceted focus on the research of subjective time in the psychological science . Taking this diversity into account, the editors opted to organize the contributions into six parts, corresponding to the following broad scientific domains:Part 1 -Time Perspective and human development: adaptive functioning and risk behaviors across the life-span . This part includes 8 chapters presenting the role played by TP, both in the normative developmental path from birth to death and in more deviant patterns of behavioral functioning in childhood, adolescence and adulthood . 0Part 2 -The relationships of personality and affective processes with Time Perspective, includes 4 chapters that address the relations among psychological personality traits and more dynamic affective processes with several subjective temporality dimensions .Part 3 -Time Perspective, health an...

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Revised reinforcement sensitivity theory and laboratory assessment of BIS and BAS in children

Cited by 68 publications

References 45 publications

A Comparative Study of Brain Systems Behavior in Students with Behavioral Disorders and Normal Students

A Comparative Study of Brain Systems Behavior in Students with Behavioral Disorders and Normal Students

Full Issue June 2017

International studies in time perspective

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