A matter of time: Individual differences, contextual dynamics, and goal progress effects on multiple-goal self-regulation.

2009 ◽  
Vol 94 (3) ◽  
pp. 692-709 ◽  
Author(s):  
Aaron M. Schmidt ◽  
Chad M. Dolis ◽  
Adam P. Tolli
Keyword(s):  
Individual Differences ◽  
Self Regulation ◽  
Goal Progress ◽  
Multiple Goal

scholarly journals Planfulness: A Process-Focused Construct of Individual Differences in Goal Achievement.

2017 ◽  
Author(s):  
Rita M. Ludwig ◽  
Sanjay Srivastava ◽  
Elliot Berkman
Keyword(s):  
Individual Differences ◽  
Discriminant Validity ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Goal Pursuit ◽  
Goal Achievement ◽  
Temporal Orientation ◽  
Goal Progress ◽  
Convergent And Discriminant Validity ◽  
Scale Scores

Goal pursuit outcomes are partly caused by the way people think about goals. However, it is unknown whether there are stable individual differences in the tendency to deploy particular meta-cognitions during goal pursuit, and whether such patterns of thought predict eventual achievement. A tool to assess such differences would help to identify and intervene on barriers to goal progress. Here, we define a new construct within the conscientiousness domain—planfulness—that captures a person’s proclivity to adopt efficient goal-related cognition in pursuit of their goals. We hypothesize that planfulness consists of three facets representing distinct mental processes (temporal orientation, cognitive strategies, and mental flexibility), and that planfulness predicts goal achievement on an individual basis. We developed a 30-item Planfulness Scale with three subscales tested and refined across 5 studies and 10 samples (total unique N = 4,318) on data collected from both student and on-line samples. The Planfulness Scale demonstrated both convergent and discriminant validity when compared to other measurements, and scale scores predicted goal progress in a longitudinal study. We conclude that the Planfulness Scale is a valid and reliable measurement of real-world goal achievement, and we describe the utility of the planfulness construct for self-regulation research and applied settings.

scholarly journals Planfulness: A Process-Focused Construct of Individual Differences in Goal Achievement

2018 ◽  
Vol 4 (1) ◽  
Author(s):  
Rita M. Ludwig ◽  
Sanjay Srivastava ◽  
Elliot T. Berkman
Keyword(s):  
Individual Differences ◽  
Discriminant Validity ◽  
Self Regulation ◽  
Cognitive Strategies ◽  
Goal Pursuit ◽  
Goal Achievement ◽  
Temporal Orientation ◽  
Present Moment ◽  
Goal Progress ◽  
Scale Scores

Goal pursuit outcomes are partly caused by the way people think about goals. Specific patterns of thought can increase the likelihood of goal achievement, such as generating heuristics to automate goal-related decision making, orienting present-moment attention to the future to increase the salience of a distal goal, and contrasting the anticipated enjoyment of an achieved goal with the progress required to complete it. However, it is unknown whether there are stable individual differences in the tendency to deploy particular meta-cognitions during goal pursuit. A tool to assess such differences would help to identify and intervene on personal barriers to goal progress. Here, we define a new construct within the conscientiousness domain—planfulness—that captures a person’s proclivity to adopt efficient goal-related cognition in pursuit of their goals. We hypothesize that planfulness consists of three interrelated facets representing distinct mental processes, temporal orientation (TO), cognitive strategies (CS), and mental flexibility (MF), and that planfulness predicts goal achievement on an individual basis. We developed a 30-item Planfulness Scale with three subscales tested and refined across 5 studies and 10 samples (total unique N = 4,318) using iterative exploratory and confirmatory factor analysis on data collected from both student and on-line samples. The Planfulness Scale demonstrated both convergent and discriminant validity when compared to other measurements, and scale scores predicted goal progress in a longitudinal study. We find that planfulness is a useful new construct for self-regulation research, and the 30-item Planfulness Scale to be a valid and reliable measurement of real-world goal achievement.

The impact of goal progress and individual differences on self-regulation in training

2018 ◽  
Vol 48 (12) ◽  
pp. 661-674 ◽  
Author(s):  
John J. Donovan ◽  
Steven J. Lorenzet ◽  
Stephen A. Dwight ◽  
Dan Schneider
Keyword(s):  
Individual Differences ◽  
Self Regulation ◽  
Goal Progress ◽  
The Impact

Respiratory Sinus Arrhythmia During Sleep and Waking

2019 ◽  
Vol 33 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Elizabeth M. Stoakley ◽  
Karen J. Mathewson ◽  
Louis A. Schmidt ◽  
Kimberly A. Cote
Keyword(s):  
Individual Differences ◽  
Respiratory Sinus Arrhythmia ◽  
Slow Wave Sleep ◽  
Self Regulation ◽  
Nrem Sleep ◽  
Sinus Arrhythmia ◽  
Affective Style ◽  
Waking State ◽  
Optimal Period ◽  
The Stability

Abstract. Resting respiratory sinus arrhythmia (RSA) is related to individual differences in waking affective style and self-regulation. However, little is known about the stability of RSA between sleep/wake stages or the relations between RSA during sleep and waking affective style. We examined resting RSA in 25 healthy undergraduates during the waking state and one night of sleep. Stability of cardiac variables across sleep/wake states was highly reliable within participants. As predicted, greater approach behavior and lower impulsivity were associated with higher RSA; these relations were evident in early night Non-REM (NREM) sleep, particularly in slow wave sleep (SWS). The current research extends previous findings by establishing stability of RSA within individuals between wake and sleep states, and by identifying SWS as an optimal period of measurement for relations between waking affective style and RSA.

Individual differences in visual attention and self-regulation: A multimethod longitudinal study from infancy to toddlerhood

2019 ◽  
Vol 180 ◽  
pp. 104-112 ◽  
Author(s):  
Sanne B. Geeraerts ◽  
Roy S. Hessels ◽  
Stefan Van der Stigchel ◽  
Jorg Huijding ◽  
Joyce J. Endendijk ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Individual Differences ◽  
Visual Attention ◽  
Self Regulation

Interest as the Missing Motivator in Self-Regulation

2005 ◽  
Vol 10 (3) ◽  
pp. 175-186 ◽  
Author(s):  
Carol Sansone ◽  
Dustin B. Thoman
Keyword(s):  
Individual Differences ◽  
Psychiatric Disorders ◽  
Close Relationships ◽  
Self Regulation ◽  
Goal Pursuit ◽  
Drop Out ◽  
Goal Striving ◽  
Trade Offs ◽  
And Performance

Abstract. Typically, models of self-regulation include motivation in terms of goals. Motivation is proposed to fluctuate according to how much individuals value goals and expect to attain them. Missing from these models is the motivation that arises from the process of goal-pursuit. We suggest that an important aspect of self-regulation is monitoring and regulating our motivation, not just our progress toward goals. Although we can regulate motivation by enhancing the value or expectancy of attaining the outcome, we suggest that regulating the interest experience can be just as, if not more, powerful. We first present our model, which integrates self-regulation of interest within the goal-striving process. We then briefly review existing evidence, distinguishing between two broad classes of potential interest-enhancing strategies: intrapersonal and interpersonal. For each class of strategies we note what is known about developmental and individual differences in whether and how these kinds of strategies are used. We also discuss implications, including the potential trade-offs between regulating interest and performance, and how recognizing the role of the interest experience may shed new light on earlier research in domains such as close relationships, psychiatric disorders, and females' choice to drop out of math and science.

The model of information dissemination on social networks under epidemic-related panic

2021 ◽  
Author(s):  
Fuzhong Nian ◽  
Xin Guo ◽  
JinZhou Li
Keyword(s):  
Social Networks ◽  
Individual Differences ◽  
Infection Rate ◽  
Information Dissemination ◽  
Self Regulation ◽  
Cumulative Effect ◽  
Herd Effect ◽  
Collective Wisdom ◽  
Leading Role

Inspired by infectious disease dynamics and modern psychology, this paper aims at constructing a multi-dimensional function to get the model of information dissemination on social networks under epidemic-related panic base on the characteristics of individual differences and global characteristics, like emotional cumulative effect, herd effect, time-sensitive decline effect, cognitive level, intimacy, personal influence, etc. The results show that the psychological effect has a significant effect on the increase of the spread of panic news; When netizens are in an emotional atmosphere, their emotional self-regulation ability is limited; when the infection rate is relatively low, the characteristics of individual differences play a leading role in affecting the spreading process. When the infection rate is high enough, the herd effect and emotional cumulative effect play a major role in promoting information dissemination; In a society with a higher rate of emotional contact, it is easier to form a kind of collective wisdom, which can help the collective quickly identify rumors. Moreover, in this kind of society, the role of opinion leaders is limited, and timely refutation of rumors can significantly reduce the spread of panic news.

Individual Differences and Learning Contexts: A Self-Regulated Learning Perspective

2017 ◽  
Vol 119 (13) ◽  
pp. 1-20
Author(s):  
Adar Ben-Eliyahu
Keyword(s):  
Individual Differences ◽  
Self Regulation ◽  
Goal Orientations ◽  
Goal Structure ◽  
Learning Context ◽  
Mastery Goal ◽  
Self Regulated Learning ◽  
Learning Contexts ◽  
Achievement Outcomes ◽  
Regulated Learning

This article examines how individual differences (giftedness) interact with learning contexts (favorite versus least favorite courses) to influence learning processes and outcomes. The findings show that gifted and typically developing students differ solely in their expectancies for success and grades among a large variety of measures, including motivation (goal orientations, expectancies, and values) and self-regulated learning (self-regulated emotions, behaviors, and cognitions). These results imply that the learning context can override individual differences. Through the lens of the integrated self-regulated learning model (iSRL; Ben-Eliyahu & Bernacki, 2015), the article discusses why there are contextual differences in learning. By bridging the literature on mastery goal structure and self-determination theory, it is proposed that learning contexts focused on development and self-progress (i.e., mastery goal structured contexts) lead to adaptive achievement outcomes because competing basic needs are satisfied, competition decreases, and resources for learning are freed. Given the importance of self-regulated learning, students should be encouraged to develop learning habits and strategies based on self-regulation, which should be considered a 21st-century skill that can be scaffolded by educators in formal and informal learning settings.

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