According to Cybernetic Control theories, negative emotions result when goal progress is thwarted and these emotions facilitate behavioural regulation (Carver & Scheier, 1998). Self-conscious emotions are recognized for their self-regulatory functions with guilt and shame being especially central to governing unhealthy behavior change (Dijkstra & Buunk, 2008). However limited research has explored the role of self-conscious emotions and exercise. In light of the concern about low physical activity rates among Canadians (Canadian Community Health Measures Survey, 2011) examining the role of guilt and shame in the self-regulation of exercise is warranted. Purpose. To examine the nature of guilt and shame related to recent exercise behavior. Procedures. In this online, observational study, 128 women and 47 men aged 18-64 (mean age 36, SD = 12.74) completed measures of recent physical activity, trait shame and guilt, exercise identity and demographics at baseline. On both a day when they did and did not engage in intended exercise, participants completed measures of recent exercise quantity and quality, exercise-related state shame and guilt, attributions (on the missed exercise day) and exercise intentions. Results. T-tests revealed that participants experienced more guilt and shame after a missed as opposed to an engaged-in intended exercise session, and that of these two emotions guilt was felt more intensely. Regression analyses determined that perceptions of exercise quality were negatively related to both guilt and shame, however these emotions were not related to exercise intentions. Guilt was associated with the attribution dimension of internal locus of casualty and shame with stability, but no relationships were found between the two emotions and exercise identity. Lastly, logistic regressions showed that shame, but not guilt, was associated with exercise behaviour with shame showing a negative relationship with behaviour. Findings add to the extant literature on the role of shame and guilt in exercise self-regulation.

Thesis (M.A. (Voorligtingpsigologie)--North-West University, Potchefstroom Campus, 2008.

The purpose of this research was to establish the feasibility of delivering a 6-week long adapted Mindfulness for Academic Success (MAS) program to post-secondary students who were experiencing difficulties with their academic performance. Feasibility was established based on recruitment success (70%), program attendance (70% of participants attending at least four sessions), and homework compliance (70% homework completed). In addition, we hoped to establish the MAS program’s preliminary efficacy in improving executive and academic functioning and reducing mind wandering, inattention, symptoms of ADHD, and psychological distress. Forty participants from Carleton University were randomized to the MAS program (n = 20) or waitlist (WL) condition (n = 20). The overall dropout rate in this study was 38 %. Forty-five percent of the MAS program and 80% of the WL condition participants completed the study. MAS program completers complied with 32% of the overall homework during the five week reporting period and no student completed individually more than 57% of the assigned homework tasks. Accordingly, we did not meet the session attendance or homework completion feasibility requirements. Our preliminary efficacy results indicated significant improvements in some program outcomes in the intent-to-treat sample and results were more robust for MAS completers. Specifically executive functioning—self-management to time, self-organization, self monitoring, self-regulation of emotions, and executive function (EF) related ADHD symptoms—improved and ADHD symptoms decreased in the intent-to-treat sample and results were more robust in the completer sample. Psychological distress symptoms (depression and stress) and mind wandering decreased only in MAS program completers, but no changes were noted in students’ ability to pay attention to presented information during the mind wandering task. Academic functioning as measured by selecting main ideas, the use of study aids, and time management improved in both the intent-to-treat and completer samples. Changes in concentration and information processing were only evident for MAS program completers, however, changes were also noted in academic anxiety, motivation, and the use of test strategies, although effects were small. No changes were observed in participants’ self-restraint (EF), generalized anxiety, attitude toward school, and the use of self-testing in exam preparation. Although efficacy results suggest the MAS program may be beneficial, low program compliance and lack of change in students’ levels of mindfulness compromise the internal validity of this study and make drawing causal conclusions about the program’s efficacy difficult. Furthermore, while program attendance and homework compliance were correlated with some program outcomes, the lack of correlation between formal practices of mindfulness and program outcomes suggest that non-specific factors may have contributed to observed improvement in study outcomes.

Thesis (M.A. (Voorligtingpsigologie)--North-West University, Potchefstroom Campus, 2008.

国立情報学研究所で電子化したコンテンツを使用している。

The aim of this thesis was to examine the extent, and correlates, of self-regulation of driving behaviour among a sample of South Australian older drivers (aged 60 or more). The first of four studies was an analysis of official crash statistics in South Australia over a period of five years. The patterns of crash involvement for South Australian older drivers were found to resemble those reported in the literature for other jurisdictions. Lower levels of crash involvement for older drivers in difficult driving situations (peak hour, rain, darkness) were interpreted as indirect evidence for self-regulation of driving behaviour. The second study involved pilot testing a measure developed specifically for assessing the visual attention of older adults (the Computerised Visual Attention Test - CVAT). The CVAT assesses visual attention by measuring target detection and reaction time for central and peripheral stimuli, and in conditions requiring selective and divided attention. The third study involved assessing the test-retest reliability, construct validity and predictive validity of the CVAT. It was concluded that the CVAT is a reliable measure of abilities including, but not restricted to, attention, and that it is correlated with on-road driving ability. The fourth study involved an examination of the driving behaviour and attitudes of 104 drivers aged over 60, with avoidance of difficult driving situations providing an index of self-regulation. These drivers also completed a battery of tests measuring psychological factors, vision, physical functioning, various cognitive abilities, and attention (the CVAT). Ninety participants additionally completed an on-road assessment of driving ability. It was found that older drivers most often avoided reverse parallel parking and driving at night in the rain, while driving alone was avoided least often. Measures of visual attention, medication use and visual acuity were most predictive of levels of self-regulation, while poorer driving ability was only associated with avoidance of a small number of specific situations. Functional deficits related to poorer driving ability but not to self-regulation included poorer contrast sensitivity, speed of information processing and spatial memory. Such deficits could identify drivers who may need to restrict their driving more than they do. / Thesis (Ph.D.)--Department of Psychology, 2004.

Doctor of Philosophy (PhD) / Although the field of coaching psychology has witnessed some theoretical and empirical advances in recent years, this has yet to translate into a commonly accepted theoretical and empirical foundation for coaching practice. Rather, coaching practice has run well ahead of related theory and research, and resulted in the establishment of an industry that lacks firm foundations. This doctoral dissertation reports on a series of reviews and empirical studies designed to further the development of evidence-based coaching practice (EBCP). A review of the relevant literature revealed that the development of solid evidence-based foundations is critical if coaching is to realise its promise and potential. As events surrounding the decline of the human potential movement (HPM) in the 1960s and 1970s indicate, the absence of theoretically-based rationales and solid research support may be a reliable predictor of decline for particular treatment modalities. Whilst the development of EBCP has important implications for the formal preparation of coaches, pedagogical recommendations to industry educators are difficult whilst the characteristics of the coaching industry remain hidden. In order to develop the profile of the Australian coaching industry, a survey was conducted of 148 practicing coaches. The results of this study revealed the presence of a diverse local industry. Despite the existence of a small core of highly experienced practitioners, the majority of coaches appeared to have little coaching experience and greatly varied skills and experience. Interestingly, only 20% of respondents reported any formal training in psychology or the other helping professions. Given recent data that suggests mental health issues may sometimes be encountered in coaching (Green, Oades, & Grant, 2006; Spence & Grant, in press), it is concluded that the majority of coaches lack the skills and knowledge to identify and deal effectively with such eventualities. As the development of an informed strategy for dealing with mental health issues would move the practice of coaching onto a more professional footing, it is recommended that coaches receive basic training in the identification and appropriate referral of such issues. Much of the work presented in this dissertation is based on the presupposition that client outcomes can be optimised through the use of EBCP. However, as this assumption has yet to be empirically tested, a total of 63 participants took part in a 10-week life coaching program. The results showed that when life coaching was conducted by coaches trained in cognitive-behavioural solution-focused (CB-SF) coaching methods (i.e. professional coaching), as opposed to untrained peers (i.e. peer coaching), participants were more engaged in coaching and reported significantly greater goal attainment, goal commitment and environmental mastery. Effective goal-directed self-regulation requires that individuals remain focused on their goals overtime, whilst managing a steady stream of disturbances that can destabilise goal directed effort. In this regard, the construct of mindfulness has much conceptual relevance. Mindfulness reflects the unique human capacity for directing conscious awareness via the controlled deployment of attention. After an extensive review of the scholarly literature, three alternative conceptualisations are presented (i.e. Eastern religious, socio-cognitive and cognitive-attentional perspectives), accompanied by a description of the mindfulness skills training practices associated with each. A total of 72 participants then took part in a study to assess the impact of three mindfulness training (MT) programs on mindfulness, goal-directed self-regulation, mental health and wellbeing. The results revealed that all the MT programs were effective in significantly increasing mindfulness and a variety of mental health and wellbeing indicators. Importantly, MT was also found to significantly increase goal attainment; suggesting that MT may be a valuable addition to EBCP. Goal attainment is a key dependent variable in coaching research. However, the measurement of goal attainment has yet to receive much attention in the coaching literature. As most empirical coaching studies have reported findings based on measures that rely exclusively on subjective measures of performance (measures that are susceptible to several forms of distortion and bias), some key issues relating to the measurement of goal attainment are reviewed and explored in detail. From this review, goal attainment scaling (GAS) is identified as a potentially useful methodology with which both researchers and practitioners can document and evaluate coaching outcomes. The final study pulls together the threads from work presented to that point, and integrates them into a practice framework for coaching. A total of 42 participants took part in this study, which investigated the efficacy of using MT and CB-SF coaching to facilitate the attainment of health goals. The results showed that the delivery of MT prior to (rather than after) CB-SF coaching was more effective in facilitating these outcomes. This suggests MT may be important in coaching for helping people prepare for change.

En kostplan är ett bra verktyg för att nå tränings- och hälsomål. Denna studie undersökte vilka yttre respektive inre faktorer som kan underlätta och/ eller försvåra följandet av en kostplan för tränande individer, samt vilka copingstrategier som används för att hantera motgångar och för att lyckas hålla sig till kostplanen. En tematisk analys av 10 semistrukturerade intervjuer gjordes. Analysen visade på att planering och psykosocial miljö var centrala yttre faktorer som tydligt underlättade och/ eller försvårade följandet av kostplanen. Vad gäller inre faktorer var self-efficacy och motivation mest centrala. Den nya kunskap som studien bidragit till är de inre faktorerna inre kontroll och att kostplanen kan skapa stress, samt strategierna accepterande attityd, hantering av frestelser och stressreducering. Framtida studier föreslås undersöka dessa mer nya teman, samt skillnader mellan låg-, mellan- och höginkomsttagare samt individer som tränar i olika grad då de kan ha olika perspektiv på att följa en kostplan.

Using self-determination theory (SDT; Deci & Ryan, 1985b) as the theoretical framework, this study examined the following three hypotheses: 1) there is a positive relationship between the level of perceived parental need support and the level of major satisfaction; 2) there is a positive relationship between the level of perceived parental need support and the level of autonomous self-regulation in their agricultural major; and 3) the level of autonomous self-regulation partially mediates the relationship between the levels of perceived parental need support and major satisfaction. Participants included 536 college students with declared agricultural majors in a college of agriculture at a large Midwestern university. Measures included the Perceptions of Parents Scale (POPS; Robbins, 1994), the Self-regulation Questionnaire (SRQ; Ryan & Connell, 1989) and the Academic Major Satisfaction Survey (AMSS; Nauta, 2007). As hypothesized, autonomous self-regulation mediated the relationship between perceived parental need support and major satisfaction. Specifically, autonomous self regulation fully mediated the relationship between perceived mother need support and major satisfaction and only partially mediated the relationship between father need support and major satisfaction. Implications of this study include the potential relevance of self-determination theory to the career development literature and major satisfaction generally.

Success in early childhood requires fluent cognitive control functioning and the ability to select and execute effective regulatory strategies across many new contexts including academics and social interactions. Cognitive control functioning has been positively linked to a host of important short- and long-term outcomes across many diverse domains. A wealth of research on self-efficacy, self-concept, and implicit theories of cognitive processes demonstrates that individuals’ self-perceptions of ability and cognition substantially influence important behavioral outcomes, namely academic performance. Investigations into the mechanisms underlying these links suggest that self-perceptions of abilities impact academic outcomes by differentially influencing the self-regulated learning behaviors that individuals choose to engage. Despite this knowledge, and evidence suggesting that capturing such self-perceptions from young children is highly plausible, the extent to which young children can reflect and report on their own cognitive control abilities has not been investigated. In this dissertation, I develop and validate an interview scale that aims to probe children’s self-perceptions of their cognitive control abilities using the Berkeley Puppet Interview administration format. Scale analyses of interviews from 125 children aged 4- through 7-years suggest the scale elicits responses that cluster around two correlated, but separable components: Self- and Emotion-Regulation and Attention Modulation. Responses on these two subscales were reliable, showing moderate to strong internal consistency. Subscale scores were strongly correlated with parent reports of similar skills, and self-reports of related constructs, but showed no such relations with behavioral tasks measuring executive functioning abilities. The findings suggest that young children are capable of reflecting and reporting on their own cognitive control skills, and that these skills correspond to parent reports of similar abilities. Further scale refinement and targeted validation efforts are called for; however, these encouraging early results suggest the new scale holds potential to play a key role in uncovering ways in which children’s self-perceptions influence their learning success.