Unit 4: Self-regulation and positive psychology

Implementation intentions

if-then plans that connect situational factors to actions and prevent start failures and derailment

Self regulation

control of behavior

Self regulation theory (Bandura)

1. self monitoring: collecting performance data

2. self evaluation: comparing performance with standards

3. self reaction: emotional reactions to results, incentives and sanctions

Discrepancy hypothesis of goal achievement

1. discrepancy > tension > action

2. large (too confusing), optimal (unfamiliar but relatable)

3. mediators: outcome expectation, perceived selfeff, subjective difficulty

Aspects of the self

1. self conceptions: what kind of person you are

2. self esteem: your sense of worth 

3. emotional understanding: managing and coping

4. identity: you as a group member 

Self-discrepancy theory (Higgins)

1. self regulation through three possible selves

2. makes sense of relations to the world

3. well defined selves and goals are complex, positive, and linked to competences

Self digest and possible selves (SDT, Higgins)

1. self knowledge stores of information about three selves with different self regulation

2. instrumental: uses info on behavioral consequence to increase likelihood of desired outcome

3. expectant: uses info on how activities feel to predict difficulty and failure

4. monitored: uses info on discrepancy between current and ideal self

Implicit theories and self-regulation

1. incremental and entity

2. about the world: threatening, benevolent, benign,

3. about competence: mastery/performance, reflection/rumination

Mastery orientation measurement technique

thematic apperception test produces measure of achievement vs mastery goals from stories people tell about images

Theories on inherent reward from efficacy (mastery orientation reason)

1. effectance motivation: inherent drive to explore and act on environment due to intrinsic reward

2. cognitive development: in children the process of correcting dissonance from new information through accommodation (schema change) and assimilation (schema fit) is intrinsically rewarding

3. natural incentive: predetermined and reinforced pleasure responses to achievement and power, approach and avoidance motive

Mastery orientation: biological, cognitive/learning, social

1. anxiety: narrows focus and the broad scope of mastery orientation

2. social learning theory: shaped by modeling and self efficacy

3. parenting styles: shaped by authoritative parenting (high responsiveness and demands)

Theories explaining the cognitive components behind mastery and achievement

1. cognitive choice theory (Atkinson): M=Hs-Ff, if perceived value of incentive is too high difficulty and failure increase, failure must be avoided

2. competence development (Dweck): entity indivudals believe abilities are fixed and have worse outcomes

3. hierarchical approach/avoidance model: mastery goal (needs competence), performance approach goal (needs favorable judgment), performance avoidance goal (needs to avoid failure)

Setting goals (what does it do)

increases effort, persistence, direction, and strategy development

Most motivating goals

implementation intentions, proximal, difficult, goals+feedback

Pitfals and dangers of goal setting

1. stress and failure if too difficult

2. intrinsic motivation undermined if shared or interesting

3. non goal areas ignored

Habit

1. automatic goal directed behavior

2. effortless and efficient but persistent and non refinable

How to address self doubt

1. self monitoring: interpreting internal state

2. restructuring: address self set mental blocks

3. substitution: shift attention from fatigue to winning

4. distancing: not your thoughts

Self regulation unit studies

1. positive psychology review

2. metamotivation in self control

3. mindset interventions

4. hopium

Fujita et al. (2024). Metamotivation: The regulation of motivation in self-control

1. proposed the metamotivational model of motivation regulation to explain variables in success or failure of self-control

2. we achieve self control through metamotivational monitoring (underlying states influencing motivation qq) and control (motivation qq influencing underlying states)

Paunesku et al. (2015). Mind-Set Intervention Are a Scalable Treatment for Academic Underachievement

1. investigated efficacy of growth and sense of purpose mindset interventions in schools

2. academic decline reversed, incremental approach and connection to ideal self

Geiger et al. (2023) Hopium or empowering hope? A meta-analysis of hope and climate Engagement

1. investigated how hope relates to climate engagement and if it is moderated by type

2. hope increased climate engagement, no moderation

3. cognitive choice theory: motivated if Hs>Ff