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This study investigated disciplinary differences in students' approaches to the learning task. Students in introductory undergraduate courses (English, psychology, education, engineering) had different levels of academic self-concept, intrinsic motivation, extrinsic motivation, and the use of surface learning strategies. They did not differ however, in their subject motivation or their use of critical thinking or time management strategies. Course differences were found in how student academic self-concept and motivation related to their use of learning strategies, and in turn, how these variables predicted final course grades. Across disciplines, a higher-quality approach to the learning task, as emphasized by students and professors, related to academic achievement but in unexpected ways. Disciplinary differences in students' learning approaches suggest that general models of student learning, such as self-regulation theory, should be applied within academic disciplines.

Longitudinal research on externalizing disorders has demonstrated that the signs of this form of psychopathology emerge early in life. For example, physically aggressive behaviours can be first observed as early as 18 months of age. Most preschool-aged children develop the self-regulatory abilities to inhibit these problem behaviours and express their aggressive and competitive impulses in alternative, constructive ways. Some children do not develop these abilities and chronic psychosocial difficulties typically result. / Several researchers have raised the possibility that Parent-child rough-and-tumble play (RTP) interactions give parents and children an opportunity to develop the child's self-regulatory abilities. Defined here as aggressive behaviours in a play context, RTP often challenges children to modulate their behaviour to ensure their play partner continues to enjoy the activity. In the work that follows, the hypothesis that parent-child RTP can influence the development of behaviour self-regulation is tested. / The first study reported here shows that the frequency of mother-child RTP in the preschool is negatively associated with physical aggression later in development, though this effect depends on the presence of a father figure in the home. The second study validates the Rough-and-Tumble Play Scales (RTPS), designed to facilitate the study of RTP and the development of self-regulation. The third study uses observational techniques to highlight the importance of a dominant father in play interactions. RTP frequency was negatively associated levels of physical aggression in dyads in which the father was relatively more dominant. The reverse was true for dyads in which the father was relatively less dominant. Finally, the fourth study showed that this interaction between father-child RTP frequency and father dominance also predict several other aspects of self-regulatory functioning 5 years later. / RTP is a highly common, natural, and enjoyable activity for many parents and their children. Collectively, these studies also suggest that under the right conditions, parent-child RTP can influence the development of a child's self-regulatory abilities. While further research is needed, these results hold promise for the development of new interventions for children at risk for externalizing problems and their parents.

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.

Numerous human behavior' problems are characterized by a choice between small-immediate and large-delayed reinforcement. Individuals often choose the poorer or smaller of two alternative rewards, even when they seem to be entirely familiar' with both alternatives. In a typical situation choice behavior appears to have a short-term advantage which is later followed by an obvious disadvantage. Selection of the delayed-large reward has been termed self-control.Recent work in the animal laboratory has lead to a model off serf-control that may be partially understood in terms of gradients of delayed reinforcement. This model, developed by George Ainslie and Howard Rachlin, suggest that the self-control situation can be conceptualized as a choice between a small-immediate and a larger-delayed reinforcer whose effective control over behavior is positively accelerated as its availability approaches.Aislie and Rachlin’s model makes two predictions: the first predicts a reversal in preference between two reward options as a function of passing time. The second conceptualizes self-control as a process which involves forestalling the temporary effectiveness that some small rewards acquire as a result of their temporal position. Thus, the model predicts that, given an appropriate opportunity, an organism will commit itself to receiving only the delayed-larger reward. The present research attempted to determine if these two predictions can be confirmed with children, using points on a counter, later exchanged for money as the reinforcer.Children were exposed to a choice between a small-immediate reward and a large-delayed reward in which the time elapsing before making a choice was lengthened systematically. An opportunity to commit themselves to receiving only the large-delayed reward was also provided.Results were congruent with the predictions of the model, although support was not robust and open to alternative explanations. Areas needing refinement include the nature of reinforcer used and the relationship between the amount and length of time delays.

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Thesis (Ph.D.)--Tufts University, 2005. / Submitted to the Dept. of Child Development. Adviser: Richard M. Lerner. Includes bibliographical references (leaves 118-132). Access restricted to members of the Tufts University community. Also available via the World Wide Web;

Thesis (B.A. Hons. 1974) from the Department of Psychology, University of Adelaide.