Carrying on or giving in: The role of (implicit) cognition in self-control performances

2006 ◽  
Author(s):  
H. Alberts ◽  
C. Martijn ◽  
N.K. De Vries
Keyword(s):  
Implicit Cognition ◽  
Self Control

The role of social anxiety in self-control depletion

2014 ◽  
Author(s):  
Lyndsay Ann Nelson ◽  
Jessica Williamson ◽  
Ginette Cara Blackhart
Keyword(s):  
Social Anxiety ◽  
Self Control

Abusive Supervision and Supervisor-Directed Aggression: The Role of Self-Control

2012 ◽  
Author(s):  
Huiwen Lian ◽  
Douglas J. Brown ◽  
Lindie H. Liang ◽  
Lance Ferris ◽  
Lisa M. Keeping
Keyword(s):  
Abusive Supervision ◽  
Self Control

The role of elaboration in self-control conflicts

2014 ◽  
Author(s):  
Jennifer Nicole Belding ◽  
Pablo Brinol ◽  
Richard E. Petty ◽  
Kentaro Fujita
Keyword(s):  
Self Control

The Role of Interpersonal Communication in Students’ Self-control to Avoid Substance Abuse

2020 ◽  
Vol 5 (2) ◽  
pp. 84-94
Author(s):  
Ade Tuti Turistiati ◽  
Baby Poernomo
Keyword(s):  
High School Students ◽  
Drug Abuse ◽  
Interpersonal Communication ◽  
Junior High School ◽  
Phenomenological Approach ◽  
Structured Interview ◽  
Self Control ◽  
School Students ◽  
Qualitative Research Design

This study aims at answering the questions what causes many junior high school students fall into drug abuse, and what kind of treatment  must be done so that students have self-control and are not subject to drug abuse. This study employed a phenomenological approach of a qualitative research design.  In this study a semi-structured interview is used to understand how participants experienced the phenomenon. The research revealed that the interpersonal communication has a major role in students' self-control so as not to fall into drug abuse. This study contributes significantly to educational field particularly teachers in secondary schools so that it can be used as a reference to provide counseling to parents about the importance of interpersonal communication to build students’ self-control to prevent teens from falling into drug abuse.

Early Adverse Childhood Experiences and Self-Control Development among Youth in Fragile Families

2021 ◽  
pp. 0044118X2199637
Author(s):  
Melissa S. Jones ◽  
Hayley Pierce ◽  
Constance L. Chapple
Keyword(s):  
Life Course ◽  
Adverse Childhood Experiences ◽  
Behavioral Outcomes ◽  
Self Control ◽  
Fragile Families ◽  
Childhood Experiences ◽  
Considerable Research ◽  
Adverse Childhood ◽  
Using Data

Though considerable research links both a lack of self-control and adverse childhood experiences (ACEs) to a variety of negative health and behavioral outcomes, few studies to date have explored whether ACEs are associated with deficits in self-control. Using data from the Fragile Families and Child Wellbeing Study (FFCW; n = 3,444) and a life course theoretical framework, this study aims to address this gap in the literature by examining the relationships between individual ACEs, cumulative ACEs, timing of ACEs, and durations of early ACEs and self-control development among youth. Our results indicate that as the number of ACEs (by age 5) experienced incrementally increases, the likelihood of reported self-control decreases. Moreover, when it comes to the timing and duration of ACE exposure, ACEs that are high but late, intermittent, or chronically high significantly decrease self-control. Based on our findings, researchers should continue to explore the role of ACEs in youth self-control development.

Workplace Cyberbullying: A Criminological and Routine Activity Perspective

2021 ◽  
pp. 026839622110278
Author(s):  
Sixuan Zhang ◽  
Dorothy Leidner ◽  
Xin Cao ◽  
Ning Liu
Keyword(s):  
Boundary Spanning ◽  
Routine Activities ◽  
Self Control ◽  
Routine Activities Theory ◽  
Routine Activity ◽  
General Theory Of Crime ◽  
Theory Of Crime ◽  
Low Self Control ◽  
The U.S

Extant research on the antecedents of workplace cyberbullying pays little attention to the role of perpetrator traits in influencing workplace cyberbullying, as well as the unique occurrence context that distinguishes workplace cyberbullying with juvenile cyberbullying, workplace bullying, and adult cyberbullying in general. To fill these gaps, we consider the antecedents of workplace cyberbullying under the theoretical lens of the general theory of crime and routine activities theory. We build a model incorporating low self-control, a widely discussed perpetrator trait in criminology theories, with three types of routine activities representing the unique occurrence context for workplace cyberbullying--mWork, boundary spanning in ESM, and proactive email checking. We tested our model with 2025 employees in the U.S.. Our findings demonstrate that low self-control and the three routine activities are strong motivators for workplace cyberbullying. Our findings further show that the effect of low self-control on workplace cyberbullying is amplified by the three routine activities. The study contributes to our understanding of why workplace cyberbullying occurs and offers potential implications for managers interested in reducing incidences of workplace cyberbullying in their organization.

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