Further analyses of comparing the creativity scores of the experimental groups also showed inconsistent results. Participants in the promotion cue condition scored significantly higher in uniqueness and unusualness of standardized assessment, and fluency and flexibility of creative problem solving than those in the prevention cue condition. The correlation between promotion focus and creativity was found significantly higher under the promotion cue condition than the prevention cue condition. But other mixed results showed that the control group scored significantly higher fluency and flexibility of standardized assessment than participants in the promotion cue condition. Participants' levels of promotion focus trait also had main effects on their creativity scores. Participants with higher trait of promotion focus tended to score higher in most of the creativity indicators. / In conclusion, the present study provided some limited evidence that promotion focus as a personality trait had weak but positive associations with creativity, and achievement goal as a weak mediator in affecting students' creativity. Students' promotion trait had stronger main effect on their creative performance than situational promotion focus. Ways to improve the manipulation effects and future direction on research had been suggested. / Results showed that the manipulation was relatively ineffective as reflected by the manipulation questions. Participants' promotion trait had, however, main effects on the manipulation items. Participants with high promotion trait scored significantly higher in all the checking items of promotion focus. Participants' prevention trait also had main effects on their perception of checking items of prevention focus. Participants with high prevention trait got higher scores of prevention situation than individuals with medium and low trait level. / Study 2 took a further step to examine the effects of regulatory focus on creativity in 490 Grade 7 students who had taken part in the previous study. Participants of 13 intact classes were randomly assigned to one of the conditions, namely promotion-framing condition (188 students from 5 classes), prevention-framing condition (149 students from 4 classes), and the control condition (153 students from 4 classes). Verbal and written instructions were provided with an intention to frame the regulatory focus of individual students. Participants completed a parallel item of the alternate use battery of the standardized creativity assessment, another item of creative problem solving, and six checking questions. Previous scores of achievement goals and regulatory foci were used as covariates in analysis of variance to examine the differences in the checking items. / The present study aimed at examining the influence of two motivational variables---achievement goal and regulatory focus on creativity. It was composed of two empirical studies. Study 1 was designed to investigate how achievement goal and regulatory focus affected creativity. A total of 824 Grade 7 students took part in completing a questionnaire which comprised an alternate use item of a standardized creativity assessment, a creative problem solving task, an instrument on achievement goal and two instruments on regulatory focus. Exploratory factor analyses and confirmatory factor analyses were conducted to confirm the factor structures of achievement goals (mastery-approach goal, performance-approach goal, mastery-avoidance goal, and performance-avoidance goal) and regulatory foci (promotion focus and prevention focus). Results showed that these two variables were basically distinctive in nature. Positive but weak correlations were found between promotion focus and creativity, as well as prevention focus and creativity. Positive and weak correlations were also found between mastery-approach goal and creativity, performance-approach goal and creativity, as well as mastery-avoidance goal and creativity. Promotion focus had moderately high associations with both approach goals (mastery-approach and performance-approach) and avoidance goals (mastery-avoidance and performance-avoidance), and so had prevention focus. Regression analyses indicated that the strongest predictor for creativity was promotion focus. Performance-approach goal and mastery-avoidance goal served as weak mediators of regulatory focus on creativity. / Hui Na Na Anna. / "November 2006." / Adviser: P. C. Cheung. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3279. / Thesis (Ph.D.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (p. 206-224). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstract in English and Chinese. / School code: 1307.

吳宏基. / "二零零零年一月三十日" / 論文 (哲學碩士)--香港中文大學, 2000. / 參考文獻 (leaves 114-121) / 附中英文摘要. / "Er ling ling ling nian yi yue san shi ri" / Wu Hongji. / Lun wen (zhe xue shuo shi)--Xianggang Zhong wen da xue, 2000. / Can kao wen xian (leaves 114-121) / Fu Zhong Ying wen zhai yao. / Chapter 第一章 --- 題目析義與問題之提出 --- p.4 / Chapter 第一節 --- 緒言 --- p.4 / Chapter 第二節 --- 題目析義 --- p.8 / Chapter 第三節 --- 硏究目的及意義 --- p.10 / Chapter 第二章 --- 硏究方法與文獻 --- p.13 / Chapter 第一節 --- 硏究方法 --- p.13 / Chapter ´一Ø --- 哲學思辨 / Chapter ´二Ø --- 硏究步驟 / Chapter 第二節 --- 文獻回顧 --- p.18 / Chapter 第三節 --- 硏究限制 --- p.21 / Chapter 第三章 --- 幾個道德學說對道德本質之論述 --- p.26 / Chapter 第一節 --- 社會學派論社會乃道德之根本 --- p.26 / Chapter 第二節 --- 功利主義論道德乃幸福之趨求 --- p.29 / Chapter 第三節 --- 基督教論道德乃人神關之成果 --- p.33 / Chapter 第四節 --- 孟子論道德乃本心之自律 --- p.35 / Chapter ´一Ø --- 道德之本義 / Chapter ´二Ø --- 仁義內在之辨說 / Chapter ´三Ø --- 性善之確立 / Chapter ´四Ø --- 小結 / Chapter 第五節 --- 論道德之本質涵義 --- p.40 / 一從外在法則之內在化至意志之自律 / Chapter 第四章 --- 康德道德教育之基本路向 --- p.49 / Chapter 第一節 --- 康德的哥白尼式革命 --- p.49 / Chapter 第二節 --- 康德的道德教育目標 --- p.50 / Chapter ´一Ø --- 格準之界定 / Chapter ´二Ø --- 方法論之界定 / Chapter 第五章 --- 康德對道德本質之辨析 --- p.57 / 一使主觀地決意的格準直接地爲客觀的自由法則所決定 / Chapter 第一節 --- 由道德之根源以論說善的觀念 --- p.58 / Chapter 第二節 --- 論道德之義務性及其律令 --- p.61 / Chapter 一 / Chapter 二 / Chapter 第三節 --- 論道德行動乃依自由法則之決意 --- p.67 / Chapter ´一Ø --- 實踐道德之必然性 / Chapter ´二Ø --- 自由法則之決意 / Chapter 第四節 --- 小結 --- p.73 / Chapter 第五節 --- 回應批評 --- p.75 / Chapter 第六章 --- 康德論自律人格之培養 --- p.83 / 一使客觀地實踐的理性成爲亦是主觀地實踐的 / Chapter 第一節 --- 實踐道德之動力 --- p.83 / Chapter 第二節 --- 違背道德之性癖 --- p.86 / Chapter 第三節 --- 向善能力之恢復 --- p.89 / Chapter 第四節 --- 品格培養之步驟 --- p.91 / Chapter ´一Ø --- 消極性的道德教育原則 / Chapter ´二Ø --- 積極性的道德教育原則 / Chapter 第五節 --- 小結 --- p.96 / Chapter 第六節 --- 回應批評 --- p.98 / Chapter 第七章 --- 總結及建議 --- p.103 / Chapter 第一節 --- 總結：道德本質涵義之辨解和道德教育基本原則之建構 --- p.103 / Chapter 第二節 --- 總結：德性發展與道德教育 --- p.106 / Chapter 第二節 --- 建議 --- p.111 / 參考書目 --- p.114

Temporal discounting can be used to evaluate impulsivity in various populations. One assessment measure that can be used is a monetary choice questionnaire in which individuals are provided with an option to select a specified amount of money now, or a different amount following a temporal delay. This study examines the convergent validity of a long monetary choice questionnaire consisting of 189 questions and a brief monetary choice questionnaire consisting of 7 questions, in which participants can select all of the amounts they would prefer to acquire. The results of this study suggested that there is convergent validity between the two surveys through the use of Pearson’s correlation (r=.648, p< .001) and a paired samples t- test that demonstrated that the difference between the AUC scores was not significant (p=.287). Keywords: discounting, convergent validity, impulsivity, self- control, temporal discounting

Choy E Hang. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2005. / Includes bibliographical references (leaves 83-99). / Abstract in English and Chinese. / ABSTRACT --- p.2 / ACKNOWLEDGEMENTS --- p.4 / Chapter CHAPTER I: --- INTRODUCTION --- p.7 / Theory of Mind Hypothesis --- p.7 / Executive Dysfunction Hypothesis --- p.10 / Inhibitory Control --- p.12 / The Present Studies --- p.15 / Hypotheses --- p.17 / Chapter CHAPTER II: --- STUDY 1 --- p.18 / Method --- p.19 / Participants --- p.19 / Materials --- p.19 / Measures --- p.20 / Procedures --- p.23 / Results --- p.25 / Examining Hypothesis 1 --- p.21 / Examining Hypotheses 2 and 3 --- p.28 / Discussion --- p.35 / Chapter CHATPER III: --- STUDY 2 --- p.38 / Method --- p.39 / Participants --- p.39 / Materials --- p.39 / Measures --- p.40 / Procedures --- p.44 / Results --- p.45 / Examining Hypothesis 1 --- p.48 / Examining Hypotheses 2 and 3 --- p.48 / Discussion --- p.52 / Chapter CHATPER IV: --- STUDY 3 --- p.55 / Method --- p.56 / Participants --- p.56 / Materials --- p.56 / Measures --- p.57 / Procedures --- p.61 / Results --- p.62 / Examining Hypothesis 1 --- p.64 / Examining Hypotheses 2 and 3 --- p.64 / Discussion --- p.76 / Chapter CHAPTER V: --- GENERAL DISCUSSION --- p.78 / Conclusion --- p.82 / REFERENCES --- p.83

A large body of research has demonstrated that the experience of romantic jealousy is often associated with a variety of negative outcomes. However, evolutionary psychologists have provided evidence that jealousy is an adaptive emotion that can aid with mate retention. Together these lines of research suggest that jealousy may at times work to protect and enhance one’s relationship, whereas in other cases it could lead to harmful consequences. Considering the varying outcomes of jealousy, it is critical that research explore more specifically how this complex state operates and how it affects individuals’ functioning. In the present research I conducted 2 separate studies in order to examine how jealousy is related to self-control. In Study 1 I used an online survey to examine how individuals’ trait self-control was related to their levels of chronic jealousy. Results showed that trait self-control was negatively associated with cognitive and behavioral jealousy but was not associated with emotional jealousy. Additionally, all 3 components of jealousy explained variance in self-control above and beyond the effects of self-esteem and rejection sensitivity. In Study 2 I used hypothetical scenarios in order to experimentally examine how imagined infidelity would impact individuals’ state self-control. Furthermore, based on research demonstrating sex differences in distress based on different types of infidelity, I examined how imagined sexual and emotional infidelity would differentially impact males’ and females’ state self-control. Using a 3 x 2 between-subjects design, participants from a primarily young adult sample were randomly assigned to 1 of 3 conditions: emotional infidelity, sexual infidelity, and a control. Afterward, state self-control was assessed through a behavioral task. Results showed no differences in state self-control based on condition and no difference between males and females based on type of infidelity. There was a main effect for sex, such that males generally showed higher self-control than females across all 3 conditions. Although the results demonstrate that chronic jealousy and trait self-control are associated constructs, the findings from Study 2 suggest that the experience of jealousy not does impact state self-control. Methodological concerns are addressed and future avenues are presented for researching how jealousy and self-control may be related.

Researchers have shown that learners who self-control (SC) their knowledge of results (KR) schedule learn the task more effectively than yoked learners. A common recommendation from these results is that learners should be provided choice over their KR schedule, rather than at a coaches' discretion (Wulf & Lewthwaite, 2016). No research to date has compared SC learners to a group that more closely mimics receiving KR from a coach, thus challenging whether such a recommendation can be made. To this end, three groups learned a golf putting task; an SC group, a traditional yoked group (TY), and a group who were led to believe that their KR schedule was being controlled by a golf coach (perceived coach-controlled yoked group; PCC). Participants (N = 60) completed three phases; pre-test, acquisition, and two 24-hr delayed post-tests (retention/transfer). All groups lowered their mean radial error (MRE) and bivariate variable error (BVE) throughout acquisition. As hypothesized, the SC group (M = 40.10) had lower adjusted MRE compared to the TY group (M = 43.12) during the post-tests, yet, the PCC group had the lowest adjusted MRE (M = 36.61). These differences, however, were not statistically significant, F(2, 54) = 2.81, p = .069. BVE did not display the same pattern as MRE during the post-test as group means were clustered together, F(2, 57) = 0.38, p = .963. Results from a questionnaire indicated that both yoked groups showed moderate ratings for receiving KR on a desired schedule, as well as preferring KR on good trials, or good and bad trials equally. Taken together, these results call into question the recommendation for practitioners to give choice to a learner over KR scheduling.

This study explores how resilience is gained in childhood. Therefore the question becomes does resilience occur from predisposed characteristics or does it occur from experiences, moments, and people the individual encounters during their childhood. This project presents the results of a qualitative study of 15 master degree student participants that gave responses based on their childhood experiences. One of the requirements for this study, was that each participant had to have suffered from being at risk of factors that could have decreased their resilience, called contextual risks. There were three themes that emerged from this study and they are strengths, realizations, and support systems. Within the strengths theme, there were several variables to gaining resilience: descriptions that were given to the participants growing up, coping skills, and self-control. These themes suggest that resilience is gained through a combination of predisposed characteristics, life changing moments, and influential people.

The need to understand the reinforcing properties of smoking and potential precipitants of relapse is exemplified by evidence that relapse rates exceed 95%. The Self-Control Strength model, which proposes that self-control is dependent upon limited resources and susceptible to fatigue, may offer insight into the relapse process. Indeed, there is empirical support that engaging in a task that requires self-control, relative to a comparable control, results in performance decrements on subsequent self-control tasks. The primary goal of the current study was to test whether self-control depletion (SCD) may serve as a novel antecedent for cessation failure, using a validated laboratory analogue of smoking lapse and relapse. We also aimed to compare SCD effects to those of a well-established relapse precipitant (i.e., nicotine deprivation), and test craving and behavioral economic indices as mechanisms for increased cessation failure. We used a 2 X 2 (12-hour deprivation vs. no deprivation; SCD vs. no SCD), crossed-factorial, between-subjects design (N=128 smokers). Replicating prior research, nicotine deprivation significantly increased craving, cigarette demand, delay discounting, and lapse behavior. Furthermore, craving was the only mediator of deprivation effects on lapse behavior. Finally, the primary hypothesis of the study was supported, as SCD increased lapse behavior (p = .04). Although no main effects were found for SCD on putative mediators (i.e., craving, demand, discounting), SCD was found to increase craving among nicotine deprived smokers (p = .04), which mediated cessation failure. SCD appears to play in important role in smoking behavior and may be a viable candidate for intervention.

No description available.

A self-control procedure that involved a later onset of a stimulus signalling a small reinforcer within the waiting time for a larger reinforcer was investigated to determine a point of shifting preference and a discounting function as the delay varied. The results from Experiment 1 to Experiment 3 showed exclusive impulsive choices regardless of the delay. In order to examine if the results were due to the procedure and the parameters, or the species used, Experiment 4 attempted to obtain shifts in preference using simultaneous onset of stimuli with the same species. The results demonstrated no changes in preference but an increase in proportion of self-control choices was shown. Due to the limited information from the replicated studies, the accounts for the results could not be concluded. The explanations derived from choice models seemed most plausible, but limitations of the choice models were discussed.