by Lee Wai-yee. / Title in Chinese: / Bibliography: leaves 136-151 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1986

Lo Emily Hoi Yee. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2006. / Includes bibliographical references (leaves 49-58). / Abstracts in English and Chinese. / Chapter CHAPTER 1. --- INTRODUCTION --- p.1 / Figure 1 --- p.3 / Direct Aggression and Indirect Aggression --- p.4 / Emotion Regulation --- p.6 / Empathy --- p.10 / Social intelligence --- p.14 / The Present Study --- p.21 / Chapter CHAPTER 2. --- METHOD --- p.23 / Participants and Procedures --- p.23 / Instruments --- p.23 / Chapter CHAPTER 3. --- RESULTS --- p.28 / Descriptive Statistics --- p.28 / Table 1 --- p.29 / Correlations and Partial Correlations --- p.29 / Table 2 --- p.31 / Table 3 --- p.32 / Path analysis --- p.32 / Figure 2 --- p.34 / Figure 3 --- p.35 / Chapter CHAPTER 4. --- DISCUSSION --- p.37 / The Hypotheses --- p.37 / Gender --- p.40 / Culture --- p.42 / Limitations --- p.43 / Developmental Implications --- p.45 / Clinical Implications --- p.46 / Future Direction --- p.47 / REFERENCES --- p.49

Li, Yanjie. / "July 2011." / Thesis (M.Phil.)--Chinese University of Hong Kong, 2011. / Includes bibliographical references (p. 48-53). / Abstracts in English and Chinese. / LIST OF FIGURES --- p.VII / INTRODUCTION --- p.1 / THEORETICAL BACKGROUND --- p.3 / THE SELF-CONTROL DILEMMA AND SELF-CONTROL STRATEGES --- p.3 / JUSTIFICATION AND SELF-CONTROL --- p.5 / THE LESS ATTRACTIVE = LESS HARMFUL INTUITION --- p.7 / PR0P0SM0N DEVELOPMENT --- p.9 / OVERVIEW OF STUDIES --- p.13 / EXPERIMENT 1 --- p.14 / OBJECTIVE --- p.14 / METHOD --- p.14 / RESULTS --- p.I5 / MANIPULATION CHECK. --- p.15 / CHOCOLATE CHOICE --- p.16 / CHOCOLATE PREFERENCE --- p.17 / DISCUSSION --- p.17 / EXPERIMENT 2 --- p.19 / OBJECTIVES --- p.19 / METHOD --- p.19 / RESULTS --- p.20 / CHOICE TASK --- p.20 / DISCUSSION --- p.22 / EXPERIMENT 3 --- p.23 / OBJECTIVES --- p.23 / METHOD --- p.23 / RESULTS --- p.25 / MANIPULATION CHECK. --- p.25 / DESSERT CHOICE --- p.25 / DESSERT PREFERENCE --- p.27 / DISCUSSION --- p.29 / EXPERIMENT 4 --- p.31 / OBJECTIVES --- p.31 / METHOD --- p.31 / RESULTS --- p.33 / MANIPULATION CHECK. --- p.33 / DESSERT CHOICE --- p.33 / DESSERT PREFERENCE --- p.35 / DISCUSSION --- p.37 / GENERAL DISCUSSION --- p.40 / SUMMARY OF FINDINGS --- p.40 / THEORETICAL CONTRIBUTIONS --- p.41 / PRACTICAL IMPLICATIONS --- p.44 / LIMITATIONS AND FUTURE RESEARCH --- p.45 / REFERENCES --- p.48 / APPENDIX A --- p.54 / EXPERIMENT 1 STIMULI USED IN THE CHOCOLATE TRUFFLE CHOICE TASK --- p.54 / APPENDIX B --- p.55 / EXPERIMENT 2 STIMULI USED IN TOE CHOICE TASK --- p.55 / APPENDIX C --- p.56 / EXPERIMENT 3&4 STIMULI USED IN THE DESSERT CHOICE TASK --- p.56 / APPENDIX D --- p.57 / EXPERIMENT 3 BRIEF SELF-CONTROL MEASURE --- p.57 / APPENDIX E --- p.58 / EXPERIMENT 4 STIMULI USED IN THE LAY THEORY MANIPULATION TASK --- p.58

Recent work suggests that the links between religious belief and behavior with a variety of positive outcomes (e.g., longer life, more marital satisfaction, scholastic achievement, better health behaviors) may be partially explained by religious belief systems' ability to foster self-control and self-regulation. The current investigation sought to explore this hypothesis by determining if induction of religious cognition (through a supraliminal religious prime) could increase behavioral self-control, operationalized as performance on a maintained grip task. Using 118 participants, the author tested whether nonconscious exposure to religious content would increase the amount of time that participants were willing to physically persist at two rounds of the maintained grip task as compared to a control group. A within-subjects trial-by-prime interaction was found (the prime appeared to cause participants to persist at the task for less time during the first trial, but not the second) and a between-subjects sex-by-prime interaction was found (on average, men given the religious prime held their grip for less time than did men in the control group, whereas no differences were found between women). Findings are discussed in terms of the link between religion and self-control and future directions are suggested.

Prior research provides evidence that people can improve their self-control performance through practice (e.g., Muraven, Baumeister, & Tice, 1999). Building on the Strength Model of self-control (Baumeister, Heatherton, & Tice, 1994; Muraven & Baumeister, 2000), this work assumes that self-control practice operates by increasing the capacity or endurance of a domain-general self-control resource. However, recent developments that highlight the role of motivation in self-control performance (e.g., Clarkson, Hirt, Jia, & Alexander, 2010; Job, Dweck, & Walton, 2010) suggest that changes in values, expectations, and beliefs may be driving the improvements over time. In the current study, I adapted a paradigm from the self-control training literature (Muraven, 2010a) in order to examine the possible role of motivational mechanisms in self-control performance improvement. Participants were randomly assigned to one of three practice conditions: a self-control task (avoiding sweets) or two control tasks. Self-control performance and potential motivational mechanisms were assessed both before and after the two-week practice period. Consistent with earlier research, self-control practice was associated with improved performance on an initial self-control performance task; however, there was no evidence of improvement in a post-depletion self-control task. Although self-control practice was not strongly associated with changes across potential motivational mechanisms, some exploratory analyses suggested that self-control instrumentality (beliefs that successful self-control is a means to central, self-relevant outcomes) may be an important predictor of self-control performance. I discuss implications for motivational models of self-control.

Thesis (Ph. D.)--University of Nevada, Reno, 2008. / "December, 2008." Includes bibliographical references (leaves 27-37). Library also has microfilm. Ann Arbor, Mich. : ProQuest Information and Learning Company, [2009]. 1 microfilm reel ; 35 mm. Online version available on the World Wide Web.

Thesis (Th. M.)--Western Seminary, Portland, Or., 2000. / Abstract. Includes bibliographical references (leaves 117-119).

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains vi, 31 p. : ill. Includes abstract. Includes bibliographical references (p. 30-31).

Thesis (Ph. D.)--Indiana University of Pennsylvania. / Includes bibliographical references.

published_or_final_version / Educational Psychology / Master / Master of Social Sciences