A Stitch in Time: Strategic Self-Control in High School and College Students

Autor/inn/en	Duckworth, Angela L.; White, Rachel E.; Matteucci, Alyssa J.; Shearer, Annie; Gross, James J.
Titel	A Stitch in Time: Strategic Self-Control in High School and College Students
Quelle	In: Journal of Educational Psychology, 108 (2016) 3, S.329-341 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0663
DOI	10.1037/edu0000062
Schlagwörter	Self Control; High School Students; Interpersonal Relationship; Conflict Resolution; Student Attitudes; Time Management; Task Analysis; Prediction; Metacognition; Undergraduate Students; Statistical Analysis; Academic Achievement; Study Habits; Health Behavior; Eating Habits; Coding; Pennsylvania + Suchen Sie Ihr Suchwort? Selbstbeherrschung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Conflict solving; Konfliktlösung; Konfliktregelung; Schülerverhalten; Zeitmanagement; Aufgabenanalyse; Vorhersage; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Statistische Analyse; Schulleistung; Study behavior; Study behaviour; Studienverhalten; Health behaviour; Gesundheitsverhalten; Ernährungsgewohnheit; Essgewohnheit; Codierung; Programmierung
Abstract	A growing body of research indicates that self-control is critical to academic success. Surprisingly little is known, however, about the diverse strategies students use to implement self-control or how well these strategies work. To address these issues, the author conducted a naturalistic investigation of self-control strategies (Study 1) and 2 field experiments (Studies 2 and 3). In Study 1, high school students described the strategies they use to manage interpersonal conflicts, get academic work done, eat healthfully, and manage other everyday self-control challenges. The majority of strategies in these self-nominated incidents as well as in 3 hypothetical academic scenarios (e.g., studying instead of texting friends) were reliably classified using the process model of self-control. As predicted by the process model, students rated strategies deployed early in the impulse-generation process (situation selection, situation modification) as being dramatically more effective than strategies deployed later (attentional deployment, cognitive change, response modulation). In Study 2, high school students randomly assigned to implement situation modification were more likely to meet their academic goals during the following week than students assigned either to implement response modulation or no strategy at all. In Study 3, college students randomly assigned to implement situation modification were also more successful in meeting their academic goals, and this effect was partially mediated by decreased feelings of temptation throughout the week. Collectively, these findings suggest that students might benefit from learning to initiate self-control when their impulses are still nascent. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01