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Smartphones are omnipresent and indispensable in today’s society. Research in psychology and education points to both helpful and detrimental implications of smartphone usage for performance and well-being. Competitive and high-performance athletes represent a subsection of a demographic deeply intrenched in smartphone usage, yet few studies have shed light on the impact of smartphones usage in athletes’ lives. The overarching aim of this research was to advance knowledge on athletes’ use of smartphones. The mixed methods research program, with sequential pacing and qualitative priority, was informed by a critical realist paradigm. Data were collected through focus groups, remote tracking and surveys, and individual interviews with competitive and high-performance athletes. The research culminated in four distinct but related studies and four articles. The purpose of Study 1 was to qualitatively investigate varsity athletes’ lived experiences with smartphones. Five focus groups were conducted with a sample of 21 varsity athletes (9 men, 12 women) representing nine different sports (i.e., track and field, basketball, rowing, fencing, Nordic ski, rugby, swimming, lacrosse, and soccer). The inductive and reflexive thematic analysis led to the creation of three main themes. The first theme pertained to general usage experiences (i.e., characteristics of usage, awareness and nature of usage, restrictions of usage), revealing that social media is a focal point of athletes’ usage. The other two themes concerned athletes’ concurrent experiences of negative (i.e., stress, distraction, disengagement) and positive (i.e., self-regulation, social connectedness) smartphone usage. The majority of varsity athletes (81%) self-identified as moderate or heavy smartphone users, and relied on their devices throughout the day for communication and self-management. Findings suggest that smartphone usage exists along a continuum of negative/unhelpful to positive/helpful usage rather than as distinct “good” or “bad” usage. Usage is complex and often paradoxical for sport preparation, performance, recovery, and well-being. The purpose of Study 2 was to develop and pilot test a novel research application designed to examine, in an ecologically valid way, the prevalence and features of smartphone usage among a sample of athletes, in tandem with a selection of psychosocial variables. An interdisciplinary research team was formed to create the mobile research application and measure its tracking ability and accuracy to inform Study 3. The smartphone usage of five (n = 5) studentathletes was tracked in real-time over a 15-day period. Participants also completed a mobile self-report survey on psychosocial variables deemed important to athletes’ performance and wellbeing (i.e., mindfulness, mental health, and self-regulation). Results of the pilot study demonstrated a sizable range in total hours of smartphone usage, with an average of 31.1 hours per week, predominantly for social media. Real-time smartphone usage averages surpassed athletes’ self-reported time spent studying (20h per week) and training for sport (11.4h per week). All participants reported moderate-to-high self-regulation capacity, mindfulness, and mental health. The pilot study provided proof of feasibility for a longitudinal study using the research application and methods. It afforded the opportunity to make technical adjustments based on participant feedback, enhance usability and ecological validity, and subject the data to preliminary algorithms to extract detailed information from a large data pool. Building on Study 2, the purpose of Study 3 was to investigate the prevalence and features of competitive student-athletes’ smartphone usage and psychosocial outcomes using a longitudinal in vivo design. Over the course of one year, student-athletes’ smartphone usage was automatically tracked via the mobile app they installed on their phone and they also completed a self-report survey through the app on a monthly basis to assess self-regulation, mindfulness, mental health, stress, loneliness, and perfectionistic self-presentation. Although 20 participants volunteered to complete the study, only 10 participants consistently completed the survey and were retained in the final dataset. Descriptive analyses showed that the student-athletes used their smartphones for an average of 24.15 hours per week, predominantly for social media, and they formed two distinct user groups (i.e., heavy and light usage). Psychosocial profiles revealed they had moderate-to-high psychosocial functioning and highly nuanced changes in psychosocial outcomes and usage over time. There were no significant relationships between amount of smartphone usage and psychosocial outcomes, except for one positive relationship between usage and mental health in the winter. Findings support a new wave of literature deemphasizing a simple negative relationship between smartphone usage and psychosocial outcomes, and encourage further study of individual characteristics, such as purpose of usage. This study illustrates that although it is resource intensive, it is feasible to leverage the smartphone as an in vivo research tool to collect complex, ecologically valid usage data in tandem with psychosocial self-reports. It lays a foundation for larger-scale studies to assess the impact of athletes’ usage on their psychosocial functioning. The purpose of Study 4 was to qualitatively examine the self-regulatory processes, conditions, and outcomes related to the smartphone usage of competitive and high-performance athletes, and to postulate a model to inform research and applied practice in this area. Guided by the results of the previous studies showing prevalent social media usage among athletes, Study 4 also furthered explored athletes’ use of social media. Twenty-four (n = 24) competitive and highperformance athletes from eight different sports participated in individual, in-depth interviews. A directed content analysis, informed by the models of self-regulated learning and self-regulatory strength, was performed to analyze the data. While many themes aligned with components of both or either self-regulation models, new themes were generated. To account for all the data and explain athletes’ smartphone usage in and around the sport setting, the “Self-regulation and Smartphone Usage Model” (SSUM) was created. The SSUM includes five broad components: (a) self-regulation capacity, (b) self-regulation processes, (c) conditions (i.e., context of usage, type of usage, awareness of usage, autonomy of usage, and concurrence of usage), (d) outcomes, and (e) self-regulation competencies. Findings support a paradoxical relationship between smartphone usage and self-regulation. On the one hand, athletes use their smartphones to engage and master helpful self-regulation processes and on the other, they face increased self-regulatory demands because of their smartphones—particularly social media—which can lead to self-regulatory depletion. Overall, the current research sheds light on a new facet of competitive athletes’ livesthe smartphone. It underscores a deeply individualized, nuanced relationship between athletes and their phones, regardless of age, sex, type of sport, or competitive level. These devices can both inhibit and facilitate self-regulation and influence performance and well-being. Regardless of the purpose of usage, smartphones must be effectively managed. Thus, athletes must develop self-regulatory competencies specifically for this tool. This research shows the value of tracking real-time usage of phones and provides a conceptual map for working with athletes to leverage the benefits of smartphone technology.

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<p>Baumeister and colleagues’ (1998) limited strength model of self-regulation was used as a framework to investigate the independent and combined effects of motivation and conservation on self-control strength depletion. Volunteer university students (<em>N</em> = 72; 23 males and 49 females) participated in the study. Participants completed two maximum endurance isometric handgrip trials separated by the Stroop colour word interference task. Participants were randomized to either a conservation or no-conservation condition before completion of the Stroop task. After performing the Stroop task the participants were then further separated into an autonomy support condition or a no autonomy support condition. It was hypothesized that participants (1) who were provided with autonomy support would perform better on the second endurance trial and report higher feelings of autonomous regulation, (2) who were in the conservation condition would perform worse on the Stroop task and better on the second endurance trial, and (3) who were provided with autonomy support and were in the conservation condition would perform the best on the second endurance trial, while those who were not provided autonomy support and did not conserve were predicted to perform the worst of any group on the second endurance trial. Autonomy support was associated with better performance on the second endurance trial but not greater feelings of autonomous regulation. Conservation was associated with poorer performance on the Stroop task, but not superior performance on the second endurance trial. There was no evidence supporting the combined effects of autonomy support and conservation. Findings support conclusions that people conserve self-control strength when anticipating future strength depletion and autonomy support helps people cope with self-control strength depletion and deliver superior performance on a muscular endurance task.</p> / Master of Science in Kinesiology

<p>The purpose of this study was to examine the effects of depleted self-regulation on skillful task performance. Participants completed a baseline dart-tossing task (20 tosses), and were instructed to toss as quickly and as close to the bulls-eye as possible when a particular cue light flashed. Participants then underwent a self-regulatory depleting (experimental) or a non-depleting (control) manipulation before completing a second round of dart tossing. Measures of accuracy, reaction time, and myoelectrical activity of the biceps and triceps were collected along with self-report measures of psychological resilience and trait self-control.</p> <p>As hypothesized, participants in the experimental condition had poorer mean accuracy at round two than control condition participants, as well as a significant decline in accuracy from round one to round two. These effects were moderated by trait self-control; experimental group participants with higher trait self-control were more accurate in round two than experimental group participants with lower trait self-control. Experimental group participants also demonstrated poorer consistency in accuracy compared to control group participants at round two, and a significant deterioration in consistency from round one to round two. The only significant finding regarding reaction time was that consistency improved significantly for the control group but not for the experimental group.</p> <p>The results of this study provide evidence that ego depletion effects occur for skill-based physical task performance, especially in regards to accuracy. These findings provide further support for the utility of the limited strength model and suggest that self-regulatory depletion can impact performance on skill-based physical tasks.</p> / Master of Science in Kinesiology

<p>Self control is affected by self-regulatory strength depletion (Hagger et al., 2010) as well as construal-level mindset (Fujita et al., 2006). However, two conflicting perspectives have emerged predicting differential interactive effects of construals and depletion. The purpose of the present study was to investigate the independent and interactive effects of construal levels and self-control strength in an effortful cycling exercise task. Using a randomized 2 X 2 factorial design, undergraduate participants (<em>N </em>= 67, <em>n</em> = 34 women) completed a baseline cycling task, followed by a self-control depletion manipulation (Stroop task vs. quiet rest; Wallace & Baumeister, 2002), a construal-level manipulation (category vs. exemplar naming task; Fujita et al., 2006), and then a 10-minute strenuous cycling test trial. The results showed no main effects for either self-control strength depletion or construal level (<em>p</em> > .20). However there was a near-significant interaction effect (<em>p </em>= .07) indicating the depleted group outperformed the non-depleted group in the low-construal condition, whereas the opposite effect occurred in the high-construal condition. The results provide novel insights of the effects of self-control strength depletion and construal mindsets on exercise performance and implications for the design of construal level and self-control depletion research.</p> / Master of Science (MSc)

College Algebra is a gatekeeper course that serves as an obstacle for many students pursuing STEM careers. Lack of success in this course could be a key reason why the United States lags behind other industrialized countries in the number of students graduating with STEM majors and joining the STEM workforce. Of the many topics presented in College Algebra that pose problems, students often have particular difficulty with the application of systems of equations in the form of word problems. The present study aims to identify the factors associated with success and failure on systems of equations word problems. The goal was to identify the factors that remained significant predictors of success in order to build a theory to explain why some students are successful and other have difficulty. Using the Opportunity-Propensity Model of Byrnes and colleagues as the theoretical guide (e.g., Byrnes & Miller-Cotto, 2016), the following questions set the groundwork for the current study: (1) To what extent do antecedent (gender, race/ethnicity, socioeconomic status, and university) and propensity factors (mathematical calculation ability, mathematics anxiety, self-regulation, motivation, and ESL) individually and collectively predict success with systems of equations word problems in College Algebra students, and (2) How do these factors relate to each other? Bivariate correlations and hierarchical multiple regression were used to examine the relationships between the factors and word problem set-up as well as correct completion of the word problems presented. Results indicated after all variables were entered, calculation ability, self-regulation as determined by homework score, and anxiety were the only factors to remain significant predictors of student performance on both levels. All other factors either failed to enter as significant predictors or dropped out when the complete set had been entered. Reasons for this pattern of results are discussed, as are suggestions for future research to confirm and extend these findings. / Math & Science Education